Using Virtual Classes to Deliver Health and Safety Training in the

Construction Industry.

Project Partners Waterford Institute of Technology, Ireland

Nottingham Trent University, UK

Istanbul Technical University, Turkey

Universite de Nice Sophia-Antipolis, France

Centre for the Advancement of Research and Development in Educational Technology, Cyprus

Multimedia Instructional Design, Ireland

Blended Learning Design, Ireland

AIM : To look at the application of multiple intelligence profiling within virtual classes that deliver health and safety training.

Virtual Class

Technological Interface

Multiple Intelligence

Common Strong Intelligences in Construction ProfessionalsIntrapersonal

Spatial

Logical-Mathematical

Interpersonal

Multiple IntelligenceIntelligence Examples of instructional

activities

Intrapersonal Activities that might be completed through reflective individual projects

Spatial / Visual Matching illustrations, photos or cartoons with corresponding subject categories; creating/evaluating site layouts (i.e.’ safe workplaces’)

Logical-Mathematical Analyzing relevant statistical data, creating graphic representations (charts, diagrams, etc.); devising a strategy to identify hazards of falls; conducting relevant measurements

Interpersonal Activities that might be designed to incorporate cooperative learning groups

Presentation of Content

Framework

Class Content

Classes were developed targeting falls from height in construction

• The hazards of working at heights• The consequences of falls from height• The use of mobile work platforms• The preventative measures• The formulation of a personal method statement

Content

• The content as been presented in a clear and understandable way

• Content presented through a case study or narrative

• Content presented through diagrams or pictures

• The level of content interactivity• Content presented through forums, web chats

and real time instruction• Access to the archived content.

Role of Instructor

• The level of interaction learner had with instructor

• The degree to which the learner seen the instructor as a

– Motivator– Facilitator– Lead Speaker.

Learning Community

• The ability of the learners to interact with each other

• The ability of learners to interact with the instructor

• The ability to share knowledge with the rest of the participants.

Degree of Personalisation

• Their ability to access the content they need

• Their ability to choose what they want to learn

• Their ability to control the learning process• The degree to which the virtual class

records their learning progress and performance.

Conclusion

• The interaction between the instructor, the learner and the content is key to the success of a virtual class.

• The theory of multiple intelligence is a useful tool in humanising the virtual class experience.

• The use of virtual classes involves changes to the roles of instructors, learners and educational content.