1. eLearning in Occupational Health & Safety Satu Hakanurmi 07/2014 1

2. Why eLearning? Flexible Cost effective in the long run Level of quality Support for teachers For lifelong learners The history of technology in education http://www.youtube.com/ watch?v=UFwWWsz_X9s http://www.youtube.com/ watch?v=UFwWWsz_X9s 2

3. Different Models of e- Learning Face-to-faceClassroom aids Computer labs/laptop programs Hybrid (less face-to-face + online learning) Distance education No e-learning Fully e-learning Blended learning Distributed Learning (Bates & Poole, 2003; OECD, 2005) 3

4. eLearning model for Occupational Health? SAWS -course design -material production & delivery -teacher training Totally online courses -material -interaction -assignments Training centers -f2f training -online materials -examination Training centers -f2f training -online materials -examination Training centers -f2f training -online materials -examination Training centers -f2f training -online materials -examination 4

5. eLearning examples for occupational health Satu Hakanurmi 9.7.2014 5

6. Role of the student What do the students do when studying online? What kind of materials do students use? With whom do students interact when studying? What attractive elements can you find in the models? How does the curricula & learning environment meet end-user requirements? 6

7. BRITISH SAFETY COUNCIL HTTPS://WWW.BRITSAFE.ORG/ Case 1. 7

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10. https://www.britsafe.org/training/nebosh-courses/nebosh- national-diploma-occupational-health-and-safety 10

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13. https://www.britsafe.org/store/courses 13

14. https://www.britsafe.org/dhs-demo-unit-28Jan-pif/reader/reader.html# 14

15. https://www.britsafe.org/products/level-2-award-coshh-risk-assessment-e-learning-course 15

16. 3T RESULTS HTTPS://WWW.3TONLINE.FI/?LANGUAGE=EN Case 2. 16

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20. www.3tonline.fi 20

21. HEALTH AND SAFETY WORK EXECUTIVE HTTP://WWW.HSE.GOV.UK/RESEARCH/RRHTM/RR482.HT M Case 3. 21

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23. E-learning for risk education Demonstration e-learning package to teach undergraduate engineers of all diciplines in relation to the key concepts in health and safety risks The sample is in the form of a CD and contains introductory material, a simulation and related tutorial material developed for learning in a ’gaming’ context, and several illustrative examples of other interactive tutorial material. 23

24. A CD contains the following: An eye-catching set of video clips highlighting the importance of the issues being considered Introductory material which explains the background, content and future intentions for the project. Guidance is also given on how the material can be best used A draft simulation of a construction site. ’Video game’ where the user is asked to spot hazards, given guidance on the impact and nature of the hazards and introduced to the concept of risk assessment with appropiare input and feedback 24

25. A CD contains the following cont.: A variety of tutorial material (which can be related to the simulations or can stand alone). The sample material includes comparing risks, factors affecting risk perception, and introduction to terminology (specifically ’risk’ and ’hazard’) and an example of background briefing material Concluding section, drawing together the strands from the above and soliciting help with further development 25

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27. EVALUATION OF EXAMPLES 27

28. Learning needs and suitable digital media KNOWLEDGE LEVEL AND LEARNING GOAL NATURE AND SUBSTANCE OF KNOWLEDGE TYPE OF KNOWLEDGE OF LEARNING CONTENT EXAMPLE OF MODE WHICH SUPPORTS LEARNING 1. Knows Understands Applies Ready and existent knowledge, basic information produced by others Mainly theoretical and unambiguous Self-study courses 2. Analyze Synthesize Evaluate New and self- generated knowledge, specialist know-how Mainly creative information production and development of the new Virtual work and discussion groups 3. Metacognitive and to learn readiness for learning Assessment of one’s own activities, tutoring, and development Development of operations and working modes Blended education (blended learning) 28

29. Communicative interaction is central to quality eLearning Learner-content Learner-teacher Learner-learner 29

30. The Course Designer’s Tasks 1.Curricula & learning environment meet end-user requirements 2.Student activities when studying online 3.Userfriendly materials 4.Students’ interaction when studying 5.Manageable chunks 6.Attractive elements 30

31. THANK YOU FOR YOUR ATTENTION! 31 谢谢您的关注 !