Building a Sustainable Blended Learning Model

UCD Occupational Safety and Health Programme

Helen Guerin and Anne Drummond University College

Dublin

History & Development• Blended learning model developed in 1993

• 1989 framework OSH legislation – EU: Framework legislation 1989– Ireland: transition from sector-based to framework legislation 1989– Training need for employees and managers with OSH responsibilities identified

Programme Objective (OSH)

• To provide multidisciplinary training in the basic principles of OSH legislation, and best practice in risk management and occupational safety and health management for employees, supervisors and managers

• Needs analysis identified unique market and expertise characteristics, requiring a novel solution

Schedule

• 1-year part-time programme

• Students attend a local centre for 2 hours / week x 25 weeks

• 1-hour TV lecture + 1-hour tutorial

• Self-directed and work-based learning through assessment

2006-2007

• 14 sites

• 19 student groups

• 474 students

Stakeholder Relationships

6 Pedagogical Components

1. Programme material

2. Self-assessment questions

3. Live TV-delivered lecture

4. Phone-in question and answer session

5. Tutorial

6. Assessment by assignment and examination

Delivery – Blended Learning

– Live satellite lecture– Phone-in question and

answer session– Video conference– Fibre optic Cable

Download frequency 11023 MHZ POL625 Pal MPE 4:2:0 61113 hsymb/s FEC 3/4

Advantages for Students

• Local access to up-to-date national expertise

• Minimal time off work, particularly for employees in the in-company centres

• Recognised qualification and certification

• Progression pathway

Strengths of the Model

• Legislation-driven content

• Concurrent delivery of consistent content to large numbers of students

• Wide geographical access (satellite footprint is centred over Europe)

• Reliable technology

• Transferable across boundaries

• Adaptable delivery format

Challenges of the Model

• Large numbers of students

• Large numbers of stakeholders

• Indirect control (technical, site and broadcast partners)

• Heavy administrative and co-ordination burden on providers

Pedagogical Developments

• Peer learning

• Problem-based learning

• Situated learning

• Self-directed learning

• Modularisation

• Research-led teaching

Technological Developments

• Satellite TV

• Fibre optic cable (MAN)

• Video Conferencing

• IPTV

Reflections

• 14th year completed in 2007

• >5,000 students successfully completed to date

• 90%+ pass rate

• 95% completion rate

• Transmission delivery success > 98%

• Transmission receive site failure rare – prompt follow-up and back-up facilities

Conclusions

• Stakeholders work together to develop solutions that meet learner needs

• Ongoing review, reflection and development (pedagogic and technical)

• Questions???

• Contact: Anne.Drummond@ucd.ie

Helen.Guerin@ucd.ie