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Current ELearning Practice using
Digital Technology through
Satellite and Cable Delivery of Content and
Blended Learning
ELearning Workshop College of Life Sciences Graduate School
Anne Drummond School of Public Health and Population Science,
UCD College of Life Sciences
Blended learning in Occupational Safety & Health (OSH)
• The term ‘blended learning’ is used to describe a solution that combines several different delivery methods usually blending traditional and virtual learning methodologies
• This OSH model combines – live satellitedelivered lectures, – live telephone linkup, – facetoface tutorial support, – electronic media support, dedicated
selfcontained course text, – selfassessment, and – peer and situated workplace learning
and assessment.
Background
Then • 1989 Framework OSH legislation
– EU and Ireland – Professional OSH training firmly established – Training gap for those with OSH responsibilities identified
By coincidence!!! • 1993 EU funding available to develop satellite learning technology
Now • OSH satellite programme with continuous development • NQF Level 7 (UCD Level 1) parttime 20 credit Certificate
Target Market
• Industry – Private Sector – Public Sector – SMEs
• Individuals – Working adults – Continuing professional education
• Persons with some responsibility for safety and health at the work place
• Employee, supervisor, manager training • NOT professional training
Student backgrounds
• Adults • Age range 18 – 60+ • Working fulltime • Diverse educational qualifications from lower second level to PhD
• Multidisciplinary occupations and diverse professional backgrounds
Age
Over 50 41 50 31 40 21 30 20 or Under
Percent
40
30
20
10
0
11
29
34
23
Modularisation
Modules • SHWW10010 Principles of Occupational Safety & Health
– WorkRelated Memo + End of semester exam
• SHWW10020 Occupational Health Hazard Management – Worksituated Health Risk Assessment + end of semester MCQ
• SHWW10030 Occupational Safety Hazard Management – Essay + end of semester MCQ
• SHWW10040 Occupational Safety and Health Project – Directed student learning – Capstone module – WorkRelated Risk Assessment
Pedagogical Components blending traditional and virtual
1. Dedicated selfcontained programme manual Learning Outcomes for each session Selfassessment questions for each session
2. Live satellitedelivered lecture (40 mins) 3. Live phonein question and answer session (20 mins) 4. Tutorial (1 hour) 5. Electronic Support Material
DVD Blackboard
6. Formal assessment Assignments and examinations
Tutors
Cavan ITC (1) Cavan ITC (1)
Dundalk IT (1) Dundalk IT (1)
UCD Dublin (2) UCD Dublin (2)
Dublin City Council (1) Dublin City Council (1)
Carlow IT (1) Carlow IT (1) Waterford IT (1) Waterford IT (1)
IT Tralee (1) IT Tralee (1)
Cork IT (1) Cork IT (1)
Pfizer Cork (1) Pfizer Cork (1)
Centres 2008/9: 9 sites 10 student groups
Centres 2008/9: 9 sites 10 student groups
EBU EBU
RTÉ RTÉ
Media Services Media
Services
UCD Admin UCD Admin
PHPS PHPS
Technicians Technicians
Lecturers Lecturers
Tutors Tutors
Admin Admin
Managers Managers
ITs ITs
HE Institutions
HE Institutions
Private Sector Private Sector
Public Sector Public Sector
Professionals Professionals
Students Students
SMEs SMEs
University University TV Network TV Network Agents Agents Individual and Corporate Clients Individual and
Corporate Clients
Stakeholder Relationships Stakeholder Relationships
Clients include employees from: Incompany sites • Dublin County Council • Pfizer Pharmaceuticals (4 sites in Cork) • Wyeth Nutritionals in Limerick • ESB
Repeat Business Organisations • UCD • RTE • Waterford Crystal • Irish Defence Forces • Irish Rail • Irish Bus • Telecom organisations • County councils (Dublin, Laois, Louth,
Kerry)
IT Competencies and Facilities
• Media Services – Mediarich content development expertise – Competence in media skill training for lecturers – Technical expertise in live production & delivery – Ability to troubleshoot remote site technical issues
• Remote Sites – Expertise – trained technicians – Infrastructure equipment
• Students – Computer literacy (sufficient to use Blackboard) – Internet access and DVD player access
IT that students are expected to use
• Blackboard – Slides in 6 per page (after the lecture) – PDF copies of national documents
• DVD with video vignettes on: – Introduction to Programme Components – Accessing Blackboard – Studying Referencing – Avoiding Plagiarism – Preparing for Exam Questions MCQs – Writing for Assignments – Preparing for Exam Questions Essay
(planning that podcasts replace DVD for 09/10)
Choice of Method?
• Chance • Success • ‘Relative’ ease • Sustainability
Sustainability
• 15 th year completed in 2008 • 5,700+ students successfully completed to date
WHY? 1. Legislationdriven 2. Studentcentred
5 8 % attrition rate / 93 5% completion rate 97 99%+ pass rate (of those who stay for assessment)
3. Technology works Transmission delivery success > 99.5% Transmission receivesite failure is rare Prompt followup and backup facilities
4. Economically viable
Printed learning materials
Poor Fair Good Very Good
Percent
60
50
40
30
20
10
0
12
51
36
Live satellite lectures
Very Poor Poor Fair Good Very Good
Percent
70
60
50
40
30
20
10
0
14
59
25
Interactive question and answer sessions
Poor Fair Good Very Good
Percent
60
50
40
30
20
10
0 3
31
51
15
Tutorials
Very Poor Poor Fair Good Very Good
Percent
60
50
40
30
20
10
0
13
32
51
Sample feedback from students
0
100
200
300
400
500
600
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Viability
CertSHW student completion statistics 1994 – 2008 (+ 2009)
0
100
200
300
400
500
600
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Viability
CertSHW student completion statistics 1994 – 2008 (+ 2009)
Key Attributes
• Blending of traditional and virtual methods • Pedagogically strong • Peer learning • Situated learning • Meets the needs of target market
– Supportive for working adults – Flexibility of delivery possible
• Has stood the test of time
Key Features
• Outreach • Responsive to industry needs • Provides local access to
national expertise • Recognised qualification,
certification, accreditation • Progression pathway to
professional qualification
• Blended learning appropriate for adults
• Low attrition rates • Concurrent delivery of content
to large student numbers
• Potentially wide geographical access – satellite centred over Europe
• Reliable technology • Transferable across boundaries
• Successful package with financial incentives for participating centres
• Competitively priced • Sustainable
Weaknesses of the model
• Needs large numbers of students – strength and weakness
• Large numbers of stakeholders • Indirect control
– dependent on remote site staff and broadcast partners; – contracts very important
• Satellite is expensive • Heavy administrative and coordination burden on primary provider (PHPS)
PHPS CertSHW Team Centre for Safety and Health at Work
Improvements? Looking to the future
• Introduction of Computers – Access to rooms and resources – Reliability / availability of Broadband – Home access is not without problems – Essential to keep the ‘live’ component
• Technology – moving with the times – Pod or Vodcasting
Lessons
• BlEnded learning essential • Live component important • Personal contact important
Questions and Queries welcome to:
Anne Drummond
School of Public Health and Population Science
Phone 017163427
