Using Virtual Classes to Deliver Health and Safety Training in the Construction Industry.

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Using Virtual Classes to Deliver Health and
Safety Training in the Construction Industry.
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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.

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Virtual Class
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Technological Interface
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Multiple Intelligence
Common Strong Intelligences in Construction
Professionals Intrapersonal Spatial Logical-Mathem
atical Interpersonal
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Multiple Intelligence
Intelligence 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
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Presentation of Content
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Framework
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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

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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.

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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.

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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.

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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.

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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.