Building a Sustainable Blended Learning Model UCD Occupational Safety and Health Programme

1. Building a Sustainable Blended Learning ModelUCD Occupational Safety and Health Programme Helen Guerin and Anne Drummond University College Dublin

2. 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

3. 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

4. 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

5. 2006-2007 • 14 sites • 19 student groups • 474 students

6. Stakeholder Relationships

7. 6 Pedagogical Components • Programme material • Self-assessment questions • Live TV-delivered lecture • Phone-in question and answer session • Tutorial • Assessment by assignment and examination

8. Delivery – Blended Learning • Live satellite lecture • Phone-in question and answer session • Video conference • Fibre optic Cable Download frequency 11023 MHZ POL 625 Pal MPE 4:2:0 61113 hsymb/s FEC 3/4

9. 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

10. 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

11. 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

12. Pedagogical Developments • Peer learning • Problem-based learning • Situated learning • Self-directed learning • Modularisation • Research-led teaching

13. Technological Developments • Satellite TV • Fibre optic cable (MAN) • Video Conferencing • IPTV

14. 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

15. 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