SAFE06029 2019 Occupational Safety and Health Enquiry Based Learning 2
The Theme of this Enquiry Based Learning Module is The Science of OSH. The aims of this module are to provide an opportunity for students to explore the basic sciences and employ their relevance to the principles for securing safety and health in the workplace.
On completion of this module the learner will/should be able to;
Identify their learning needs and develop efficent self directed study skills
Communicate the basic principles for securing safety and health in the workplace.
Relate basic principles of biology, chemistry, physics and maths to workplace hazards.
Identify concepts that are cross disciplinary.
Teaching and Learning Strategies
This module will be delivered fulltime. EBL is a facilitated learning approach where students engage in workplace based scenarios and construct their own learning, identifying gaps in their knowledge and undertaking research to bridge the learning gaps. Facilitators guide students through their learning journey assisting them in the maintenance of a healthy team environment as well as guiding on subject matter. This is carried out in a structured environment where the integrity of the teaching is maintained and a safe learning environment protected at all times. This approach is expected to address student learning needs. Moodle will be used as a repository of educational resources and as a means of assessment.
Module Assessment Strategies
Assessments are formative and summative relation to Process Marks (60%) and Product Marks (40%)
This module comprises a number of workplace based scenarios, typically running over a period of weeks, in which the students apply knowledge to solve technical OSH issues. The students work in groups and are collectively & individually responsible to deliver their work in a professional manner according to an agreed criteria & timeline.
Students are given precise instructions at the beginning of each scenario outlining the key issue(s), the marking scheme attaching to the scenario including process mark and product mark and the expected assessment format. Assessments can be, but are not limited to, MCQ's, exams, presentations, reports, video production, storyboards etc
Students are expected to carry out work in EBL class and independently outside class time according to their own schedule.
Communication and presentation skills
Technical report writing skills
Reading and reviewing skills
Group dynamics and team building
Self directed learning
Sourcing and referencing hardcopy and electronic information
Relevant core scientific information
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Facilitated group activities and feedback on group and individual performance.||Formative||UNKNOWN||- %||OnGoing||1,3,4,5|
|2||Process||Continuous Assessment||Performance Evaluation||60 %||OnGoing||1,2,3,4,5|
|3||Product||Continuous Assessment||Group Project||40 %||OnGoing||1,2,3,4,5|
Full Time Mode Workload
|Problem Based Learning||Flat Classroom||Enquiry Based Learning||5||Weekly||5.00|
|Independent Learning||UNKNOWN||Self Study||9||Weekly||9.00|
Ridley J. (2004)Health and Safety in Brief, Biddles Ltd, Kings Lynn, Norfolk
Stranks J. (1996) Safety Technology, Financial Times, London
Stranks J. (2000) Handbook of Health and Safety Practice, Pearson Education, London
Other text books used will be dependent on specific group work assigned.
Health and Safety Review
To facilitate EBL a flat classroom with adequate IT resources will be required for all sessions.
A student to facilitator ratio of 12:1 required to facilitate the delivery of Enquiry Based Learning