SAFE06030 2019 Occupational Safety and Health Enquiry Based Learning 1
Full Title
Occupational Safety and Health Enquiry Based Learning 1
Transcript Title
Occupational Safety and Health
Code
SAFE06030
Attendance
70 %
Subject Area
SAFE - Safety Studies
Department
ESCI - Environmental Science
Level
06 - Level 6
Credit
10 - 10 Credits
Duration
Semester
Fee
€
Start Term
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Author(s)
Edel Costello, Victoria Stevens, Mary Hannon
Programme Membership
SG_SOCCU_B07 201900 Bachelor of Science in Science in Occupational Safety and Health
SG_SOCCU_H08 201900 Bachelor of Science (Honours) in Occupational Safety and Health
SG_SOCCU_B07 201900 Bachelor of Science in Occupational Safety and Health
Description
The theme of this Enquiry Based Learning module is Discovering Occupational Safety and Health. This module introduces the student to independent and group learning activities essential for the Occupational Safety and Health professional. It will also show the link between foundation science subjects and the OSH professional.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Communicate in a variety of formats to a variety of audiences.
2.
Source information and utilise ITS learning supports to facilitate their own learning.
3.
Participate in and contribute effectively to group based activities.
4.
Demonstrate good organisational and learning skills.
5.
Apply core scientific knowledge to relevant problems.
Teaching and Learning Strategies
This module will be delivered fulltime. EBL is a facilitated learning approach where students engage in workplaced 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.
Repeat Assessments
Repeat Attendance
Indicative Syllabus
1. Communications
Presentating technical information.
Facilitating, and participating in, small group meetings.
2. EBL
Introduction to Enquiry Based Learning (EBL).
Self directed learning.
Sourcing and referencing hardcopy and electronic information.
3. Technical Knowledge
Fundamentals of OSH, Biology and Chemistry.
Introduction of stakeholders in OSH in Ireland
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Facilitated group activities and feedback on group and individual performance. | Formative | Performance Evaluation | 0 % | OnGoing | 1,2,3,5 |
| 2 | Process | Coursework Assessment | Performance Evaluation | 60 % | OnGoing | 1,2,3,4,5 |
| 3 | Product | Coursework Assessment | Group Project | 40 % | OnGoing | 1,2,3,4,5 |
Module Resources
Non ISBN Literary Resources
Essential Reading
De Vito, J. (2003) Human Communications: The Basic Course, Allyn & Bacon, Boston
and / or
Harvey, N. (2002) Effective Communication; Gill & Macmillan, Dublin
Leedy, P.D. (2001) Practical research : planning and design, Merrill Hall & Prentice NJ
McMillan K & Weyers J (2006) Smarter Study Skills Companion, Pearson, Essex
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
Supplementary Reading: Communications
Daire & Coffey (2010) Emotional intelligence (EQ) : a leadership imperative, Management Briefs, Dublin
Lindenfield, G. (2001) Assert yourself : a self-help assertiveness programme for men and women, Thorsons, London
Nelson-Jones, R. (2004), Effective thinking skills : preventing and managing personal problems, Sage Publications, London
Summers, J. (2004) Communication skills handbook : how to succeed in written and oral communication, Wiley & Sons, Australia
Text books used will be dependent on specific group work assigned.
Journal Resources
Health and Safety Review
URL Resources
www.hsa.ie
www.hse.gov.uk
www.learnhigher.co.uk
Other Resources
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
Additional Information
None