Dr Kirsten Way
Peter Faber Business School
OHSE602 OHSE Management Systems
A mix of those who are very experienced, and those who have no experience
Kirsten’s team received a grant to create an 'Authentic Work-Based Assessment for Online Students’. The team wanted to focus on using case-based learning to embed a realistic, applied context for the unit structure and assessment using a sustainable model that could be modified for future iterations of the unit.
In the past students analysed an industrial accident from history based on written materials e.g. the Esso Gas Plant Explosion at Longford. The plan was to improve this approach by creating an online mimetic simulation that unfolds over 9-weeks of the unit, with related assessments.
Here is a short 2 min interview exploring Kirsten’s plans before she embarked on the project….
ACU Case study: Creating authentic online simulations using branching scenarios I
Length: 2 mins.
The team developed a 9-week simulation around a workplace industrial accident. The simulation was built in LEO lesson, to allow a ‘choose your own adventure’ style structure, in which students are posed realistic questions and then participate in activities about next steps in unpacking the incident and responding to unexpected events as they occur throughout the period.
ACU Case study: Creating authentic online simulations using branching scenarios II
Setting the scene: Overview
The team split development into three parts:
There are three stages to the simulation, each one lasting 3 weeks. Each week a different step in the stage is played out, and students choose how they will respond. There is an authentic assessment associated with each stage.
1 - Out of the blue
2 - Mind the gap
3 - What's really driving behaviour
|The incident occurs, and students are in the role of first responders and have to undertake a range of actions upon finding out about the incident.||Students do an analysis, and have some interpersonal issues that they have to navigate within the organisation, with the CEO, HR and the grieving family members.||The final stage is around the leadership of the board, and safety culture. Students learn about the different safety leadership styles of board members and attempt to influence their safety behaviours.|
|Business report about the interim findings||Report to the board about the failures of the safety management system that led to the incident||Video pitch to the senior managers and board to implement Safety II measures to improve the safety culture|
The team created a detailed plan of the flow of the scenario and how it would run. This was developed in an iterative way once building began.
For future iterations it provides a solid blueprint for making and discussing updates offline before updating the lesson activity itself.
For other units, it provides a good practice example of how to plan and prepare for a lesson simulation offline before building it in LEO.
In order to make the simulation more authentic, the team employed an external videographer to film clips. They utilised the acting students from Brisbane campus to perform scripted vignettes, displaying the interpersonal, emotional and real aspects of dealing with workplace industrial incidents.
The clips allowed students to consider the sorts of situations they will have to deal with and explore the sorts of decisions they will need to make as a practitioner.
Example video: Your CEO, who you rarely see, is suddenly standing at your office door.
While data collection is still ongoing, initial findings indicate:
This is what was learnt from the experience.
ACU Case study: Creating authentic online simulations using branching scenarios IV
Length: 2 minutes.
...the practical simulation was one of the best features of the unit
...what was more important than that was the whole process filled me with a confidence. Do you know what I mean? I now have a greater degree of confidence if I’m to approach a real life situation that was complex …...
There is a lot more confidence in my approach mentally, I mean I haven’t physically approached a similar problem to the simulation but I do feel confident if that came up I could handle it quite adequately
I was very, very impressed with the scope of tools that were able to be deployed in order to simulate a real-life experience for an OHS practitioner. In fact, I after about an hour and a half to two hours engaging with the material I found myself almost stressed [laughter] because it took me back to a work role and all these competing things coming at you and trying to prioritize them and dealing with so many different people. Maybe because I was dealing with it in a compressed timeframe and trying to simulate as much as I could within two hours. But I did. I didn't have to go and get a valium or anything but I had to walk away and get a coffee [laughter]. That's a [tick]. I think it's a tick in terms of simulating the real-life activity.
.... the time sequencing is real-life and time spacing is real-time if I can put it that way. So I think it does create a sense of urgency, which you can relate to a work experience rather than just an academic experience. So if I don't do this, then the boss will be onto me, or if I don't do this, well, then I can't do that. So I think there's a lot of time management sequencing and prioritizing attributes in built, which may be incidental, but they're coming to the fore the whole way through.
Kirsten won the ACU 2018 'Citations for Outstanding Contributions to Student Learning (Early Career)' for this project. For curriculum redesign and innovative online simulation using technology enhanced learning in Post-Graduate Occupational Health and Safety and Environmental Management Degrees.
Collecting further data to further examine:
Kirsten was also supported in the design and development by:
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