New technologies applied to the development of risk prevention competency in engineering students
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The document proposes using new mobile technologies and augmented reality to develop risk prevention competencies in engineering students. It describes developing a pre-laboratory guide with QR codes, enriched images, 3D models and safety maps to inform students about risks and safety procedures before laboratory sessions. It will provide information on reagents, equipment, risks and safety elements. Students will review the guide before sessions and complete a pre- and post-test and satisfaction survey to evaluate the approach.
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New technologies applied to the development of risk prevention competency in engineering students
- 1. New technologies applied to the development of risk prevention competency in engineering students Ana María Vivar Quintana avivar@usal.es Department of Construction and Agronomy Laura Lavandera Mayo llm@usal.es Ana Belén González Rogado abgr@usal.es Department of Automation and Computer Sciences University of Salamanca - Escuela Politécnica Superior de Zamora. Av. Requejo, 33 - 49022 Zamora (Spain)
- 2. OBJECTIVES The new framework of studies of the European Higher Education Area (EHEA) aims to train students to become active participants in their own learning process. To accomplish this we have transformed the traditional concept of the practical class, which should help to improve students' experiences in the classroom and make it easier for them to learn. In this case we propose the use of mobile technology to motivate the students.
- 3. OBJECTIVES The second aspect that we are currently working on involves making it easier for students to access information quickly and simply so that they can anticipate possible laboratory risks before the practical sessions and prevent them during such sessions. We have drawn up a series of more visual materials with a much more practical content that they should find easier to assimilate and should be more useful for them during their work. The information will be made available to the students a few days before the practice sessions begin.
- 4. THE PRE-LABORATORY SESSIONS The guide includes: The cards providing information about the reagents with which the students will be working. The machinery involved in the practice session and its proper use. Information about the risk points and safety elements of the laboratory in which the practice sessions will take place and how to identify them and locate them physically in the laboratory.
- 5. The Guide Explanation of the practical sesion Quick Response codes Enriched images 3D images Risk maps
- 6. Quick Response Codes Quick Response (QR) Codes are a type of code similar to bar codes but differ from these in that the information presented is two-dimensional. Their function in the guide focuses on the safe use of laboratory reagents and the risk characteristics and the preventive regulations that must be taken into account when these are handled.
- 7. Markers Enriched Images We have selected the Aumentaty VSearch application. It is an image- recognition tool that allows the association of additional digital content with selected images (texts, videos, .pdf files, location, etc.)
- 8. Markers 3D Images 3D images allow students to interact with a visual representation of the actual object represented. In the guide we use these images to represent the machines that students will use in the laboratory.
- 9. Safety Elements Map Safety maps can be defined as any informative instrument which by means of descriptive information and suitable markers allows the analysis of risks in a certain area. Our intention is that with the handling of the risk map they will be able to recognize all points of interest in the laboratory: of risk, of evacuation, or points with safety elements.
- 10. Safety Elements Map 1 - Cognoscitive stage In this stage, the risk factors are analysed before students enter the laboratory so that we can programme preventive action. 2 - Analytical stage This is the stage in which the interventions to be performed will be established and programmed, taking into account the analysis of the first stage.
- 12. Safety Elements Map 3 - Intervention stage During this stage, the intervention plans designed are put into practice. In our case we work on the information shown on both maps with the students before starting the practical sessions. 4 - Assessment stage During the fourth stage the results of our interventions will be checked.
- 13. PRACTICAL SESSIONS One theoretical session will be devoted to revising the practical guide with the students. Each of the elements of the guide will be explained in detail together with its use during the practical session. Before the practical sessions are started, the work they will have to carry out and the machinery they will have to use will be explained to them. The teacher will take part merely as an observer and will allow the students to organize the work in the laboratory.
- 14. ELEMENTS FORESEEN FOR THE ASSESSMENT OF THE EXPERIMENT To obtain information about the students participation and to assess the experiment, we will use a questionnaire addressing satisfaction and an objective test evaluating the knowledge of the students before and after the experiment.
- 15. The objective test The objective test aim: To discern the previous level of knowledge of the students. To obtain an initial measure of the level of preparation in the concepts presented. The different test items can be grouped in 2 thematic blocks: Identification of Risks First Aid.
- 16. Satisfaction test •Personal work methodology of the students •The extent of use of the different elements presented in the guide •The perception of the students about the methodology used •Student’s perception of the prevention of risks in the laboratory •General satisfaction with the experience •Evaluation of the elements contained in the guide to practical sessions according to its usefulness.
- 17. To the University of Salamanca, the call for Innovation Projects and the Teaching Improvement Application of ICT in practical teaching for the performance of safe practices in laboratories (Ref.: ID2014/136) and to the Fundación Memoria D. Samuel Solorzano Barruso of the University of Salamanca, the 2013 call for Research Aid – Augmented Reality applied to laboratory safety (Ref.: FS/13-2013), whose financing made this experiment possible. ACKNOWLEDGMENTS
Notas do Editor
- The new framework of studies of the European Higher Education Area (EHEA) aims to train students to become active participants in their own learning process. This is because in the future the students will need certain skills in order to continue their learning process so that they can update their knowledge and adapt to new situations as they arise once they have joined the labour market. To accomplish this we have transformed the traditional concept of the practical class, which should help to improve students' experiences in the classroom and make it easier for them to learn. In this case we propose the use of mobile technology to motivate the students.
- The second aspect that we are currently working on involves making it easier for students to access information quickly and simply so that they can anticipate possible laboratory risks before the practical sessions and prevent them during such sessions. We consider that if students can become familiarized with both the environment where they will be working and the instruments and materials they will be handling they will be more aware of the possible risks involved and will follow the requisite guidelines to prevent them. We have drawn up a series of more visual materials with a much more practical content that they should find easier to assimilate and should be more useful for them during their work. The characteristics, safety measures, and the operation of the equipment with which they will be working during the practical sessions are included in these materials. The information will be made available to the students a few days before the practice sessions begin. to help them to become familiarized with the materials and instruments they will be using in the laboratory and to teach them the safety measures and preventive elements to be taken into account and how these are to be deployed, together with the learning objectives and the results of each of the sessions.
- As mentioned, we have concentrated on preparing the pre-laboratory sessions with the students to make them aware of the risks they might encounter and how to proceed when they arise. To do that we have design a practical guide that students must work on before starting their practice sessions in the laboratory. The guide includes three aspects that we intend to work with the students. The first refers to the cards providing information about the reagents with which the students will be working, which include both their characteristics and the risks and safety measures that must be taken into account. Secondly, the guide addresses the machinery involved in the practice session and its proper use. Finally, it includes information about the risk points and safety elements of the laboratory in which the practice sessions will take place and how to identify them and locate them physically in the laboratory.
- The guide includes not only an explanation of the practice session but also of four other elements: Quick Response codes, enriched images, 3D images, and risk maps. This is to provide a comprehensive “road-map” for the students while in the laboratory.
- Quick Response (QR) Codes are a type of code similar to bar codes but differ from these in that the information presented is two-dimensional. QR codes may contain different kinds of information, ranging from text or images to URL addresses. One of the greatest advantages of this format is that it provides immediate access to the information. This allows students to participate actively in the classroom and to access the different types of information they need at each moment. In order to read them, students only require a mobile phone with Internet access and the appropriate software. Their function in the guide focuses on the safe use of laboratory reagents and the risk characteristics and the preventive regulations that must be taken into account when these are handled. Three QR codes with different colours have been included in the guide for each of the reagents to be used. Black QR codes contain basic safety notions for each of the reagents in a text format. Blue QR codes contain a link that will facilitate access to a complete safety file of the reagent in .html format. Red QR codes allow students to download the complete safety file of the reagent in .pdf format on the device we are using.
- We have selected the Aumentaty VSearch application, from the Spanish company Aumentaty. This application can be downloaded for free by users and is available on the usual download portals. It is an image-recognition tool that allows the association of additional digital content with selected images (texts, videos, photographs, .pdf files, location, etc.). Each marker that the Aumentaty company has lent us for educational use is associated with a card. By means of the Aumentaty VSearch application, the students can access this information, which we have used in this case to include additional explanations, videos explaining its use or operation, and links to websites to consult extra information related to the instrument depicted in the image.
- 3D images allow students to interact with a visual representation of the actual object represented. In the guide we shall use these images to represent some of the machines that students will use in the laboratory. The aim is for them to become familiar with these elements in the pre-laboratory stage so that they can familiarize themselves with the possible risk elements or safety mechanisms of each machine, thereby facilitating their identification when handling them. To produce the 3D models, an educational version of the SketchUp graphic design and modelling programme was used. In order to visualise the scene it is necessary to install the Aumentaty Viewer application in the device and download the scene on it. On focusing on the markers included in the guide with the camera of the appliance the scene can be visualised, the elements being shown from different angles.
- Safety maps can be defined as any informative instrument which by means of descriptive information and suitable markers allows the periodic analysis of occupational risks in a certain area. In the case in hand here, the idea of including it in the guide to practical sessions because in many cases students do not have access to these installations and therefore lack the ability to fend for themselves in them. Our intention is that with the handling of the risk map they will be able to recognize all points of interest in the laboratory: of risk, of evacuation, or points with safety elements.
- To develop the map we followed four stages in the drawing up of the risk maps, which we break down below. 1 - Cognoscitive stage In this stage, the risk factors are analysed before students enter the laboratory so that we can programme preventive action. In our case, we assess the risk points and the safety elements of the Food Technology Laboratory (dairy products) of the EPSZ, located on the ground floor of the Teacher Training building where the practice sessions will be held. We have taken into account both large-volume equipment, with a permanent location in the building, and small-volume equipment, although their distribution and location may vary depending on the laboratory users at each moment. 2 - Analytical stage This is the stage in which the interventions to be performed will be established and programmed, taking into account the analysis of the first stage.
- In our case a risk map was designed with the information that we obtained in the previous stage to reflect all the risks present in the workplace. Another map was created in the same way with the safety elements of the laboratory, the aim being to minimize risks during the practical session in the event of an accident. It shows the evacuation points and the general safety elements (first aid kit, emergency shower, the safety station, fire extinguisher, etc.), together with personal safety equipment (protective goggles, latex gloves, masks, etc.).
- 3 - Intervention stage During this stage, the intervention plans designed are put into practice. In our case we work on the information shown on both maps with the students before starting the practical sessions. This will allow the students to identify, locate, and assess the risks to which they are exposed in the laboratory, together with the safety elements available for preventive use and in the event of an emergency. 4 - Assessment stage During the fourth stage the results of our interventions will be checked. At the end of the practice period the teacher will be able to check whether the students were using all the resources provided and were acquiring the skills for working with the risk maps and safety elements: whether they were familiar with them, whether they identified them, and whether they knew how to act in an appropriate manner in each case.
- The guides for the practical sessions drawn up will be made available to the students the week before they enter the laboratories. One theoretical session will be devoted to revising the practical guide with the students. Each of the elements of the guide will be explained in detail together with its use during the practical session. The practical sessions will last 12 hours and will be divided into 3 sessions of 4 hours each. Working groups of two or three people will be established. Before the practical sessions are started, the work they will have to carry out and the machinery they will have to use will be explained to them. They will also be reminded of the information at their disposal in the practical guide and how to access it. The students will be free to distribute the work to be carried out as part of the practical session and to share out the tasks among the members of the group. The teacher will take part merely as an observer and will allow the students to organize the work in the laboratory.
- The objective test will have a dual aim: to discern the previous level of knowledge of the students with respect to the material and, secondly, to obtain an initial measure of the level of preparation in the concepts presented. A further aim is to determine the homogeneity, or lack thereof, of the students participating in the study with respect to their prior knowledge. The different test items can be grouped in 2 thematic blocks containing the contents of the test: Identification of Risks and First Aid. The pre-test test was applied on the first day of class and the post-test will be applied through the Moodle once classes have ended.
- To measure student satisfaction, we have drafted a satisfaction questionnaire with the aim of determining not only the satisfaction of the students with the experiment but also to determine how they work and to obtain the ratings of the methodology used from the students. With this questionnaire of 31 items, the aim is to gather information about the following dimensions: Regarding general satisfaction test our aim is to check whether, for the students, the experience has been positive and whether it has helped them in their learning process.
- We would like to thank the University of Salamanca, for the call for Innovation Projects and the Teaching Improvement Application of ICT in practical teaching for the performance of safe practices in laboratories and the Fundación Memoria D. Samuel Solorzano Barruso of the University of Salamanca for Research Aid – Augmented Reality applied to laboratory safety, whose financing made this experiment possible.