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Scenario
People operate in potentially dangerous situations on
a daily basis, which are made more dangerous because
of their routine nature: for example, driving a car. Sample eLearning scenario using 3D animation.
60 ✦ Iron & Steel Technology A Publication of the Association for Iron & Steel Technology
Figure 3
with examples specific to their daily responsibilities.
This can help discourage employees from believing
these safety hazards don’t affect them. The more real-
istic the scenario, the stronger the impact it will have
on the learner.
When the animations are developed, the entire sce-
nario can be customized to include colors, equipment
models, asset placement and the scenario itself. It is
possible to change characteristics about the employ-
ees in the scenario as well, including gender, appear-
ance, personal protective equipment, height, weight
and age. By utilizing this flexibility, it is possible to
ensure there is always a character in the module with
whom an employee can identify. This flexibility allows
an organization to convey a specific message to the
learners about dangers inherent to their facility in a
manner with which they will identify. Operator view.
While increasing the authenticity of the experience,
the scenario will also allow the learner to mentally Figure 4
prepare for and focus on the required task.2 Scenarios
can be used throughout the module to present the Safety Zone Issue
the view of the pedestrian and the equipment opera- Pedestrians: Recognize that equipment
operators have significant blind spots that greatly
reduce their visibility.
tor. As shown in Figure 3, the same incident can be Operators: Be aware of personnel in your
vicinity.
reviewed from both the operator’s viewpoint and the Infrastructure: Requires the use of high
visibility clothing in high traffic areas.
pedestrian’s viewpoint to explore the different factors
that contributed to the incident.
These scenarios will help learners understand fac-
tors outside of their control as a pedestrian, such
as the driver’s impaired visibility. By exploring the
different perspectives, learners will be able to apply
safe practices whether they are the pedestrian or the
operator, while being able to understand the other
employee’s viewpoint simultaneously. Having a more
holistic view of the safety concerns will help the entire Sample eLearning activity in which the learner clicks on
company be more aware of the potential hazards and the highlighted items.
work together to provide a safe working environment.
It is not enough to be aware of mobile equipment. To include the safety concerns operators should be aware
be safe, an employee must also be aware of the blind of and how to safely operate mobile equipment.
spots an operator experiences in order to avoid dan- The activity can also include interactive branching
gerous situations. Working together, the pedestrian scenarios that allow the learner to actively participate
and operator can have a safe working environment. in the content, either through a simulation or other
learning event to encourage the learner to practice
Activity the material.3–7 Branching can be simple or complex,
allowing for a variety of results depending on the
While viewing the scenario is engaging, it is also a learner’s selections. As shown in Figure 5, the learner
passive experience. To engage kinesthetic learners is given the responsibility of selecting when he or she
and increase interactivity, each scenario should be is able to cross the path. When the learner enters this
followed by an activity that encourages exploration. scenario, the pedestrian is stopped at a gate. The red
In Figure 4, the learner is asked to roll the mouse light will then flash, alerting the learner that mobile
over highlighted areas to explore potential hazards. equipment is approaching. The learner will use the
In each situation, the learner is presented with addi- go and stop button on the left side of the screen to
tional information regarding how to be safe from participate. This allows the learner to practice being
the perspective of the pedestrian, operator and gen- aware of surroundings, such as the red strobe light,
eral infrastructure. Additional 3D animations can be when in the potential pathway of a forklift.
added to show other viewpoints. When the learner enters this scenario, the pedes-
In Figure 4, the learner is presented with content trian is looking at a clipboard. If the learner presses
about the operator’s impaired visibility simultaneously go, the pedestrian will open the gate without looking
with a 3D animation showing the driver’s perspective up and begin crossing the pathway. If the learner
to reinforce the content. The module will then con- presses stop, the learner will stop and look up from
tinue to explore that viewpoint in more detail and
the clipboard to observe the surroundings. Both had not waited. This recursive feedback will ensure
resulting scenarios will continue to provide the learn- the learner not only received the feedback from his/
er with feedback on his/her selection, as described in her selection, but also received reinforcement on why
the next section. that was the correct or incorrect response. This inter-
action presents the content ingrained in the authentic
Feedback scenario and includes specific directive information
Feedback can be provided in a variety of ways. to ensure the message is clear.
Typically, feedback is included at the end of the
module, letting the learner know what the correct Evaluation
response is. While this feedback is important, it is The module should conclude with an evaluation,
less effective at the end of the module. It is important which can be handled in a variety of manners.
to include feedback within the scenario, as well as to Formative evaluations have been used throughout
help the learner understand and apply the principles the module by having the learner participate in sce-
discussed in the module. Once the training is com- narios such as choosing when the pedestrian should
plete, it is important that the learner is able not only cross the walkway. A summative evaluation is included
to recall how to operate in and around mobile equip- with feedback to ensure retention and transfer of the
ment safely, but to apply the principles as well. information presented during the module. Regardless
For example, in the scenario activity, the learner is of technique, the evaluation presents the learner
presented with feedback within the scenario. If the with the content previously practiced and asks the
red light is flashing and the learner chooses go to tell learner to complete the task with minimal direction to
the pedestrian to cross, the pedestrian is hit by the retrieve the knowledge stored.8 These evaluations are
forklift, as shown in Figure 6. This type of feedback important to confirm and enhance retention for the
reinforces the content by providing the consequences learner, and also to provide confirmation of compli-
of unsafe behavior. Employees will be presented with ance that training was completed and effective.
this same experience every day, and the possible In Figure 7, the learner is presented with the same
feedback is the same. However, in this simulated situ- screens from the Activity sections of the module.
ation, everyone is safe regardless of the choice made. However, now the learner needs to act fast as the timer
This tactic reinforces the importance of following on the left counts down to find all of the hazards in
proper safety procedures and being aware of one’s the image shown. This allows the learner to practice
surroundings. thinking and acting quickly when in a potentially
If the learner selected stop in the scenario, the dangerous situation. The learner can select hints (as
pedestrian will look up, notice the red light flashing shown on the right) if needed; however, he or she will
and the forklift will pass in front of him as he is safely receive no points for the selection. This assessment
behind the gate. After the forklift passes, the pedes- allows the learner to check his/her knowledge in a
trian will look left and right, open the gate, and cross fun and interactive manner, while still receiving feed-
to safety. back. Upon successful completion of the evaluation,
Regardless of the learner’s selection, the module the learner will be able to roll over the highlighted
will continue to allow the learner to see the opposite areas again to review the content in more detail.
result. If the pedestrian was hit during the activ- Standard knowledge evaluations should also be
ity, the module will continue to alert the learner as included in a module to evaluate, from a compliance
to what the pedestrian should have done to travel standpoint, whether the learner has achieved the
safely. Conversely, if the learner selected the correct desired knowledge transfer. This assessment should
response, the module will continue to alert the learn- have scenario-based, multiple choice questions that
er as to what could have happened if the pedestrian require the learner to recall information from the
62 ✦ Iron & Steel Technology A Publication of the Association for Iron & Steel Technology
Figure 7 Figure 8
module and apply to the situation presented. The evaluation to ensure the learner has gained the
summative assessment should include a few questions desired knowledge and is able to apply the principles
from each principle of the module to ensure all areas to scenarios.
of the content are assessed. While the passing score is The SAFE method for safety training instruction is
often prescribed by an organization, a perfect score an engaging, interactive and authentic way of present-
should be required in this type of training, with the ing compliance training. Effective safety training can
learner able to review the content again if the score is be the difference between life and death. Using new
not achieved. The learner should receive specific feed- technologies and techniques can increase the effec-
back, as shown in Figure 8, to provide remediation tiveness of training and potentially save lives. In the
and clarify correct and incorrect responses. same way that technologies can increase productivity
and effectiveness in a facility, technology can increase
Summary the effectiveness of training and create a safe environ-
While this discussion centered on forklift safety, the ment for all employees.
principles and concepts could be applied to a variety
of learning content. Using the SAFE design method References
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Needham Heights, Mass.: Allyn & Bacon, 2000.
senting the possible outcomes of unsafe material han-
dling practices. The outcomes are presented through 3. Norman, D.A., Learning and Memory, San Francisco:
Freeman, 1982.
the use of 3D animation to simulate the environment
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and the incident for greatest impact. The module con- Instruction, Englewood Cliffs, N.J.: Educational Technology, 1983.
tinues with activities and feedback to convey the con-
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and interact with scenarios to explore the principles Instructional Design, London: Kogan Page, 1986.
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such as branched scenarios, allowing the learner to Instruction, 5th ed., New York: Longman, 2001.
see the possible negative outcomes of unsafe prac- 8. Clark, R.C., and Mayer, R.E., eLearning and the Science of
tices. The SAFE method concludes with a summative Instruction, San Francisco: Pfeiffer, 2003. F
This paper was presented at AISTech 2011 — The Iron & Steel Technology Conference and Exposition, Indianapolis, Ind., and published in the Conference Proceedings.