The cost of health and safety failures to UK industry is currently estimated at up to £6.5 billion per annum with the construction sector suffering unacceptably high levels of work related incidents. Better health and safety education across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to re-create the dynamic realities of managing health and safety (H&S) on-site and therefore do not sufficiently create deeper cognitive learning (which results in remembering and using what was learned). The use of videos is a move forward, but passively observing a video is not cognitively engaging and challenging, and therefore learning is not as effective as it can be. This article describes the development of an interactive video in which learners take an active role. While observing the video, they are required to engage, participate, respond, and be actively involved. The potential for this approach to be used in conjunction with more traditional approaches to H&S were explored using a group of second year undergraduate civil engineering students. The formative results suggested that the learning experience could be enhanced using interactive videos.Nevertheless, most of the learners believed that a blended approach would be most effective.3

Until automated cars function perfectly, drivers will have to take over control when automation fails or reaches its functional limits. Two simulator experiments (N = 24 and 27) were conducted, each testing four automation levels ranging from manual control (MC) to highly automated driving. In both experiments, participants about once every 3 min experienced an event that required intervention. Participants performed a secondary divided attention task while driving. Automation generally resulted in improved secondary task performance and reduced self-reported physical demand and effort as compared to MC. However, automated speed control was experienced as more frustrating than MC. Participants responded quickly to the events when the stimulus was salient (i.e., stop sign, crossing pedestrian, and braking lead car), but often failed to react to an automation failure when their vehicle was driving slowly. In conclusion, driving with imperfect automation can be frustrating, even though mental and physical demands are reduced.

The paper reports on the FREMA (Framework Reference Model for Assessment) project that aims at creating a Reference Model for the Assessment Domain and delivering it via a heavily interlinked Web site. Because the resulting network of resources (standards, projects, people, organisations, software, services and use cases) is so complex, we require a method of providing users with a structured navigational method that does not require them knowing at first what they might want to find. This led us to look at how overviews of e-learning domains have been handled previously, and work towards our own concept maps that plot the topology of the domain. FREMA was never intended to be a static resource and therefore we converted the original site to use a semantic Wiki, thereby allowing the Assessment Community to use the Knowledgebase to record their own projects, services and potentially new reference models.

The cost of health and safety failures to UK industry is currently estimated at £6.5 billion per annum. Better health and safety education (particularly retraining) across all skill levels is seen as an integral part of any solution. Traditional lecture-based courses often fail to re-create the dynamic realities of managing health and safety on-site or in-the-lab, and therefore do not sufficiently engage the students in deeper learning (which results in remembering and using what was learned). Current training regimes also have to adapt to increasing numbers of overseas students/employees who often display different attitudes towards health and safety and the perception of risk.The use of video as a training aid is common place, but passively observing a video is not cognitively engaging and therefore learning is not as effective as it could be. This paper will describe the development and testing of an interactive and adaptive video designed to help students understand the risks involved with the set-up and operation of lasers in a laboratory setting. The software allows students to interact and engage with the subject matter by requiring them to identify and describe risks through the technique of video 'hot-spotting' coupled to multiple choice question sets.

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