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September 5, 2011

Part 1: Specification of e-learning and target learners

Introduction

The Oil and Gas Industry (OGI) operates globally, under two main areas of exploration: onshore and offshore. Both environments are high risk to personnel and require strict legislation and regulation in order to ensure a degree of safe operation. Requirements for this level of control became apparent after the Piper Alpha disaster of 1989, when an explosion due to a gas leak caused during routine maintenance resulted in the death of 167 persons (Heaney, M. 2007). Following the disaster an enquiry led by Lord Cullen found critical levels of disregard for health and safety that led to an industry wide focus on safety over speed.

The single most important major change was a complete rethink in the attitude towards safety.” (Heaney, M. 2007)

The Cullen report was key to introducing ‘The 1971 Health and Safety at Work Act’ into the OGI. The means of making this health and safety training available included a blended solution of onsite training and the opportunities afforded by emerging computer based training as a means of cheaply and efficiently processing workers prior to embarkation (Edmonds R. 2002).

 

The Learner Profile

In 2009, Oil & Gas UK undertook research into its workforce. The data was collated over 12 months through a personnel tracking system providing the following information:

The average age for the total UKCS workforce is 41 years. This is an expected average for a workforce generally ranging from 20 to 60 years old. In 2006, just under 1800 female personnel travelled offshore (about 3.5% of the total workforce), with an increasing number of young professionals joining the industry.

The age profile for female workers was weighted towards the younger age brackets, with an average age of 34.1 years, indicating the recruitment of young females into the industry. A total of 117 nationalities are represented in the UKCS workforce with workers from the UK accounting for 85.1% of all personnel.”

(Oil & Gas UK, 2009, Page 2)

Key job positions include but are not exclusive to:

  • Catering
  • Crane Operation
  • Deck Crew
  • Drilling
  • Electrical
  • Maintenance
  • Mechanical
  • Medical
  • Production
  • Rigging
  • Scaffolding
  • Well Services

(Oil & Gas UK, 2009, Page 7)

This data shows that the types of personnel going offshore, although predominantly male, do come from varied professional backgrounds so will have specific learning ability and styles of learning.

References

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Click2Learn (2002) “Cooking Up a SCORM”, http://www.scorm.com/wp-content/assets/cookbook/CookingUpASCORM_v1_2.pdf, (accessed 22nd June 2011)

Edmonds R.(2002) “Lessons in eLearning from the Oil and Gas Industry”, http://www.e-learningcentre.co.uk/Resource/CMS/Assets/5c10130e-6a9f-102c-a0be003005bbceb4/form_uploads/e_learning_from_the_oil_and_gas_industry__SRIC_.pdf, (accessed 21st June 2011)

e-learning Awards(2010), “The E-Learning Awards Winners 2010” http://www.elearningage.co.uk/winners.aspx , (accessed 24th June 2011)

GMAT (2011) “Format and Timing”, http://www.mba.com/the-gmat/test-structure-and-overview/format-and-timing.aspx (accessed 30th June 2011)

Harvey L. (2011), “Analytic Quality Glossary, Quality Research International,” http://www.qualityresearchinternational.com/glossary/ (accessed 30th June 2011)

Heaney M.(2007) “Lessons learnt from the “Piper Alpha” disaster”, http://www.ecademy.com/node.php?id=80465 (accessed 21st June 2011)

HSE(2010) “Planning to do business in the UK offshore oil and gas industry?”, http://www.hse.gov.uk/offshore/guidance/entrants.pdf (accessed 21st June 2011)

Ip, A., & Naidu, S.(2001) ”Experienced-Based Pedagogical Designs for eLearning in Education Technology”  vol XLI No 5, September-October 2001 pp53-58 Magazine for Managers of Change in Education, Publisher: Educational Technology Publications

Kumar, R. Markeset, T.(2007) “Development of performance-based service strategies for the oil and gas industry: a case study”, Journal of Business & Industrial Marketing; 2007, Vol. 22 Issue 4/5, p272-280, 9p

Mitsue-Links (2011) “The Innovator Theory”, http://www.mitsue.co.jp/english/case/concept/02.html (accessed 24th June 2011)

Moore, M.G. and Kearsley, G. (1996) “Chapter 8, ‘The distance education student’, in Distance Education: a systems view”

Oil & Gas UK (2009) “UKCS Workforce Demographics Report”

http://www.oilandgasuk.co.uk/cmsfiles/modules/publications/pdfs/EM008.pdf (accessed 9th June 2011)

Richardson, J.T.E. (2005) “Students’ approaches to learning and teachers’ approaches to teaching in higher education”, Educational Psychology, vol.25, no.6, pp.673–80; [online] Available from: http://www.science.smith.edu/~jcardell/Courses/EGR325/Readings/StudApprLrng.pdf (accessed 21st June 2011)

Rowe N. (2004) Cheating in Online Student Assessment: Beyond Plagiarism”, http://www.westga.edu/~distance/ojdla/summer72/rowe72.html (accessed 22nd June 2011)

Rudner L.M. (2000) “Informed Test Component Weighting”, http://www.eric.ed.gov/PDFS/ED441034.pdf (accessed 30th June 2011)

SCORM (2011) “ADL Content-LMS Interoperability”, http://www.google.co.uk/url?sa=t&source=web&cd=3&ved=0CCsQFjAC&url=http%3A%2F%2Fltsc.ieee.org%2Fwg11%2Ffiles%2FADL.doc&rct=j&q=adl%20%2Bsuspend%20data%20documentation&ei=dEBTsmzHouxhQen9qn6DQ&usg=AFQjCNHP5hHhl0RzFEDVItfViLOiLAL24Q&cad=rja, (accessed 22nd June 2011)

Sentrico™ (2011) “Sentrico Competency Management”, http://www.sentricocompetencymanagement.com/, (accessed 9th January 2011)

Technoworldinc (2011) “Advantages and Limitations of Multiple-Choice Items”, http://www.technoworldinc.com/placement-papers/advantages-and-limitations-of-multiplechoice-items-t3657.0.html;wap2=, (accessed 23rd June 2011)

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