Safetyhub · Workplace safety

Safety learning where the footage is the content.

Asbestos awareness has one job: a worker has to recognise the material in a building they have never been in before. That makes photography and video the substance of the course rather than its decoration.

Client
Safetyhub
Sector
Workplace safety
Role
Learning design and video-led development
Period
2021–2022
Video role
Confirm the extent of the video-production role

01

The asbestos awareness course cover: the Safetyhub logo above the title Asbestos Awareness, with four icons indicating duration, audio, video and information.

In 60 seconds

The problem
A worker has to identify a hazardous material by sight, in an unfamiliar building, having read about it once.
My role
Learning design and development. Confirm the extent of the video-production role
Scope
Learning design, video-led content treatment, question and feedback design, and course build.
Where it got to
An asbestos awareness course. Add measurable outcome Confirm whether the course was published and to whom
Built with
Confirm authoring tool

The situation

Asbestos awareness is a recognition task before it is a knowledge task. The learner does not need to recite the regulation; they need to look at a wall and know whether to stop work.

The recovered screens are consistent with that: the interface furniture is minimal, the imagery is real material in real buildings, and the questions are asked over the surfaces they are about.

What was actually wrong

Safety courses default to text on a stock background, then test the text. The recognition problem survives that treatment completely intact.

Here the composition is inverted. The photograph occupies the frame, and the question sits in a narrow band over it. The learner is looking at the material while answering a question about the material, which is closer to the moment the training is for.

What it looked like, and why

02Content design

A question screen reading 'Where can asbestos be found?' in a dark band across a full-frame photograph of corrugated fibre-cement wall sheeting.
The question sits over the material rather than beside a description of it. The band is narrow and the surface is uninterrupted, so the learner is reading the texture at the same time as the question.

03Multimedia

A video frame showing a corroded pipe flange and valve against fibre-cement cladding, with a central play control.
Video used for the same reason: a still photograph cannot show a worker what deteriorating material looks like from several angles. The play control is the only interface element in the frame.

04Learning experience

A question reading 'Which of these would you not potentially find asbestos in?' with four options: insulation, wall cladding, wooden joists and tiles, over footage of a worker inspecting cladding.The same screen after an incorrect answer, with feedback reading 'You slipped up there. Asbestos is not found in wooden joists' and the correct option highlighted.
Question and correction on one screen. The options stay in place and the correct one is marked, so the learner sees their answer and the right answer together. Feedback that replaces the question forces a learner to reconstruct what they were asked.

Where it got to

  • An asbestos awareness course built on real site photography and video
  • A recognition-led question pattern using full-frame material imagery
  • Feedback presented alongside the original question rather than replacing it
  • Add measurable outcome
  • Confirm whether the course was published and to whom

No completion, evaluation or distribution data has been supplied for this project, and none is claimed.

Recognise any of this?

If your situation rhymes with this one, the useful next step is usually a short conversation about where the problem actually sits.

Tell me what is happeningOther work

Or write directly: glenn@glennhammond.com