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25 April 2025
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Featured FRI Magazine article: Teaching with technology by Schalk-Willem van der Merwe
Bridle rigging
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CMC Rescue Inc is a free to download App
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RigRite that allows you to calculate the forces in a rope system
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The Holmatro Rescue game
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Rock Exotica Enforce is a load cell that measures forces within your lines
The Rock Exotica Enforce is particularly helpful for the teaching of mechanical advantage
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AeroVironment’s Qube drone can hover and transmit live video and metadata to a tablet controller as part of search and rescue operations
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Action cameras can give the facilitator the ability to cater for larger audiences during training sessions
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This week’s featured Fire and Rescue International magazine article is: Teaching with technology written by Schalk-Willem van der Merwe, Cape Peninsula University of Technology, Department of Emergency Medical Sciences (DEMS) (FRI Vol 3 no 5). We will be sharing more technical/research/tactical articles from Fire and Rescue International magazine on a weekly basis with our readers to assist in technology transfer. This will hopefully create an increased awareness, providing you with hands-on advice and guidance. All our magazines are available free of charge in PDF format on our website and online at ISSUU. We also provide all technical articles as a free download in our article archive on our website.
Teaching with technology
By Schalk-Willem van der Merwe, Cape Peninsula University of Technology, Department of Emergency Medical Sciences (DEMS)
Gone are the days of white boards and chalk but instead the class room of the future is wired, wifi-ed and digital; this ushered in smartboards, networks, technology and QR codes. At this stage, I need to declare my profound love for rope rescue that will become evident through the interlinking thread within the article. However, see these talking points as universal principles, which may be applied to any teaching and learning platform.
I usually start a lecture with a saying: “Everything you need to know to pass this module you will not learn in this class.”
One might see this comment as arrogant or dismissive but it is laced with truth! ‘Real world’ lessons are seldom imparted in an instructive lecture but rather at the coalface, which is not always found in the bounds of a book. Learning starts when the class is out.
Smart devices
Smart devices often outsmart the user. As the speed of technology enhancement increase at an exponential rate, the learners in your class often have all the subject material at their fingertips. Making one wonder, what is the role of the facilitator in the modern world? Therein lays the rub.
Tapping into this knowledge source is invaluable in the form of applications (Apps) replacing the tactical cheat sheet or field operations guide (FOG) of old, which often disintegrated over time at the most critical of times. Murphy’s Law dictates that you would find the exact page missing when it’s most needed. Not only does it reinforce the value of having quick reference material but also encourage lifelong learning where a picture may paint a 1 000 words.
Apps are legion when it comes to smart devices but as we operate in a niche, our options are often limited but seldom free. I’ve seen applications dealing with new car technology specifying information such as: location of the battery, baron steel location, amount of airbags etc. I often use an App called RigRite that allows you to calculate the forces in a rope system with multipoint anchors, redirects, tripods, highlines and slopes. RigRite enables one to take or select a photo (in your gallery) of your rigging and overlay a diagram to measure the angles and calculate the forces.
Not all Apps are purely educational but can be of equivalent instructive value (learning through play simulation) such as the Holmatro Rescue game, which takes one through a light motor vehicle rescue scenario; guiding the player through the procedure on a patient extrication whilst you are being timed and ranked according to your performance from rookie to professional.
Class room essential (tech toys)The more complex your knowledge/understanding of your surroundings, the more enhanced your practice will be (horizontal vs vertical discourse); “Everything happens for a reason and that reason is usually physic,” Anon.
Enforce
The Rock Exotica Enforce is a load cell that measures forces within your lines during rope operations and an excellent way of practical application of physics in the ‘real world’. It is particularly helpful for the teaching of mechanical advantage. The Enforcer is a compact aluminium load cell that measures force up to 20kN. Utilising two sampling modes, the Enforcer is able to monitor systems and log drop testing in high resolution. Unique features like Bluetooth connectivity and swivel attachment points separate the Enforcer. During an operation one may use either the screen on the device or the Bluetooth connectivity to a smartphone with the ability to record and store the data. The Enforcer is economical in terms of pricing and mobility 203mm by 53mm at 397g. Previously, load cells needed a laptop or PC to monitor or extricate data, which limited its operational ability.
Unmanned aerial vehicles (UAVs or drones)
Although the jury is still out on the legality of commercial use of UAVs, the educational and operational value is immense. It minimises the risk to the rescuers during urban search and rescue (USAR) missions and/or surveying an area of search, route planning. I foresee in the near future that drones will form as integral a part in rescue operations as personal protective equipment (PPE) is currently. Some of the operational capacities in which UAVs can be applied in, could range from deploying initial lines during a highline rescue to sending communications or monitoring a rescue from a gold command level, all the way down bronze command. Battery life is a major drawback for these devices unless one ventures into the realms of military-grade fixed wings, where the larger drones have mini command centres and advanced optics. However, an increase in scale results in an increase in complexity of operation. Many ‘recreational’ UAVs, especially quad copters, comes with both manual and auto pilot fly mode, which is simple to master without prior experience. CPUT DEMS makes use of a quad copter that we recently introduced within the USAR and WSAR and rope rescue training, the process of becoming proficient with the care, maintenance and flying was extremely fast; probably within a few hours.
GoPro/action cameras
Used in the correct manner, action cameras could be an invaluable tool for teaching and learning, albeit it on the UAV or a fixed position, as it has the ability to live steam or record. Action cameras can give the facilitator the ability to cater for larger audiences during training sessions, providing a greater field of view of the rescue training operation. These cameras have an additional educational value, especially during team-type training. Where rescue roles allocated are static, the learners could miss the opportunity of engaging in other roles in the operation ie being the medic, rigger or safety officer etc within the team. It is, however, important to make use of a cold debrief by means of a reflective report after reviewing the video evidence. This will empower the whole team as much as the team leader, who had a bird’s eye view of operation in its entirety.
Multi media
I doubt that online media such as YouTube are underutilised. However, it could be a double edged sword. If the content is not your own, it may require vetting prior to distribution. Also, the content owner may remove the content at any time. My best advice to you would be to create your own content for these platforms. You have the ability to keep it hidden from searches and include hyperlinks in electronic notes for students to access on their behest. Problems could arise should one have a too heavy reliance on external content such as this. Despite the educational value it may impose a negative connotation to you; the double edged sword effect. However, one cannot detract from excellent authors of some of these YouTube channels such as Richard Delaney and Rescue Response Gear, (the list is by no means exhaustive), which is often professionally filmed, edited and presented in a scientific manor.
The writer is not affiliated to any company whose products are discussed and receives no compensation for his positive view of an institution and/or product.
Teaching with technology
By Schalk-Willem van der Merwe, Cape Peninsula University of Technology, Department of Emergency Medical Sciences (DEMS)
Gone are the days of white boards and chalk but instead the class room of the future is wired, wifi-ed and digital; this ushered in smartboards, networks, technology and QR codes. At this stage, I need to declare my profound love for rope rescue that will become evident through the interlinking thread within the article. However, see these talking points as universal principles, which may be applied to any teaching and learning platform.
I usually start a lecture with a saying: “Everything you need to know to pass this module you will not learn in this class.”
One might see this comment as arrogant or dismissive but it is laced with truth! ‘Real world’ lessons are seldom imparted in an instructive lecture but rather at the coalface, which is not always found in the bounds of a book. Learning starts when the class is out.
Smart devices
Smart devices often outsmart the user. As the speed of technology enhancement increase at an exponential rate, the learners in your class often have all the subject material at their fingertips. Making one wonder, what is the role of the facilitator in the modern world? Therein lays the rub.
Tapping into this knowledge source is invaluable in the form of applications (Apps) replacing the tactical cheat sheet or field operations guide (FOG) of old, which often disintegrated over time at the most critical of times. Murphy’s Law dictates that you would find the exact page missing when it’s most needed. Not only does it reinforce the value of having quick reference material but also encourage lifelong learning where a picture may paint a 1 000 words.
Apps are legion when it comes to smart devices but as we operate in a niche, our options are often limited but seldom free. I’ve seen applications dealing with new car technology specifying information such as: location of the battery, baron steel location, amount of airbags etc. I often use an App called RigRite that allows you to calculate the forces in a rope system with multipoint anchors, redirects, tripods, highlines and slopes. RigRite enables one to take or select a photo (in your gallery) of your rigging and overlay a diagram to measure the angles and calculate the forces.
Not all Apps are purely educational but can be of equivalent instructive value (learning through play simulation) such as the Holmatro Rescue game, which takes one through a light motor vehicle rescue scenario; guiding the player through the procedure on a patient extrication whilst you are being timed and ranked according to your performance from rookie to professional.
Class room essential (tech toys)The more complex your knowledge/understanding of your surroundings, the more enhanced your practice will be (horizontal vs vertical discourse); “Everything happens for a reason and that reason is usually physic,” Anon.
Enforce
The Rock Exotica Enforce is a load cell that measures forces within your lines during rope operations and an excellent way of practical application of physics in the ‘real world’. It is particularly helpful for the teaching of mechanical advantage. The Enforcer is a compact aluminium load cell that measures force up to 20kN. Utilising two sampling modes, the Enforcer is able to monitor systems and log drop testing in high resolution. Unique features like Bluetooth connectivity and swivel attachment points separate the Enforcer. During an operation one may use either the screen on the device or the Bluetooth connectivity to a smartphone with the ability to record and store the data. The Enforcer is economical in terms of pricing and mobility 203mm by 53mm at 397g. Previously, load cells needed a laptop or PC to monitor or extricate data, which limited its operational ability.
Unmanned aerial vehicles (UAVs or drones)
Although the jury is still out on the legality of commercial use of UAVs, the educational and operational value is immense. It minimises the risk to the rescuers during urban search and rescue (USAR) missions and/or surveying an area of search, route planning. I foresee in the near future that drones will form as integral a part in rescue operations as personal protective equipment (PPE) is currently. Some of the operational capacities in which UAVs can be applied in, could range from deploying initial lines during a highline rescue to sending communications or monitoring a rescue from a gold command level, all the way down bronze command. Battery life is a major drawback for these devices unless one ventures into the realms of military-grade fixed wings, where the larger drones have mini command centres and advanced optics. However, an increase in scale results in an increase in complexity of operation. Many ‘recreational’ UAVs, especially quad copters, comes with both manual and auto pilot fly mode, which is simple to master without prior experience. CPUT DEMS makes use of a quad copter that we recently introduced within the USAR and WSAR and rope rescue training, the process of becoming proficient with the care, maintenance and flying was extremely fast; probably within a few hours.
GoPro/action cameras
Used in the correct manner, action cameras could be an invaluable tool for teaching and learning, albeit it on the UAV or a fixed position, as it has the ability to live steam or record. Action cameras can give the facilitator the ability to cater for larger audiences during training sessions, providing a greater field of view of the rescue training operation. These cameras have an additional educational value, especially during team-type training. Where rescue roles allocated are static, the learners could miss the opportunity of engaging in other roles in the operation ie being the medic, rigger or safety officer etc within the team. It is, however, important to make use of a cold debrief by means of a reflective report after reviewing the video evidence. This will empower the whole team as much as the team leader, who had a bird’s eye view of operation in its entirety.
Multi media
I doubt that online media such as YouTube are underutilised. However, it could be a double edged sword. If the content is not your own, it may require vetting prior to distribution. Also, the content owner may remove the content at any time. My best advice to you would be to create your own content for these platforms. You have the ability to keep it hidden from searches and include hyperlinks in electronic notes for students to access on their behest. Problems could arise should one have a too heavy reliance on external content such as this. Despite the educational value it may impose a negative connotation to you; the double edged sword effect. However, one cannot detract from excellent authors of some of these YouTube channels such as Richard Delaney and Rescue Response Gear, (the list is by no means exhaustive), which is often professionally filmed, edited and presented in a scientific manor.
The writer is not affiliated to any company whose products are discussed and receives no compensation for his positive view of an institution and/or product.