during the same period in 2014, a 20% reduction. “One death is one death too many and we are all doing whatever it takes to ensure zero harm at our mines.” Fatality and injury rates have
been greatly reduced by means of mechanisation in coal mining and other commodities. T e future of mining not only in South Africa but also in the rest of the world lies in mechanisation, as productivity and safety related achievements will certainly be enhanced in this way. “I am convinced that immersive education practices have a great role to play in this,” he asserts. T e university intends to
increasingly expose its students to the reality of mining risks through the use of VR and in this way encourage them to look at innovative ways to ensure profi table safe productive and healthy mines. “I have challenged all my mining students to become ‘imagineers’ – engineers who could imagine engineering solutions for the challenges that we face in the mining industry,” says the professor. He points out that the consequences of poor
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decision-making can be defi nitely shown through a VR environment and in this way can be improved at little or no cost.
Knowledge transfer In spite of the improvements in safety and resulting reductions in mining fatalities, Webber-Youngman is convinced that a new approach in terms of transfer of knowledge should be employed across the industry. “I believe that VR has the potential through immersive experiences to do just that. T e Oculus Rift is mobile technology that’s already available to be used to immerse the user in specifi c situations and environments, which will be become increasingly common practice. Even rescue training has already been done through VR immersion in Australia. We are already in discussions with Mines Rescue Services in South Africa to explore this further. T e age of immersive education has just started and it is important that we as universities should be part of this very exciting period. Zero harm, I believe, is indeed possible.” ●
The University of Pretoria believes that virtual reality will be key to enabling ‘zero harm’ mining in Africa
I have challenged my mining students to become ‘imagineers’ – engineers who could imagine
engineering solutions for the challenges that we face in the mining industry
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