Virtual Learning Environments: How They Can Benefit Nanotechnology Safety Education

Progress has been made to increase awareness and funding to investigate worker exposure during the nanotechnology production process; however, compliance with widely accepted safety procedures for nanoworkers has yet to be fully realized [7]. The call for further emphasis on this topic was raised by the Project on Emerging Nanotechnologies (2012) and also in a recent article in IEEE Nanotechnology Magazine, in which the author commented that "Even though hazard data exist for many classes of nanomaterials, some of which carry unwanted health effects, there is little focus on the potential for human exposure and on workplace issues? [1]. This article explores the potential of virtual learning environments (VLEs) for nanotechnology safety education and presents a recent research study with implications for nanoeducators (Figure 1).