Online Safety Orientation Training

8/11/2019 Online Safety Orientation Training

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Running head: SAFETY ORIENTATION TRAINING 1

Online Safety Orientation Training

Tina G. Verble

EDU699: Capstone Project

Dr. Jessica York


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Running head: SAFETY 2

Abstract

This project revises an instructor-led safety training course that was written for newly

hired employees in a nuclear service organization. The revised course targets a more generic

audience which includes workers in the construction industry and office workers. The course was

implemented on a Weeblywebsite as a series of short eLearning modules. The current course

materials provide a framework for the topics to be included in the course; however, the material

was created in 2009 and will need to be updated with current statistics and safety issues.

The current course material includes general information on why safety is important, the

use of personal protective equipment, housekeeping, electrical and chemical safety, and

ergonomics. The topics are generic to any worker who works in a nuclear, construction, or office

environment; however, it also contains forms and regulations specific to the AREVA

organization which is not included in this training.

The training modules for this project include the subject matter from the classroom

training, but in addition include modules on Safety Cultureand the Safety Conscious Work

Environment (SCWE). The modules were developed using the ADDIE (analyze, design,

develop, implement, evaluate) model of instructional design and are placed on a website. The

training is accessible from any home, organization, or nuclear facility across the United States.

Additionally, this online training incorporates technological resources which allow the

instructional designer to include online videos, and links to current safety information and

additional resources.

Key Terms:safety, safety culture, SCWE


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Rationale and Research Base for Project

Rationale

Many organizations face the problem of a decreasing skilled workforce. As older workers

reach retirement age this leaves a significant gap in the supply of seasoned workers who have the

critical skills needed to support current and potential projects (Rappaport, Bancroft, & Okum,

2003). When organizations lose seasoned workers safety becomes a concern as those workers

who are often injured on the job are the inexperienced workers. Some of this can be attributed to

inadequate training. Research indicates that seasoned workers who train new employees often

view risks as trivial because they believe them to be obvious. It also suggests that if new

employees are trained by multiple trainers the advice of one trainer may not be consistent with

the advice of the other trainer. Colleagues may also recommend practices that are inconsistent

with safety rules (Laberge, MacEachen, & Calvet, 2014). This leaves new workers at a

disadvantage as they are ill equipped with strategies to manage unexpected situations especially

when meeting scheduling demands. This can cause them to disregard safety rules (Laberge et al.,

2014).

Most organizations that are involved in manufacturing, including those organization

involved in nuclear and construction, have a safety training program, and many of the training

programs offered are classroom training. Classroom training is usually given by seasoned

instructors and can be problematic as they may not have the skills needed to engage younger

workers. Distance may also be a problem as many times the student base is deployed at a

customers facility and his or herschedule may not accommodate a scheduled classroom course.

eLearning modules can provide a more comfortable venue for younger workers most of whom

have had lifelong exposure to technology. Reaching these workers requires developing styles of


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education that accommodate the ways in which they learn (Rudi, 2013). An online website is

suitable to these young adult learners and can provide critical safety knowledge, problem bases,

collaborative approaches to learning, and be delivered on demand. Learners who complete this

module will not only have access to on-demand safety training and resources, but they will also

have access to an online forum through which they can ask questions and share knowledge with

other workers. This will create a community of practice where problems can be discussed and

networking can take place (LeNoue, Hall, & Eighmy, 2011).

Research Base

Safety culture.Morrow, Koves, & Barnes (2014), state that safety culture is empirically

related to safety performance (p. 1). Safety culture is a term that was introduced in the nuclear

industry by the International Atomic Energy Agency (IAEA). The According to the

Occupational Safety & Health Administration (OSHA) developing a safety culture should be a

top priority for all managers and supervisors. Developing strong safety culture has the single

greatest impact on accident reduction of any process (Occupational Health & Safety

Administration, para. 1).

Developing a safety culture can be accomplished through involving employees in the

process, developing two-way communication, and training. Training is an important aspect of

developing organizational safety culture as it equips employees with the knowledge and tools

that they need to make safe decisions and explains individual roles and responsibilities. Training

workers to identify potential hazards enables them to recognize, avoid, and report them

(Masdorf, 2014).

Safety conscious work environment.One important attribute of an organizations safety

culture is the implementation of what is termed as a Safety Conscious Work Environment


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(SCWE). The Nuclear Regulatory Commission (NRC) implemented regulations mandating that

any organization under NRC authority would be required to implement a SCWE program. Those

organizations include anyone organization associated with the nuclear industry including:

licensees, certificate holders, and applicants, and their contractors, subcontractors, vendors, and

suppliers. Although these organizations are required to have a SCWE program in place, many

organizations that are not under NRC jurisdiction are implementing this program as part of their

safety culture. According to the Nuclear Regulatory Commission ( 2005), SCWE is an

environment in which employees feel free to raise safety concerns, both to their management

and to the NRC, without fear of retaliation (p. 1). Organizations that implement a SCWE

program should issue training for managers, supervisors, and employees that reinforce the

organizations SCWE policy, and review the applicable guidelines and regulations(Nuclear

Regulatory Commission, 2005).

Common injuries.Employees working in construction are not the only concern. Injuries

that occur in the office and off the job should also be considered. Including office safety and off

the job safety in a safety training program is an important part of changing the core behavior of

workers and developing a constant safety mindset (Hannan, 2012, p. 23). According to the

Bureau of Labor Statistics in 2011 4,050 cases of musculoskeletal disorders (including carpal

tunnel syndrome) caused office workers to miss an average of eleven to sixteen days of work

(Bukowski, 2014, p. 1).Hannan (2012), states that estimates indicate that 125,000 unintentional

off the job fatalities and approximately 5,000 work related fatalities occur each year in the

United States. Nearly 15 million off the job injuries occur each year that require visits to the

emergency department. This costs employers almost $6000 per household due to increased

healthcare premiums, lost work, training and productivity (p. 23).


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Injury prevention.According to OSHA (2012) organizations should implement a

program that is proactive is helping employers find and fix hazards in the workplace to prevent

employees from sustaining injury. These programs, called injury and illness prevention

programs, involve leadership from management, participation from the workers, identification

and assessment of hazards, prevention and control of hazards, and education and training.

Organizations that have these programs in place experience decreases in workplace injury, and a

workplace culture that includes higher productivity and quality, reducedemployee turnover,

reduced costs, and greater employee satisfaction (OSHA, 2012, para. 1).

Injury and illness prevention programs focus on training employees to identify and

address hazards in the workplace since worker participation is fundamental to the success of the

program. Workers need to be encouraged to contribute ideas about safety improvements and feel

confident knowing that their contributions will be taken seriously. This type of dialogue between

workers and management leads to improved relationships, better communication, and reduced

injury rates (OSHA, 2012).

Online training delivery.When delivering training it is important for organizations to

ensure that every employee has access to continuous professional training which is productive,

efficient and cost effective. Online courses, eLearning, and informational websites are

technologies that support employee knowledge and assist organizations in being economically

competitive. The benefits of eLearning include saving allocated training time, allowing for more

personalized student participation and interaction, enabling employees to access the training

whenever it is needed, and allowing students to learn at their own pace (Batalla-Busquets &

Martnez-Argelles, 2014, p. 2-3). eLearning reduces training costs, provides employees easier

access to information, increases accountability for learning, and enables employees to keep their


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skills current which increases their competence and improves performance (Brown, Murphy, &

Wade, 2006).

Detailed Implementation of the Project

The initial implementation of the project was conducted during the development phases

of the ADDIE model for each module. According to Hodell (2011), this model of instructional

design provides the structure to design any curriculum (p. 24). ADDIE is the acronym for an

instructional design method that encompasses five elements: analysis, design, development,

implementation, and evaluation. It is called the ADDIE model because it contains the first letter

of each element. The analysis phase of this model is the data-gathering phase. This is where the

instructional designer gathers information that must be considered including the overall goal of

the training, what steps are involved in reaching that goal, and the intended audience of the

training. The design phase is the blueprinting stage of the project. This is when the designer

writes the course objectives, decides on the content of the course, and completes the design plan.

The development phase is the phase where the actual materials are produced and the course is

piloted to a test audience to identify and correct any problems within the course. The

implementation phase is the phase where the content is actually delivered to the intended

audience. Much of the evaluation phase of ADDIE takes place after the course implementation

when the audience evaluates the course and provides feedback, and activities and tests are used

to determine if the students have met the course objectives. Hodell (2011) indicates that the

evaluation phase is ongoing throughout the entire ADDIE module from analysis through

implementation, and is a constant guard at the gate of failure (p. 25).


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Analysis Phase

During the analysis phase the classroom material was reviewed and was found to be

incomplete. Sources for neither the subject matter nor the photographs were cited and

information on the importance of leadership involvement, human performance, or safety culture

was not included. The classroom material included information that was specific to a different

target audience, was not applicable to this project, and therefore it was deleted.

Although the project was initially intended for nuclear workers, the research indicated

that most of the training could be used by any worker in a manufacturing environment so it was

decided to create a more generic training orientation program that could be utilized by a broader

audience. After researching the subject matter it was found that many of the concepts of the

subject matter noted above overlapped and were dependent on each other. After creating a

generic outline the author chose four modules for the website: (1) Safety Culture; (2) Common

Injuries (Statistics); (2) Injury Prevention; (4) Safety Conscious Work Environment.

Design Phase

The design phase of the project was twofold. It consisted of designing the template for

the training presentations and designing the project website. The template for the training

presentations was designed using generic graphics. A set of keys was added to the template to

signify that these training modules are the keys to safety orientation. The designer determined

that a generic template which utilized a graphic of personal protective equipment would be easily

recognized by the audience and would be a design more suited to the subject matter than a than a

template that was provided by the software. Learning objectives and topics for each objective

were written, and the course content was outlined.


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The website was designed using the free Weeblywebsite creator. An educational theme

was chosen from Weeblysavailable themes. The theme was chosen not only for its educational

aspect, but for its color scheme as well. The layout of the theme was suited to the requirements

of the desired output. According to Cousins (2013), there are ten crucial elements that should be

incorporated into website design: space, simple navigation, about us, contact information, call to

action, search, informational footer, style for buttons, great images, and web fonts (Cousins,

2013).

Space affects the flow and usability of a website and should be consistent throughout the

website. Key elements should such as navigation menus should have a set amount of space

between them to set them off as a focal point for users. Navigation is the framework for the

website and should be simple, easy to find, and easy to use. Navigation shows users where they

are, and how to move around the site (Cousins, 2013).

Websites should also have an About Us page that tells users who the site developer is

and what he or she does. It should be simple, not wordy. The site should also have a way for the

user to contact the site developer. This can be through a name and email in the informational

footer or a contact page. In the free version of Weeblythere isnt a footer option; however, this

projects website does haveboth an About Me page and a contact page(Cousins, 2013).

All websites have a purpose that leads the user to do something or buy something. The

designer needs to make it easy for the user to understand what it is that he or she is supposed to

do. This is termed as a Call to Action. On the projects website the user is encouraged to find

out more information on each of the safety topics via buttons that are links to the applicable

topic. Cousins (2013), states that the style of the buttons should be unique to the site. On Weebly


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buttons are unique to each theme and can only be slightly altered; however, they are consistent in

size and pattern (Cousins, 2013).

The last three things a website should have are great images, web fonts, and a search box.

Images draw users to the site and it is recommended that the designer use custom photographs

and images. Web fonts are those purchased to give the site its own unique identity and search

boxes give users the ability to search for information on the site (Cousins, 2013). Due to

convenience the designer for this site used photographs from safety websites and fonts that were

available through the website provider. A search box was not included on the site as it was not

available through the free service.

Development Phase

The development phase of the Safety Orientation training consisted mainly of developing

the content of the training modules and making improvements to the website design.

The training modules were produced systematically. The content of each training module

was produced in a Microsoft Word table for ease of citing the sources of the content. The

facilitator script was created and added to the table as well. The slide content was then

transferred to Microsoft PowerPoint and graphics were added. Using the facilitator script the

PowerPoint show was recorded and published as a video. The video was subsequently uploaded

to YouTube, and the YouTube video was added the applicable page on the website.

Four videos were completed in this manner. The focus of the series is to give workers

access to safety information and resources. The first module in the series is titled, Safety Culture,

and provides the learner with overview of safety culture including what it is, how it benefits an

organization, and strategies that encourage a strong safety culture. The second module in the

series is entitled, Common Workplace Injuries, and provides the learner with common injuries


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and statistics from the Occupational Health and Safety website. The third module in the series is

entitledInjury Prevention, which will review methods to prevent injuries including the use of

personal protective equipment, the importance of an organized workspace, and how to use

Human Performance tools and proper body mechanics. The fourth module in the series is entitled

Safety Conscious Work Environment, which discusses the attributes of a work environment

where employees are encouraged to raise safety concerns without fear of retaliation.

Evidence of Implementation

Figure 1: The landing page sets the tonefor the other pages. Navigation for the

Safety Forum, Resources, Contact Pageand the Website survey are located at thetop of the screen. This page also contains

an introduction to the website and links to

the applicable training modules (all links

open in a new tab)..

http://safetytrainingbydesign.weebly.com 1


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Figure 2:This page is the safety forum.In this forum visitors to the website cancollaborate and discuss safety topics andconcerns.

Figure 3: This page contains a list of theresources that were used to create thetraining modules, some with hyperlinks.

http://safetytrainingbydesign.weebly.com/safety-forum.html

http://safetytrainingbydesign.weebly.com/resources.html


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Figure 4: This page contains informationabout the website designer and a contactform. The designer invites visitors to sendcomments and suggestions forimprovement.

Figure 5: This page is a survey page andwas used to collect quantitative evaluationdata about the usability of the website forthis project.

http://safetytrainingbydesign.weebly.com/contact.html

http://safetytrainingbydesign.weebly.com/survey.html


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Figure 6: This page is on Safety Culture.It contains an introduction to SafetyCulture and a YouTube video on thetopic.

Figure 7: This page contains anintroduction and a YouTube video oninjury statistics that were published by theOccupational Health & SafetyAdministration (OSHA). This page alsohas a link to the OSHA website.

http://safetytrainingbydesign.weebly.com/safety-culture.html

http://safetytrainingbydesign.weebly.com/common-injuries.html


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Figure 8:This page is on InjuryPrevention and contains an introductionand a YouTube video on preventinginjuries. The video contains informationon personal protective equipment, human

performance tools, and body mechanics.

Figure 10:The last training module in theseries is on Safety Conscious WorkEnvironment. It contains an introductionand a YouTube video on the topic.

http://safetytrainingbydesign.weebly.com/injury-prevention.html

http://safetytrainingbydesign.weebly.com/safety-concious-work-

environment.html


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Project Evaluation

Informal Evaluation

The project website contains an informal ongoing evaluation in the form of a survey. The

survey questions are as follows: (1) Use of space is consistent throughout the website; (2)

Website navigation is simple, easy to find, and easy to use; (3) The topics are relevant to the

purpose of the website; (4) The images used are relevant to the topics; (5) The audio in the

training modules was clear. Each question has four choices to select from (strongly agree, agree,

disagree, strongly disagree). Requests for individuals to view the website, complete the survey,

and submit feedback through the contact page were sent out via Twitter and Facebook. To

date three individuals have responded to the requests. The respondents viewed the website and

filled out the survey, but declined to submit any comments.

The data was evaluated by assigning each response a score as follows:

The scores were then charted averaged for each question, each respondent, and averaged overall

in Microsoft Excel (Figure 1).

Figure 1

Strongly Agree 4

Agree 3

Disagree 2

Strongly Disagree 1

Respondents 1 1 1 3

Use of space is consistent throughout the website 3 3 4 3.3

Website navigation is simple, easy to find, and easy to use 3 3 4 3.3The topics are relevant to the purpose of the website 4 3 4 3.7

The images used are relevant to the topics 4 3 4 3.7

The audio in the training modules was clear 4 3 4 3.7

Average per person 3.6 3 4 3.5

#

Respondents

uestio

ns


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The respondents gave the lowest scores to the consistent use of space and website navigation;

however the scores were still in the acceptable range. The highest scores were for the relevance

of the topics to the purpose of the website, the images, and the clarity of the audio. The average

response to the questions was 3.5 which fallsbetween agree and strongly agree.The graph

below gives a visual representation of the survey responses with a red line representing the

disagree response (Figure 2). This representation clearly shows that all of responses were in

the acceptable range. This would be an acceptable evaluation if more responses had been

received.

Figure 2

Self-Assessment

Since the response to the survey was less than acceptable for a complete evaluation, the

author includes a self-assessment of the project in addition to the collected survey data.

Background.During the process of the self-assessment it was essential to consider the

process of creating the project. In doing so the projects initial timeline was considered as well as

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Use of space is

consistent

throughout the

website

Website

navigation is

simple, easy to

find, and easy to

use

The topics are

relevant to the

purpose of the

website

The images used

are relevant to

the topics

The audio in the

training modules

was clear


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how the project showed that the desired outcomes of the Masters of Education Program and the

Instruction Design and Technology concentration were met.

Originally, a timeline was created that involved using the first two weeks of the eight

week program researching the topics and the third and fourth weeks of the program developing

the presentations and facilitator scripts for the entirety of the project which included four training

presentations. After reviewing the timeline the instructor suggested that it might be better to

dedicate a week to each module and complete that module from start to finish. This would ensure

that if all four modules couldnt be completed in the eight week time frame then the project

would still be viable. After much contemplation the timeline was revised to reflect the suggested

change. The revised timeline was much simpler as it allowed the designer to concentrate on one

topic at a time, and send weekly updates to the instructor. Preliminary drafts of the project paper

were submitted each week which exceeded those required by the course syllabus.

The idea for the project originated late in the program; however, while developing the

project it became apparent that doing so required using skills that were acquired through all of

the courses taken throughout Post University Masters program. As the website neared

completion it reflected how much knowledge was gained over the past two years, and

demonstrated professional Masters levelcompetences.

Website Evaluation.Developing the website was challenging and took considerable

effort which although time consuming showed the programs desired commitment to the project.

To evaluate the website, an evaluation rubric was located at Rubric Libraryon the internet.

The site stated that the rubric could be used and/or edited for educational purposes; therefore, the

rubric was used and edited for this project. The rubric was edited to give each category a score

(Exceeds Expectations3, Meets Expectations2; Needs Improvement1; Unacceptable0),


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and each category was scored accordingly. An overall score of 2.75 (92%) was achieved. The

self-assessment rubric in its entirety can be found at the end of this document (Attachment A).

Previous Instructor Comments/Suggestions

The author also solicited feedback from two former instructors in the Post University

Masters of Education program. The first instructor viewed the website in its early development

and gave the following feedback: My only feedback would be that, when I am working in a web

page I really like for each of the links to open in a separate page (for example, from the Home

page if I click on Common Injuries, I like for it to open in a separate page so I dont have to

necessarily return to the home page to go to the next page.

The second instructor gave this feedback: I really like the site you have created. A very

nice, open and clean appearance, with a nice use of images. Very easy to see what is available,

and nice and easy to get to it. Plus everything loads quickly and smoothly...very nice. This

instructor also had several suggestions for improvement which are as follows:

On the home page, with the four links at the bottom to the main sections of the

page, the "SAFETY CULTURE" text link goes to the Common Injuries page.

I was a bit confused about those links on that home page, with the mix of Text

Links and buttons, and then with the images below them. I wasn't sure if the

columns all went to the same place, or different...it seemed to vary a bit.

Also, along the same vein, you might consider making those images 'live links' as

well. I see many users have a tendency to assume that images are links, especially

when they are a part of a menu section like this.

The only other comment is on the "Safety Conscious Work Environment" page.

The image at the top looks like a collection of buttons...and that's what I assumed


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when I first visited the page as I tried clicking them all to see where they went too.

This may be a common graphic for the industry, which would not be confusing to

users. But if not, it might be worth considering recreating those four topic lists in

some other format so they don't look quite as much like buttons.

Feedback Incorporation/Website Changes

In the two initial survey responses that were received the ease of navigation received

the score of agree which is acceptable; however, after receiving the feedback from the first

instructor, the designer made the decision to have the website links open in a new tab. This did

make the website easier to navigate as it did not require viewers to use the back button to

return to the Home page. After making this change the third survey respondent gave the topic

of navigation the strongly agree, and the instructor who suggested the change viewed the

website again and stated your site is amazing.

In response to the second instructors suggestions the author made the decision to

incorporate a few other changes to make the site less confusing and easier to navigate. The first

change made was to correct the link to Safety Culture on the landing pagewhich was linked to

the wrong page. Next, the instructors suggestion to remove some of the links on the landing

page to avoid confusion was considered. With that suggestion in mind the designer found that

there were two text links to the other pages which could be confusing especially to visual

learners who may be more responsive to images. Therefore, the buttons were deleted and links

were added to the images. The overall effect was a simplified website that offered a variety of

ways to lead users to the various training modules.

The last change that was incorporated was to change the image on the Safety Culture

Work Environmentpage. Upon review the author decided that the graphic did indeed look like


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buttons and could cause confusion if users tried to click on them; therefore, the graphic was

changed to one that used the same content but looked less button-like.

Implementing the suggestions from the two former instructors as well as considering the

data from the website survey served as a basis in understanding how considering and

implementing viewer feedback can improve a project and offer considerable return on personal

satisfaction as comments and feedback improve.

Discussion and Reflection

Discussion

Safety training in the nuclear industry has traditionally been given as classroom training

in three separate courses. These courses are: (1)New Employee Safety Training, (2) Safety

Conscience Work Environment Training, and (3)Human Performance Training. TheHuman

Performance Trainingis presented in two separate courses: a course for general employees and a

course for management. This project presents the opportunity to combine the concepts of all of

the courses into one course thereby weaving the concepts together for increased safety

awareness.

Martnez-Crcoles, Gracia, Toms, Peir, & Schbel,(2013), state that there are direct

links between a managers interactions with his or her employees and the employees

commitment to safety culture (p. 294). By creating one course that encompasses both

management and employee principles the author envisions an increased awareness of the

importance of the managers need to empower his or her employees in order to encourage a

safety culture within the environment.

The ultimate outcome of this project is to improve current safety by including

information on off-the-job safety, human performance, the importance of leader support to safety


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culture, and to develop a community of safety support. The specific project outcomes include

updating classroom safety training material to create a secure WordPress Safety website. This

website will contain an interactive menu with links to other pages on the site that contain safety

information on specific subjects (i.e. office safety, personal protective equipment, etc.). In

addition to generic information on each subject, online training modules (videos, or slide shows)

will be included on each page as well as links to valid safety information. This website will

provide a resource for current safety information, and a forum for workers and managers to

collaborate and share information.

Reflection

In creating this course the designer was able to implement the instructional design and

technology strategies which were learned in the M.Ed.program. Project management skills and

the ADDIE model of instructional design were utilized to plan and create an online course that is

functional and useful. The creation of this course increased the professional competency of the

designer by exposure to online tools and technology.

The program changed the way that the author was able to function in her former

educational practice. Core knowledge was gained that enabled her to function in an instructional

design capacity and assist collegues in the process of training development. Assigned articles

provided statistical support for concepts which were included in course design, and the assigned

projects afforded ideas for engaging learning activities.

Core program outcomes. The key M.Ed. Outcomes demonstrated by completion of this

project include:


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Students will be able to identify, analyze, evaluate and implement research-based

education practices matched to an area of concentration (instructional design &

technology).

Developing the training modules for this project required researching, selecting, and

critically evaluating articles and resources. Even though a study has been published it may not be

an acceptable source to include. When using a study or article it was important to validate that

had been reviewed for quality by experts, and that the literature was the product of an accurate

source. Another element for consideration in choosing sources was determining the articles

relevancy to the subject matter. Sources were chosen that focused on the applicable topics and

intended audience (Creswell, 2012).

Students will develop expertise in designing and delivering instruction to support the

achievement of a diverse population of learners of all ages in a variety of settings (e.g.,

public education, private education, charter schools, corporations, eLearning, et al.).

The program allowed the author to develop experience in designing instruction for

nuclear service engineers, instructors, and customers. The instruction was designed for classroom

and as eLearning modules delivered through the organizations learning management system.

This experience assisted in the development of this Capstone project. The completed project is

demonstrative of changes in education practices particularly in respect to the feasibility of

distance learning. The project is accessible to construction workers, nuclear workers, and office

workers which are inclusive of a diverse population.

Students will be able to identify and use current relevant technology in the service of

better learning.


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Using the online technological resources that were identified during the course of the

M.Ed. program is imperative to the success of the project as the course must contain a certain

amount of interactivity in order to engage the intended audience and support the overall intention

of the project.

Students will demonstrate an understanding of creativity and innovation as applied to

education.

The project required a considerable measure of creativity and innovation during its

development. The website was designed to be user friendly and easily accessible. The website

theme was chosen and elements were put together to ensure that navigation was easily

understood. None of the standard PowerPoint templates provided by Microsoft were used as the

designer wanted a unique design that would engage the intended audience with familiar terms

and graphics.

Instructional design and technology outcomes. The key Instructional Design and

Technology Concentration program outcomes demonstrated by completion of this project

include:

Students will be able to design and develop learning environments using models of

instructional design, such as the ADDIE model.

Although the main focus of this project was to design up-to-date safety training that is

easily accessed, the course was developed using the ADDIE model of instructional design. For

each training module on the website an analysis was performed which incorporated the needs of

the intended audience. The website was designed using a template provided by Weebly, but

which included elements of a successful website. Each individual training module was designed

and developed using up-to-date information and graphics. The project was implemented on a


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website and evaluation was completed using feedback from Twitter announcements and posts on

Facebook and LinkedIn.

Students will understand and be able to apply theories of design and instruction to the

development, design, and implementation of educational experiences and events.

The project utilized theories of design and instruction during its development, design, and

implementation. It was developed using adult principles of learning, which states that adults need

to know why they need to learn something, and want to be responsible for their own learning.

The project introduces the importance of safety, and then informs the audience of the types of

injuries that are common in the construction industry. This should motivate them to know how to

protect themselves and their co-workers which is reviewed in the next module. The training

modules include subjects that are important to the intended audience and a forum where they can

connect with one another and share their viewpoints (Houde, 2006).

Students will be able to integrate appropriate technology in a diversity of educational

settings, including schools, universities, corporations, non-profits and government

agencies.

Since the course will be presented on a website as an online interactive training module,

technology will be the basis for the project. Many nuclear facilities have cyber security measures

that prevent employees from viewing certain websites from within the organization; therefore,

the course will be marketed via social media forums such as Twitter. The website will include a

forum page and a contact page to allow for suggestions for improvements and additional

information.


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References

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ATTACHMENT A

Website Self-Evaluation Rubric

Exceeds

Expectations- 3

Meets

Expectations- 2

Needs

Improvement- 1 Unacceptable- 0 Score

Text Text andbackgroundcomplementeach other.

Few conflicts. Numerousconflicts.

Text andbackgroundconflict to ahigh degree -distracting anddifficult toread.

3

Navigation Navigationbuttons easy to

locate andfollow.

Name and orlocation of

buttonssomewhatconfusing touse or locate.

Buttonsconflict site

content.

Buttonsmissing from

page.

3

Navigation

Orientation

Able todeterminelocation on allpages.

Able todeterminelocation onmost pages.

Lack ofconsistentdesign makeschallenging forview todeterminelocation.

Unable todeterminelocation withinweb site.

3

Links androllovers All links workand are easy toidentify. Allrollovers work.

Most links androllovers work. Some linkshard toidentify.Rollovers orlinks notworking.

Numerousbroken linksand rollovers.

3

Graphics Graphics arerelated to thetheme/purposeof the site, arethoughtfully

cropped, are ofhigh qualityand enhancereader interestorunderstanding.

Graphics arerelated to thetheme/purposeof the site, areof good quality

and enhancereader interestorunderstanding.

Graphics arerelated to thetheme/purposeof the site, andare of good

quality.

Graphics seemrandomlychosen, are oflow quality,OR distract the

reader.

2


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Exceeds

Expectations -

3

Meets

Expectations -

2

Needs

Improvement

- 1

Unacceptable -

0 Score

Principles of

Design

All principlesapplied

consistentlythroughout website.

Principles ofdesign applied

in most, but notall of the website.

Limitedapplication of

designprinciples.

Use of designprinciples not

evident.

3

Professional

Look and

Feel

The Web sitehas anexceptionallyattractive andusable layout.It is easy tolocate allimportant

elements.White space,graphicelements and/oralignment areused effectivelyto organizematerial.

The Web pageshave anattractive andusable layout.It is easy tolocate allimportantelements.

The Web pageshave a usablelayout, but mayappear busy orboring. It iseasy to locatemost of theimportant

elements.

Novice: Designanddevelopmenteffort isinconsistent.Attention toplanning anddetails not

evident. TheWeb pages areclutteredlooking orconfusing. It isoften difficultto locateimportantelements.

3

Use of

Cascading

Style Sheets

Evidence ofadvanced use

of styles sheetdesign. CSSutilizedthroughout website.

Good use ofCSS utilized in

most of theweb site.

Minimal use ofCSS.

No evidence ofCSS.

2

Total 2.75

92%

2010 Waypoint Outcomes. All rights reserved.

This rubric may be reproduced and edited for educational purposes provided the copyright notice is maintained.

Documents

Online Safety Orientation Training