Online Safety Orientation Training

Running head: SAFETY ORIENTATION TRAINING 1









Online Safety Orientation Training
Tina G. Verble
EDU699: Capstone Project
Dr. Jessica York

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 Weebly website 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 Culture” and 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

Running head: SAFETY 3

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
customer’s facility and his or her schedule 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 organization’s 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
organization’s 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, reduced employee 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 &
Martínez-Argüelles, 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).

Running head: SAFETY 8

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.
Running head: SAFETY 9

The website was designed using the free Weebly website creator. An educational theme
was chosen from Weebly’s available 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 Weebly there isn’t a footer option; however, this
project’s website does have both 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 project’s 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
Running head: SAFETY 11

and statistics from the Occupational Health and Safety website. The third module in the series is
entitled Injury 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 tone
for the other pages. Navigation for the
Safety Forum, Resources, Contact Page
and the Website survey are located at the
top 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 can
collaborate and discuss safety topics and
concerns.
















Figure 3: This page contains a list of the
resources that were used to create the
training 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 information
about the website designer and a contact
form. The designer invites visitors to send
comments and suggestions for
improvement.














Figure 5: This page is a survey page and
was used to collect quantitative evaluation
data about the usability of the website for
this 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 Safety
Culture and a “YouTube” video on the
topic.

















Figure 7: This page contains an
introduction and a “YouTube” video on
injury statistics that were published by the
Occupational Health & Safety
Administration (OSHA). This page also
has 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 Injury
Prevention and contains an introduction
and a “YouTube” video on preventing
injuries. The video contains information
on personal protective equipment, human
performance tools, and body mechanics.













Figure 10: The last training module in the
series is on Safety Conscious Work
Environment. It contains an introduction
and 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 3.3
The 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
Q
u
e
s
t
i
o
n
s
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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 falls between “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 project’s 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 couldn’t 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 Master’s program. As the website neared
completion it reflected how much knowledge was gained over the past two years, and
demonstrated professional Master’s level competences.
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 Library” on 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 Expectations – 3, Meets Expectations – 2; Needs Improvement – 1; Unacceptable – 0),
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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 don’t 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 instructor’s 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 page which was linked to
the wrong page. Next, the instructor’s 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 Environment” page. 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. The Human
Performance Training is 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.
Martínez-Córcoles, Gracia, Tomás, Peiró, & Schöbel,(2013), state that there are direct
links between a manager’s interactions with his or her employees and the employee’s
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 manager’s 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 article’s
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 organization’s 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
Running head: SAFETY 25

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.

Running head: SAFETY 26

References
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412
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Running head: SAFETY 27

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training approaches not effective? Understanding young worker learning processes using
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Running head: SAFETY 28

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Running head: SAFETY 29

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Running head: SAFETY 30

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Running head: SAFETY 31

ATTACHMENT A
Website Self-Evaluation Rubric

Exceeds
Expectations
- 3
Meets
Expectations
- 2
Needs
Improvement
- 1

Unacceptable
- 0 Score
Text Text and
background
complement
each other.
Few conflicts. Numerous
conflicts.
Text and
background
conflict to a
high degree -
distracting and
difficult to
read.
3
Navigation Navigation
buttons easy to
locate and
follow.
Name and or
location of
buttons
somewhat
confusing to
use or locate.
Buttons
conflict site
content.
Buttons
missing from
page.
3
Navigation
Orientation
Able to
determine
location on all
pages.
Able to
determine
location on
most pages.
Lack of
consistent
design makes
challenging for
view to
determine
location.
Unable to
determine
location within
web site.
3
Links and
rollovers
All links work
and are easy to
identify. All
rollovers work.
Most links and
rollovers work.
Some links
hard to
identify.
Rollovers or
links not
working.
Numerous
broken links
and rollovers.
3
Graphics Graphics are
related to the
theme/purpose
of the site, are
thoughtfully
cropped, are of
high quality
and enhance
reader interest
or
understanding.
Graphics are
related to the
theme/purpose
of the site, are
of good quality
and enhance
reader interest
or
understanding.
Graphics are
related to the
theme/purpose
of the site, and
are of good
quality.
Graphics seem
randomly
chosen, are of
low quality,
OR distract the
reader.
2

Running head: SAFETY 32


Exceeds
Expectations -
3
Meets
Expectations -
2
Needs
Improvement
- 1

Unacceptable -
0 Score
Principles of
Design
All principles
applied
consistently
throughout web
site.
Principles of
design applied
in most, but not
all of the web
site.
Limited
application of
design
principles.
Use of design
principles not
evident.
3
Professional
Look and
Feel
The Web site
has an
exceptionally
attractive and
usable layout.
It is easy to
locate all
important
elements.
White space,
graphic
elements and/or
alignment are
used effectively
to organize
material.
The Web pages
have an
attractive and
usable layout.
It is easy to
locate all
important
elements.
The Web pages
have a usable
layout, but may
appear busy or
boring. It is
easy to locate
most of the
important
elements.
Novice: Design
and
development
effort is
inconsistent.
Attention to
planning and
details not
evident. The
Web pages are
cluttered
looking or
confusing. It is
often difficult
to locate
important
elements.
3
Use of
Cascading
Style Sheets
Evidence of
advanced use
of styles sheet
design. CSS
utilized
throughout web
site.
Good use of
CSS utilized in
most of the
web site.
Minimal use of
CSS.
No evidence of
CSS.
2
Total 2.75
92%



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