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ADDIE Model in Safety Training, how does yours measure up!

In Health and Safety we are constantly challenged to produce or find a better learning tool for our staff and contractors, and not that some are worse or better than others but do they meet training grades not only in the corporation but in industry and how are they delivered to the workers.

Collaborative Learning is a process in which two or more individuals obtain knowledge together, or in a group setting. Such events may include participation by an individual who facilitates the mutual learning process, but who does not act in a traditional instructor role, but the ADDIE model takes it a few steps further.

General Instructional Objective (GIO)

·        GIOs state general purpose for the course

·        They are generally made up of a variety of sub-behaviors

Specific Learner outcomes (SLO)

·        You will always have multiple SLOs for each GIO.

·        SLOs “indicator behaviors” – no one of them by themselves is sufficient, but together they provide evidence that the GIO has been acheived.

·        SLOs are not prerequisite behaviors for the GIO (that would be a different GIO).

Evaluating Objectives

When evaluating objectives, one should look for the following:

·        Comprehensiveness

·        Congruency with societal values and prescribed school functions

·        Psychological soundness

·        Practical utility

·        Feasibility

·        Consistency

·        Completeness

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.

The ADDIE Model of instruction systems design (ISD) was first developed for the U.S. Army during the 1970s by Florida State University’s Center for Educational Technology. this model of safety training Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials. ADDIE was later adapted for use by all branches of the U.S. Armed Forces. It has become a widely used and frequently modified best practice within the private sector. It is often employed for compliance training and other learning events that are not time sensitive.

Is it better than the other Learning models in industry and teaching safety you decide

  • 4C-ID Model (Jeroen van Merriënboer)
  • Algo-Heuristic Theory (Lev Landa)
  • ARCS (John Keller)
  • ASSURE (Heinich, Molenda, Russel, and Smaldino)
  • Backward Design (Wiggins & McTighe)
  • Conditions of Learning (Robert Gagne)
  • Component Display Theory (David Merrill)
  • Criterion Referenced Instruction (Robert Mager)
  • Dick and Carey
  • Elaboration Theory
  • Gerlach-Ely Model
  • Hannafin-Peck Model
  • Kirk and Gustafson Model
  • Instructional Systems Design ISD
  • Integrative Learning Design Framework for Online Learning (Debbaugh)
  • Iterative Design
  • Spiral Model (Boehm)
  • Rapid Prototyping (Tripp & Bichelmeyer)
  • Kemp Design Model (Morrison, Ross, and Kemp)
  • Organizational Elements Model (OEM) (Roger Kaufman)
  • Transactional Distance (Michael Moore)
  • Cognitive Apprenticeship
  • Discovery Learning
  • Empathic instructional design
  • Goal-based scenarios

Analysis phase

The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner’s existing knowledge and skills. Questions the analysis phase addresses include:

·        Who are the learners and what are their characteristics?

·        What is the desired new behavior?

·        What types of learning constraints exist?

·        What are the delivery options?

·        What are the pedagogical considerations?

·        What adult learning theory considerations apply?

·        What is the timeline for project completion?

Design phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan must be executed with attention to details.

Development phase

In the development phase, instructional designers and developers create and assemble content assets blueprinted in the design phase. In this phase, the designers create storyboards and graphics. If e-learning is involved, programmers develop or integrate technologies. Testers debug materials and procedures. The project is reviewed and revised according to feedback.

Implementation phase

The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design.

Evaluation phase[

The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on finished instructional programs or products.

Some institutions have modified the ADDIE model for their needs. One version of note is the United States Navy version. It is called PADDIE+M. The P phase is the planning phase. In this phase, the project goals, project objectives, budget, and schedules are developed. The M phase is the Maintenance phase. This phase involves the life cycle maintenance of the training product using continuous improvement methodsThis model is gaining acceptance in the United States government as a more complete model of ADDIE. Some organizations have adopted the PADDIE model without the M phase.

In your safety training and programs do you understand these phrase and needs within you programs

Androgogy – Refers to the instruction and training of adults (people who are not in school anymore).

Cognitivism – A learning theory.

Constuctivism – A philosophy masquerading as a theory. A way of looking at the world that says that people construct their view of the world based on their previous experiences. People construct their own unique knowledge from raw materials..

Instructional Theory – Specifications for how to bring about a desired set of circumstances. Technological. Compare with Learning Theory.

Instructional Design Theory – How to design/create artifacts. This includes tools for design.

Learnability – how easy is it for the user to learn how to complete the processes needed within the system. Learnability can be tested by exposing the user to a system and then bringing them back later to see if they still understand how to complete a task.

Learning Theory – An attempt to describe how people learn. Examples include constructivism, behaviorism, and social cognitivism. Scientific. Compare with Instructional Theory and Instructional Design Theory.

Multi-user Dimensions (MUDs) – A very popular format for gaming are Multi-user Dimensions. MUDs are also used in educational or training simulations

MOOs (Multi-user Object Oriented programs) –

Multi-user Virtual Environments (MUVEs) – A MUVE is a user interface that attempt to create a virtual environment for presenting information. This is an interface that is often in video games..

Prototype – a prototype is a physical model of a product. A miniature version of what a new car would look like is an example of a prototype. Prototypes can be working or non-working.

Simulation – a simulation is a virtual model of a product. A simulation is essentially the same thing as a prototype, but it generally uses some sort of software to create the product virtually.

Terry Penney

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