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Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and it's application in Content Development.
- SCORM seeks to maximize technology based learning to generate substantial cost savings b/c it is supported by gov, academia, & private industry all around the world.
- Promotes efforts in (4) areas: Reusability, duribility, accessibility, & interoperability.
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Describe the "Reuse, Repurpose, & References as it applies to NCOM
- The devel of NCOM was fueled by a need to effeciently Reuse, Repupose, & Reference objects in order to create content for the Navy ILE (Integrated Learning Environ).
- Reuse - The use of an existing object in a new learnng event w/o any modification to its instructional treatment, context, or content.
- Repurpose - use of an existing object in a new learning event w/ little or no modification to its instructional treatment, context, or content.
- Reference - Use of an existing object as an information source or resource for generating ideas for learning content.
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Name the (5) Content Types
CFPPP
- Concepts
- Facts
- Procedures
- Process
- Principles
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Define "Concepts" (Part of the 5 Content Types).
Concept - is a catagory that includes multiple examples. It comprises a group of objects, ideas, or events that are represented by a single word or term, and share common features.
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Describe how "Concepts" (Part of the 5 Content Types) are used in relation to the Enabling Objective Statements.
Given a CEP (Contact Evaluation Plot), the learner will catagorize the CEP symbols into meaningful groups with no errors by completing learning questions concerning the CEP catagories.
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Define "Facts" (Part of the 5 Content Types)
Facts - Unique & Specific information usually represented in the form of a statement.
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Describe how "Facts" (Part of the 5 Content Types) are used in relation to the Enabling Objective Statements.
Given a CEP (Contact Evaluation Point) symbol, the learner will recall its meaning by completing learning questions concerning the CEP symbol.
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Define "Procedures" (Part of the 5 Content Types).
Procedures - Is a sequence of steps that are followed systematically to achieve a task or make a decision. Contains directions or procedural tasks that are done in the same way every time.
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Describe how "Procedures" (Part of the 5 Content Types) are used in relation to the Enabling Objective Statements.
Given different steps w/in the CEP (Contact Evaluation Plot) procedure, the learner will be able to arrange the steps in the proper order by completing learning questions concerning the CEP Procedure
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Define "Process" (Part of the 5 Content Types)
Process - Is a flow of events that identify how something works. Topics that list a chain of events that are performed by an organization usually represents a process.
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Describe how "Process" (Part of the 5 Content Types) are used in relation to the Enabling Objectives.
Given a target motion analysis task such as launching a successful attack, the learner will be able to ID the stages by completing learning questions concerning the task.
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Define "Principles" (Part of the 5 Content Types)
Principles - Consists of directions that outline guidelines for action in which people must adapt the rules to various situations. Typically require a person to make decisions when applying them. Tasks are completed in different ways each time by applying the guidelines usually represent principles.
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Describe how "Principles" (Part of the 5 Content Types) are used in relation to the Enabling Objectives.
Given a tactical situation, the learner will apply the guidelines for action with no error b completing learning questions concerning the situation.
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What are the (2) different Enabling Object Content Use Levels?
- Remember Use Level
- Apply Use Level
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Describe the "Remember Use Level" of the EO Content Use Levels.
Remember Use Level - The learner recognizes & recalls information. The instructional tactics used to convey the information require the learner to memorize information for short to long term memory storage.
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Describe "Apply Use Level" of the EO Content Use Levels.
- Apply Use Level - The level requires the learner apply information to accomplish some task or solve a practice in solving similar and dissimilar problems that move the learner to higher levels of discrimination and problem solving ability.
- This level utilizes more complex tactics (Hands On Interaction w/ Tech Equip)
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Define metadata
- Commonly called "data about data" allowing it to be cataloged by content, context, & structure
- Content - describes the learning object's subject matter
- Context - describes the "why & where" the learning objects exist & how and by whom it was created
- Structure - describes the relationship between learning objects. which facilitates searching & object assembly
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What are the (10) Navy Metadata schema catagories?
- General
- Lifecycle
- Meta Meta Data
- Technical
- Educational
- Rights
- Relation
- Annotation
- Classification
- Security Classification
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Discuss the key precepts of the ILE (Integrated Learning Environ) Information Architecture in relation to NCOM (Navy Content Object Model).
- NCOM Hierarchy dictates that:
- Learning Object aggregation is the top level grouping of related content containing TLO's & ELO's
- A TLO is an aggregation of (1) or more ELO's
- A ELO is an aggregation of (1) or more assets
- An Asset is a single media element or a single test element
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Discuss the concepts of ILE (Integrated Learning Environ) Information Architecture in relation to SCORM (Sharable Content Object Reference Model).
- Content is organized to facilitate its combination into different lessons
- Instructions are included in a manifest that describes delivery
- A Metadata catalog is included that provides details for search and retrieval operations
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Discuss the concepts of ILE (Integrated Learning Environ) Information Architecture in relation to ELO's & TLO's
- ELO's (Enabling Learning Objectives) is a collection of assets w/ instructional treatment applied to satisfy one, and only one EOS (Enabling Objective Statement)
- TLO's (Terminal Learning Objectives) is a collection of ELO's that satisfy a TOS (Terminal Objective Statement) and supporting EOS's
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What is a JTA (Job Task Analysis)?
JTA - Provides the framework for the ILE to define job position requirements for the needed knowledge, skills, and ability. The use of JTA data to develop LOS (Learning Objective Statment) establishes links throughout the content to ensure the full spectrum of work proficiency req for mission readiness & expertise
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Contrast Level 1 & Level 2 JTA (Job Task Analysis) data.
- Level 1 Data - Describes what work is being performed. NAVMAC (Navy Manpower Analysis Center) validates Level 1 Data.
- Level 2 Data - Describes how that work is being performed. The Cognizant Learning Center validates & approves Level 2 Data.
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What are the (3) Educational Domains discussed in the NLOS (Navy Learning Objective Statements)?
CAP
- Cognitive
- Affective
- Psychomotor
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Name the main verbs associated w/ the NLOS "Cognitive" Educational Domain.
- Evaluation
- Synthesis
- Analysis
- Application
- Comprehension
- Knowledge
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Name the main verbs associated w/ the NLOS "Affective" Educational Domain.
- Characterized by a Value or Value Complex
- Organizing
- Valuing
- Responding
- Receiving
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Name the main verbs associated w/ the NLOS "Psyshomotor" Educational Domain.
- Naturalization
- Articulation
- Precision
- Manipulation
- Imitation
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Discuss the types of questions associated with the "Remember" Content Use Level. (Can member recognize & recall information)
- Drag & Drop Matching
- Identify (same image used to ask several ?'s)
- Multiple Choice (Single & Multi answers)
- Ordering (Sequentially)
- Short Answer (Fill in blank)
- Two-State (1 or 2 responses that can be objectiviely graded)
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Discuss the types of questions associated with the "Apply" Content Use Level. (assess a student on performance of procedures)
- Case Study
- Drill & Practice
- Essay
- Exercise
- Gaming
- Goal Based Assessment
- Oral Board Assesment
- Simulation
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What are the Phases of the Instructional Design Process?
ADDIE
- Analysis Phase
- Design Phase
- Develop Phase
- Implement Phase
- Evaluate Phase
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Describe "Analysis" of the Instructional Design Process.
- ID the req level of proficiency
- ID the critical tasks, knowledge, skills, tools, & resources
- Prioritize core tasks, subtasks, & procedures
- ID training conditions
- ID the desired outcomes
- ID criterion for acceptable performance
- Generate the LOS (Learning Objective Statement)
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What is the output of the "Analysis" Phase of the Instructional Design Process?
Creation of the LOS (Learning Objective Statement) is the output of the Analysis Phase.
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Describe the steps in the "Design" phase of the Instructional Design Process.
- Review analysis input
- Produce design documents
- Send the solutions onto the development team
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Who has overall responsibility for managing the "Design" phase of the Instructional Design Process?
- The PM (Program Manager) has overall responsibility of managing the "Design" Process.
- The PM will use Instructional Designers, SME's, & Technical Programmers to assist in the "Design" phase.
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During the "Design Phase" of the Instructional Design Process what training data products are produced?
- Instructional Media Design Package
- Instructional Media Package
- Training Conduct Support Document
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What information does the Instructional Media Package provide?
Provides baseline requirements data necessary for the developement & production of courseware
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What information does the Information Media Package provide?
Provides specific data necessary to support the transfer of knowledge, skills, & attitudes for a given subject.
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What information does the Training Conduct Support Document provide?
- Provides definitions and directions for instructors & trainees for conducting formal training.
- Also supports the trainees mastery of knowledge, skills, & attitudes for a given subject.
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What step is taken at the end of the "Design Phase" of the Instructional Design Process?
The Design Phase ends with a review of the design documents and prototype lesson.
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Describe the "Development" Phase of the Instructional Design Process?
- Effectively translates inputs from the Analysis & Design Phases into courseware products.
- This phase begins after the Proof Of Concept has been accepted & ends after the Navy has tested & accepted the training products.
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What does the PM (Program Manager) need to determine during the "Development" Phase?
- Steps to be used in the development Phase
- Appropriate review, verification, & validation process
- Lines of responsibility & authority
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Where is the Developed Content produced during the Development Phase forwarded?
- Developed Content is forwarded to the Gov QA authority to test tech & performance specification compliance.
- Known as the Gov Content Acceptance Testing (GCAT) process.
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Describe the "Implement" Phase of the Instruction Design Process.
The instructional product is delivered during implementaion in a traditional classroom, a lab, computer based training, or via the web.
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What is the purpose of the Implement Phase?
To ensure effective and efficient delivery of instruction.
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What data is collected during the Implement Phase?
- Kirkpatricks Levels I & II Data are collected during the Implement Phase.
- Level I - measures reaction of students (How much did they like th course)
- Level II - Measures learning (degree to which students have achieved the LO's)
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What steps are used to complete the Implement Phase?
- Deliver the content in the format in which it was developed
- Monitor results according to plan
- Revise as necessary
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Describe the "Evaluate" Phase of the Instructional Design Process.
Measures the effectiveness & efficiency of the instructional content & specifically the application of knowledge in the workplace.
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