Addie

Front 1

Three Goals of ISD Process

Back 1

-Increase effectiveness of instruction (Better)

-Improve time-efficiency (Faster)

-Produce best instruction for lowest cost (Cheaper)

Front 2

Functions of the ISD

Back 2

Management, Administration

Delivery, Evaluation, and Support (MADES)

Front 3

Management - Function of ISD

Back 3

Direct or controlling instructional systems development and operations

Front 4

Administration - Function of ISD

Back 4

Day-to-day processing and record keeping

Front 5

Delivery - Function of ISD

Back 5

Bringing instruction to the students

Front 6

Evaluation - Function of ISD

Back 6

Gathering feedback data through formative, summative, and operational evaluation to assess system and student performance

Front 7

Support - Function of ISD

Back 7

Maintaining all parts of the system

Front 8

Phases of the ISD Process

Back 8

Analysis, Design, Development, & Implementation (ADDI)

Front 9

Analysis Phase (ADDI)

Back 9

Determine what instruction is needed

Front 10

Design Phase (ADDI)

Back 10

Design instruction to meet the need

Front 11

Development Phase (ADDI)

Back 11

Develop instructional materials to support requirement

Front 12

Implementation (ADDI)

Back 12

Implement instructional system

Front 13

Steps of the Analysis Phase

Back 13

-Analyze Job Performance Requirements

-Develop Task List

-Analyze job tasks and compare with existing skills, knowledge, and abilities of student

-Difference between JPRs and current knowledge/abilities of incoming students determines instruction

Front 14

Steps of the Design Phase

Back 14

-Develop objectives & tests

-Review existing materials to determine applicability to specific instruction under development

-Develop detailed instructional plan (selecting instruction methods, media, and instruction strategies)

-Develop implementation plan for instructional system

Front 15

Steps of the Development Phase

Back 15

-Develop student/instruction lesson materials

-Develop media

-Update implementation plan

-Validate unit/module of instruction and associated materials as developed and correct as necessary

Front 16

Steps of the Implementation Phase

Back 16

-Instructional system is fielded under actual conditions

Front 17

The Functions are the ________ for the ISD Process

Back 17

Framework

Front 18

Phases are ______ within the system functions

Back 18

Embedded

Front 19

The Evaluation function is a __________ _______ of feedback for the total system

Back 19

Continuous Process

Front 20

Learning Theory - Definition

Back 20

The body of principles, purposed by psychologists and educators to explain how people acquire skills, knowledge, and attitudes

Front 21

Learning Theory - Purpose

Back 21

Used in formal instruction to facilitate and accelerate the learning process

Front 22

Developers apply learning theory to select ________ ________ for the type of learning required

Back 22

Instructional Strategies

Front 23

Developers look to learning theory to explain

Back 23

How individuals differ in the ways they learn

Front 24

Behavioral Theory

Back 24

Learning takes place when students make an association between stimulus and desired responsive behavior, positive reward = learning is reinforced

Front 25

Cognitive Theory

Back 25

Focuses on mental process: Information Processing and Social Interaction

Front 26

Information Processing

Back 26

The brain selects, processes, stores, retrieves, and uses info to product behavior

Front 27

Social Interaction

Back 27

Learning is a result of interaction between the learner and the environment

Front 28

Five types of learning

Back 28

Intellectual skills, verbal information, cognitive strategies, motor skills, & attitudes

Front 29

Intellectual skills

Back 29

Foundation for all higher learning, consists of discrimination, concepts, and rule-learning

Front 30

Intellectual Skills - Discrimination

Back 30

Seeing the difference between stimuli

Front 31

Intellectual Skills - Concrete Concepts

Back 31

Skills related to categorizing physical objects into one or more classes based on their physical attributes

Front 32

Intellectual Skills - Defined Concepts

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Skills related to classifying symbolic objects into one or more classes based on a definition

Front 33

Intellectual Skills - Rule learning

Back 33

Skills related to applying principles or procedures to solve problems

Front 34

Verbal Information

Back 34

Learning of names and labels that can be verbalized, requires basic language skills, readily retained when it is learned within a larger context of meaningful info

Front 35

Cognitive Strategies

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Maintaining knowledge in short-tem memory and translate it into long-term memory, used to reduce memory load

Front 36

Motor Skills

Back 36

Learned behaviors involving the smooth coordinated use of muscles

Front 37

Attitudes

Back 37

Based on perceptions of reality, learned or influenced by observing others and viewing the consequences of their behavior, experiences play a major role in the formulation of attitudes

Front 38

Motivation

Back 38

Plays a significant role in learning, defined by ARCS model

Front 39

Sets of condition that should be met to have a motivated learner:

Back 39

A (Attention), R (Relevance), C (Confidence) , and S (Satisfaction)

Front 40

Instructional Planning

Back 40

Planning the instructional system structure and functions to determine ISD process mgmt. and eval strategies and estimate resource requirements and constraints

Front 41

Instructional/Training Needs Assessment

Back 41

Should tell if the "need" can be satisfied with instruction or may require some other solution

Front 42

Instructional Need

Back 42

Identified when there is a lack of skill, knowledge, or attitude personnel should have in order to perform an activity adequately

Front 43

Examples of needs that may call for Instructional Needs Assessment

Back 43

-Instruction topic mandated

-Tech or doctrinal changes make existing instruction obsolete

-New weapon system planned

-Educating for future assignment

Front 44

Instructional Systems manager

Back 44

Has overall responsibility for securing needed resources, responsible for ensuring necessary analysis are conducted

Front 45

ISD Management Plan

Back 45

Provides a "roadmap" to keep the instructional development process on course, contains milestones for course development, developed by manager of instructional activity, and updated at the end of each phase of development or when significant changes occur

Front 46

Types of Analysis

Back 46

Occupational/Job, Educational, & Mission

Front 47

Occupational/Job Analysis

Back 47

-Identifies the jobs which define occupation

-Identifies the duties and tasks comprising each job

Front 48

Educational Analysis

Back 48

-Review of educational requirements

-Development of educational goals and statements

Front 49

Mission Analysis

Back 49

-Review mission requirements

-Development of collective task statements

-Arrange tasks in a hierarchy

Front 50

Occupational Analysis Division (OAD)

Back 50

Responsible for periodically collecting and analyzing data from each occupation, or job, in the Air Force

Front 51

Occupational Analysis Reports (OAR)

Back 51

Where results of job analyses are reported

Front 52

Steps to conduct an analysis

Back 52

1. Collect data
2. Identify duties
3. Identify tasks
4. Validate the list
5. Prioritize the list
6. Document the results

Front 53

Purpose of the OAR

Back 53

Lists tasks, identifies who performs task, indicates which tasks are difficult to learn/perform, identify which tasks should be emphasized in training, shows how many people it takes to perform task, how often task performed, and establishes priority for training

Front 54

Task

Back 54

Observable and measureable unit of work or operation which forms part of a duty, with one or more duties making up a job

Front 55

Task Analysis

Back 55

Method for describing actions or behaviors that make up the task the student should learn to perform

Front 56

Detailed Task Anlaysis

Back 56

Identifies the behavioral elements the student should exhibit to demonstrate task mastery

Front 57

Hierarchy of Jobs

Back 57

Jobs --> Duties --> Tasks --> Subtasks

Front 58

Steps of a Task Analysis

Back 58

1. Identify Task

2. Identify Subtask

3. Identify Subtask Relationship

4. Validate the subtasks

5. Select tasks for instruction

6. Document the tasks

Front 59

Step of Task Analysis - Identify Tasks

Back 59

- Occupational/Job Analysis
- Occupational Analysis Reports (OARs)
- Tech Orders or Manufacturer's Guides
- Job aids
- Checklists
- AFIs & AFMANs
- SMEs

Front 60

Step of Task Analysis - Identify Subtask

Back 60

The work activities that combine to make up a task

Front 61

Step of Task Analysis - Identify Subtask Relationship

Back 61

Should the subtasks be performed sequentially or independently

Front 62

Step of Task Analysis - Validate the subtask

Back 62

Ensure the right tasks are identified and the right relatiopship made

Front 63

Step of Task Analysis - Select the tasks for instruction

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-how often task performed on job

-will job degredation occur if no instruction

-is task critical to job/mission performance

-is sufficient time to teach task adequately

-what % of personnel are required to perform task

Front 64

Learning analysis

Back 64

Process of analyzing tasks to be taught to establish learning outcomes in terms of (1) types of learning involved, and (2) level of learning desired.

Front 65

Steps of a Learning Analysis

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1.Identify skills/ knowledge needed to support performance

2.Build learning hierarchy of knowledge/skills to be taught

3.Identify types of learning involved

4.Determine the level of learning needed

5.Identify prerequisite knowledge/skills required

Front 66

Knowledge

Back 66

Recall of previously learned material

Front 67

Comprehension

Back 67

Seeing relationships, concepts, and abstractions beyond the simple remembering of material

Front 68

Application

Back 68

Ability to use learned material in new and concrete situations, including the application of rules, methods, concepts, principles, laws, and theories

Front 69

Analysis

Back 69

Ability to break down material into its component parts so that the organizational structure may be understood, including the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved.

Front 70

Synthesis

Back 70

Ability to put parts together to form new patterns or structures, such as a unique communication (a theme or speech), a plan of operations (a research proposal), or a set of abstract relations (schemes for classifying information).

Front 71

Evaluation

Back 71

Ability to judge the value of material for a given purpose. Learning in this area is the highest in the cognitive hierarchy because it involves elements of all the other categories, plus conscious value judgments based on clearly defined criteria

Front 72

Purposeof a course training plan

Back 72

-Documents instructional system

-Identifies resource requirements/constraints

-Sets design, development and implementation milestones

-Serves as approval document to operate the training system

-Serves other purposes as designed by a particular system

Front 73

Responsible for developing the Course Training Plan

Back 73

Managers

Front 74

Parts of a CTP

Back 74

Front cover, an administrative section, narrative, annexes, and appendices

Front 75

Identifies the document as a CTP, or Abbreviated Training Plan (ATP)

Back 75

Front Cover

Front 76

Includes a Table of Contents, Distribution and Copy requirements

Back 76

Adminstrative Section

Front 77

Contains an overview of the information in the annexes and appendices and describes course rationale, assumptions and conditions

Back 77

Narrative Section

Front 78

Justify and support resource requirements and detail schedules of the plan

Back 78

Annexes/Appendices

Front 79

Approves the CTP

Back 79

Training Group commander or designated representitive

Front 80

Objective

Back 80

Precise statement of the learned capability or behavior [skill, knowledge or attitude (SKA)], a student is expected to demonstrate, the condition under which the behavior/SKA is to be exhibited, and the standard of acceptable performance upon completion of training.

Front 81

Three parts of an Objective

Back 81

Condition, Behavior, Standard

Front 82

Condition

Back 82

Identifies the situation under which a task is to be performed

Front 83

Behavior

Back 83

Component of an objective tells students what they will be required to do; demonstrating they have learned a specific skill, knowledge, or attitude

Front 84

Behavior is defined as a skill, knowledge, or attitude that is ___________, ___________, _____________, and ____________.

Back 84

Observable, measurable, verifiable and reliable.

Front 85

Standard

Back 85

Measured in terms of quantity or quality of a process or product and is compared to the standard of performance stated in the learning objective

Front 86

Two categories of objectives

Back 86

Terminal & Enabling Objective

Front 87

Terminal Objective

Back 87

Aalso known as Primary, Main, or End Objective, these are objectives learners will be expected to accomplish when they have completed the instruction.

Front 88

Enabling Objectives

Back 88

Also known as Secondary, Subordinate, Supporting, or Developmental Objectives, these types of objectives learners must accomplish in order to accomplish a terminal objective.

Front 89

Prioritizing

Back 89

Required during times when you may be unable to train all of the needed tasks due to some resource constraint

Front 90

Clustering

Back 90

Enables the instructional developer to develop logical and meaningful instructional units, combime common skills/knowledge

Front 91

Sequencing

Back 91

Will help ensure that the simplest tasks are taught very well, go smple to complex.

Front 92

Three steps for developing objective

Back 92

(1)Gather available resources

(2) Identify type of objective

(3) Write the objective

Front 93

Validity

Back 93

Test measures what it is intended to measure, most important characteristic of test. Extent to which test items are direct reflections of the objectives and how well the test items sample the objectives

Front 94

Reliability

Back 94

Degree to which a device yields the same results consistently

Front 95

Objectivity

Back 95

Ability of a measurement device to be free from variations due to factors other than the behavior being measured.

Front 96

Comprehensiveness

Back 96

How sufficiently a test samples what is being measured

Front 97

Differentiation

Back 97

Ability of the test to distinguish between students who have mastered the knowledge or skill being tested and those who have not.

Front 98

Criterion tests

Back 98

(1) Used to measure student's attainment of objective.

(2) Used to measure effectiveness of instruction.

(3) Based solely on requirements specified in objectives.

(4) Used after instructional system is operational.

Front 99

Pretests

Back 99

(1) Used to measure students’ ability to achieve each objective.

(2) Administered to each student just prior to instructional activity to determine extent of existing skills/knowledge.

(3) Generally used after instructional system is operational.

Front 100

Test Construction Factors

Back 100

1. What to measure

2. Testing level

3. Test length

4. Selection and arrangement of test items

Front 101

Purpose of Written Test

Back 101

Implies students achieved individual objectives and provides an acceptable degree of confidence they have attained required knowledge, acts as quality control device

Front 102

Test questions are divided into two basic categories

Back 102

Selection, and Supply

Front 103

Selection questions

Back 103

Require students to select the correct response from a list of responses (e.g., alternative choice, true/false, multiple choice, matching)

Front 104

Components of Selection Test Items - Stem

Back 104

Preliminary sentence that poses the question or states the situation

Front 105

Components of Selection Test Items - Alternatives

Back 105

Possible answers that can be selected by the students

Front 106

Keyed Response

Back 106

The correct answers

Front 107

Multiple-Choice

Back 107

Question appropriate for measuring most lower-level intellectual skills such as discrimination, concrete concepts, defined concepts, and rule learning

Front 108

Instructional Method

Back 108

Procedure or process used to attain an objective

Front 109

Media

Back 109

Means, instruments, or materials used to communicate information; in other words, a means used to give information to the students

Front 110

Instructional Developer

Back 110

Has overall responsibility for selecting the instructional method

Front 111

Most common methods of instruction

Back 111

-Presentation Method

-Student Verbal Interaction Method

-Knowledge Application Method