Cidls Mts - Domain 2

Front 1

2.A1
Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in Content Development.

Back 1

SCORM is a collection of standards and specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility, and revisibility of web-based learning content.

Front 2

2.A2
Describe Reuse, Repurpose, and Reference as it applies to NCOM.

Back 2

"R3" - The development of the NCOM was fueled by the need to efficiently and effectively Reuse, Repurpose, and Reference (R3) objects in order to create content for the Navy ILE. The following defines R3:
- Reuse – The use of an existing object in a new learning event without any modification to its instructional treatment, context, or content.
- Repurpose – The use of an existing object in a new learning event with little to no modification to its instructional treatment, context, or content.
- Reference – The use of an existing object as an information source or resource for generating ideas for new learning events

Front 3

2.A4
Describe enabling objective Content Use levels.

Back 3

After the enabling objective statements are categorized into content types, the “content use level” for each enabling objective statement is determined. Content use level is the degree of recognition and performance that a learner is expected display after completing a training session at the section level. There are two levels of use or mastery levels that may apply to the 5 content types.

Front 4

2.A3
Name the 5 Content Types and describe when each would be used as they relate to enabling objective statements.

Back 4

- Concepts are categories that include multiple examples. It comprises a group of objects, ideas, or events that are represented by a single word or term which share common features.

- Facts are unique and specific information usually represented in the form of a statement.

- Procedures are sequence of steps that are followed systematically to achieve a task or make a decision. The contain directions or procedural tasks that are done the same way every time.

- Processes are flow of events that identify how something works. Topics that list chain of events that are performed by an organization usually represent processes.

- Principles are directions that outline guidelines for action in which people must adapt the rules to various situations. Principles typically require a person to make decisions when applying them. Tasks that are completed in different ways each time by applying the guidelines usually represent principles.

Front 5

2.A5
Describe Metadata and its capabilities.

Back 5

Metadata is frequently referred to as “data about data” allowing it to be cataloged by content, context, and structure. Content is data that describes the learning object’s subject matter. Context is data that describes why and where the learning object exists, how and by whom it was created. This helps to manage the learning object. Structure is data that describes the relationship between learning objects which facilitates searching and object assembly.

Front 6

2.A6
Discuss the key precepts of ILE Information Architecture to include Navy Content Object Model, Sharable Content Object Knowledge Model (SCORM), and Enabling Learning Objectives/Terminal Learning Objectives (ELO/TLO).

Back 6

- NCOM is the Navy's implementation of SCORM.

- Learning Object: top-level grouping of related content.

Related Assets (single media/text elements) are grouped into ELOs, related ELOs are grouped into TLOs, related TLOs are grouped into Learning Objectives

Front 7

2.A7
What is a Job Task Analysis (JTA)?

Back 7

A job task analysis (JTA) provides the framework for the ILE to define job/position requirements for needed knowledge, skills, and abilities. Using JTA data to develop learning objective statements (LOS) establishes content linkage within the full spectrum of work proficiency required for mission readiness and professional expertise.

Front 8

2.A8
Contrast Level 1 & 2 JTA Data.

Back 8

JTA data is divided into Level 1 and Level 2. Level 1 data describes what work is being performed, while Level 2 data describes how the work is being performed.

Front 9

2.A9
Where does one find technical specifications, XML specifications, and NMCI Core Build requirements?

Back 9

- Technical specifications outline the technical specifications and guidelines required to insure the technical compatibility between instructional content and the ILE. It can be found in MTP&ECIOSWIT-ILE-SPEC-4D

- NMCI Core Build requirements provide details about the current version of software assigned and installed on all NMCI Client data se3ats in the Enterprise. It can be found in the NMCI Core Build Contents Document.

- XML specifications is only required for content created outside of the Navy’s LCMS to ensure unconstrained maximum reuse of content. It can be found in MPT&ECIOSWIT-ILE-SPEC2B

Front 10

2.A10
What are the 3 educational domains discussed in the Navy ILE Learning Objective Statements (NLOS) Specifications and Guidance? Name the main verb categories attributed to each.

Back 10

- Cognitive Domain includes Evaluation, Synthesis, Analysis, Application, Comprehension, and Knowledge.

- Affective Domain includes Characterizing by a value, Complex, Organizing, Valuing, Responding, and Receiving.

- Pychomotor Domain includes Naturalization, Articulation, Precision, Manipulation, and Imitation.

Front 11

2.A11
Discuss the types of questions used for each Content Use Level.

Back 11

After the enabling objective statements are categorized into content types and content use levels, questions can be developed.

Types of questions include Concept Content (Table 4), Fact Content (Table 5), Procedure Content (Table 6), Process Content (Table 7), and Principle Content (Table 8).

Front 12

2.A12
Discuss the phases of the Instructional Design Process.

Back 12

- Analyze-Identify required level of proficiency, critical tasks, knowledge, and skill. Prioritize tasks, identify training gaps, desired outcomes (i.e., cognitive, affective, and psychomotor, verbal, social, etc.), identify learning objective verbs, and generate learning objective statements.

- Implementation-Effective and efficient delivery of instruction where Kirkpatrick’s Levels 1&2 data are collected.

- Design-Occurs after analysis of training requirements have been performed and ends when a proof of concept prototype is designed and the Navy has tested & accepted the design for the content.

- Development-Effectively translates inputs from the analysis & design phase into courseware products.

- Evaluation-Measures the effectiveness & efficiency of the instructional content & specifically the application of knowledge in the workplace.

Hint 12

A.D. D. I. E.

Front 13

2.B1
Discuss the item(s) developed in Phase I (Plan) of Task-Based Curriculum Development.

Back 13

The Plan phase consists of gathering information and building the plan for training material revision or development. The TPP is created in this phase.

Front 14

2.B2
Discuss the items developed in Phase II (Analyze).

Back 14

Determines what will be taught in the new or revised course. It produces the job tasks, task sequence, level of performance, and the skills and knowledge that must be taught. In this phase the CTTL is created.

Front 15

2.B3
Discuss the items developed in Phase III (Design).

Back 15

In the Design Phase, you will first write the Learning Objectives, and arrange them in a logical teaching sequence. This compilation of Learning Objectives is referred to as the Curriculum Outline of Instruction (COI).

The COI forms the central part of the final output of the Design Phase, the Training Course Control Document (TCCD). The TCCD is the document that will be submitted for approval before Phase IV (Develop) is undertaken.

Front 16

2.B4
State the two categories of learning objectives.

Back 16

Terminal Objective
Enabling Objective

Front 17

2.B4
What is a terminal objective?

Back 17

- Is developed from one or more duties listed on the CTTL.
- Is a learning objective that the trainee will accomplish by the end of the course.
- Indicates the ability to perform those tasks selected for training.

Front 18

2.B4
What is an enabling objective

Back 18

- Is developed from one or more Tasks listed on the CTTL
- Is a learning objective that the trainee may accomplish at any point in the course after receiving appropriate training
- Supports directly the achievement of a TO
- May support other EOs
- Identifies the behaviors necessary to demonstrate the achievement of a particular task

Front 19

2.B5
Discuss the items developed in Phase IV (Develop).

Back 19

The Develop Phase produces the instructional materials for the instructor and the trainee. These materials consist of a Lesson Plan, a Trainee Guide or individual instruction sheets, Tests/Test Items and support material to support the objectives.

Front 20

2.B6
Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).

Back 20

Instructional Media Material (IMM) are used to introduce, reinforce, or supplement training provided in the formal environment. They may be used separately, with other IMM, or with a Lesson Plan

Front 21

2.B7
State and discuss the elements of the Lesson Plan.

Back 21

Front Matter consists of…
- Cover Page (optional)
- Title Page
- Change Record Page
- Table of Contents Page(s)
- Security Awareness Notice Page(s)
- Safety/Hazard Awareness Notice Page(s)
- Terminal Objective Page(s)

Lesson Topics (contain two parts)
Topic Pages List
- allocation of classroom and laboratory time
- enabling objectives
- trainee preparation materials
- instructor preparation materials
- training materials required

Discussion-Demonstration Activity Pages (consist of two columns)
- discussion point
- related instructor activity

Front 22

2.B8
State and discuss the elements of the Trainee Guide.

Back 22

Front Matter:
- Trainee Name Page
- Cover
- Title Page
- Change Record
- Table of Contents Page(s)
- Security Awareness Notice Page(s)
- Safety/Hazard Awareness Notice Page(s)
- How To Use Your Trainee Guide Page(s)
- Terminal Objectives Page(s)
- Course Master Schedule (optional)

Instruction Sheets include:
- Outline: statements concerning overall scope and content of lesson topic.
- Assignment: statements concerning overall scope and content of assignment.
- Information: provides general explanation of how or why an understanding of the covered material benefits the trainee.
- Job: purpose of the job sheet and trainee benefits is explained.
- Problem: normally used for paperwork troubleshooting when the equipment is not available.
- Diagram: provides diagrams, schematics and charts.

Front 23

2.B9
State the 22 rules for writing a Course Training Task List (CTTL) statement.

Back 23

1. Each statement will begin with a PERFORMANCE ACTION VERB and contain the OBJECT of the action of that verb.
2. If there are multiple actions (two or more verbs), separate statements should be written unless there is no possibility the action would or could be trained separately.
3. The preposition "on" is used rather than "of" when referring to objects.
4. Latin abbreviations such as "i.e." and "e.g." are not used. Use "such as."
5. Excessive use of "a", "an", and "the" should be avoided.
6. Vague, nonspecific adjectives, especially those that imply value or "goodness" should be avoided. Use adjectives with precise, specific meanings.
7. Do not use parentheses within parentheses.
8. Do not specify object types if there are only a small number of types (three or less) and these types would be well known to people familiar with the job.
9. Acronyms may be used, however, they must be spelled out the first time they appear unless they are acronyms in such common usage that they are thought of as words such as Radar and Sonar.
10. Objects are normally written in singular form unless the objects are normally taught together.
11. Do not write statements with unnecessary phrases such as "Follow the Procedures for…".
12. Do not specify objects by brand name or specific nomenclature if the object belongs to a class of objects found on the job and training could be provided on any one of the objects in this class.
13. When specifying publications or forms, spell out the name of the publication or form, followed by the number or nomenclature in parentheses.
14. If there are multiple objects (two or more), write a separate statement for each object unless the objects are normally taught together.
15. Use short words and phrases in preference to long words or expressions.
16. Write simple statements without qualifiers unless the qualifier is essential to the meaning of the statement.
17. Do not write statements that are too detailed, such as minor steps of a procedure.
18. Do not use unnecessary phrases such as "when appropriate" or "in accordance with prescribed directives."
19. Do not specify conditions under which the action is performed nor standards to which it should be performed.
20. Do not write statements that refer to school training situations or devices.
21. Do not write statements using "recognize" except where the recognition refers to characteristics such as physical shape, color, sounds, etc.
22. Do not use the "ing" form of the verb.

Front 24

2.B10
State the purpose of testing.

Back 24

Tests are the primary tool for determining trainee attainment of TOs/EOs and, therefore his/her relative success in the course.

Front 25

2.B11
Explain the purpose of conducting a Pilot (Phase IV).

Back 25

The purpose is to validate the Curriculum and Material, and to determine their effectiveness in attaining the Course Objective(s).

Front 26

2.B12
List the justifiable reasons for developing, revising, or canceling a course.

Back 26

- Navy Training Plans (NTPs)
- Tasking by higher authority
- Internal course reviews and local command initiatives
- External course reviews
- Surveillance and external feedback
- Training appraisal

Front 27

2.B13
Discuss the purpose of phase V (Implementation).

Back 27

The training materials will be implemented by the CCMM with the cooperation of the activities teaching the course. NAVEDTRA 135 should be used as a guide for the management of the course. It specifies the audit trail to be maintained for each curriculum cevelopment/revision and what records are to be maintained on all courses.

Front 28

2.B14
Discuss the purpose of phase VI (Evaluate).

Back 28

Evaluation consists of a number of programs that either individually or collectively evaluate the instructional materials, the instruction, the instructors, and the trainees. NAVEDTRA 135A describes the various programs used to evaluate the effectiveness and efficiency of the total training program. The portion of the evaluation program that concentrates on the curriculum is organized around two major functions, surveillance and training materials modification.

Front 29

2.B15
Discuss the relationship between the following as used in the CTTL.

Back 29

(1) Job

- is made up of duties and tasks

(2) Duty

- Is a major part of a job
- Collection of duties make up a job
- Occupies a major part of the work time
- Occurs often in the work cycle
- Must be measurable
- Involves a group of closely related tasks

(3) Task

- Is a major part of a duty
-Clussters of tasks make up a duty
- Is performed in a relatively short period of time
- Must be measurable

Front 30

2.B16
State the difference between the Course Mission Statement and a Terminal Objective.

Back 30

The Course Mission Statement might be confused with a TO. The primary difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course — not the trainee.

Front 31

2.B17
Describe the three products of a Training Course Control Document:

Back 31

Front Matter
- Cover Page
- Letter of Promulgation
- Table of Contents
- Forward (if required)
- Course Data
- Trainee Data (consists of the following)
- Personnel physical requirements
- Security clearance
- Prerequisites
- Obligated service
- NOBC/NEC earned

Curriculum Outline of Instruction
- In the Curriculum Outline of Instruction, Units and Lesson Topics consisting of terminal and enabling objectives are displayed in the order they will be taught.

Annexes
- Training course control document annexes provide the resource requirements and time allocations for the training course.
- Resource Requirements List (RRL) lists all the resources required to conduct the course.
- Course Master Schedule (CMS)

Front 32

2.B18
List the Volumes of NAVEDTRA 130 and their purpose.

Back 32

- Volume I Developers Guide - contains standards and conventions for the development of training programs. It is designed for use by the individual actually revising or developing training materials. A "standard" is a specification or binding restriction that must be adhered to, or negotiated and approved for every exception. A "convention" offers some choice and flexibility. Waivers from any content "standard" and establishment of any format "standard" are the responsibility of the Curriculum Control Authority (CCA) for the individual course.
- Volume II Sample Products - provides samples of each of the management and curriculum documents in a format that is consistent with the standards and conventions discussed in Volume I.
- Volume III Managers Guide - is designed for the individual charged with the management of a course revision or development. It describes approval points, approval authorities, and responsibilities. The volume addresses the manager's responsibilities in each of the six phases of TASK BASED CURRICULUM DEVELOPMENT

Front 33

2.B20
Discuss where to find the procedures for handling and storing classified training materials.

Back 33

SECNAV-M 5510

Front 34

2.B19 Spell out the full term for the following abbreviations/acronyms:

(1) LP (2) D-D-A Page (3) TO (4) EO (5) DP (6) RIA (7) IMM

Back 34

(1) LP- Lesson Plan
(2) D-D-A Page Discussion-Demonstration-Activity Page
(3) TO- Terminal Objective
(4) EO- Enabling Objective
(5) DP - Discussion Point
(6) RIA - Related Instructor Activity
(7) IMM - Instructional Media Material