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145 Cards in this Set

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Task-Based Curriculum Development

Phase I - Plan
Blueprint for the course revision or

Output product is the Training Project Plan (TPP)
Task-Based Curriculum Development

Phase II - Analyze
Determines what will be taught in the new or revised course.

Items will be organized in a COURSE TRAINING TASK LIST (CTTL)
Task-Based Curriculum Development

Phase III - Design
Training Course Control Document (TCCD)
Task-Based Curriculum Development

Phase IV - Develop

(4 Items)
1 - Lesson Plan

2 - Trainee Guide

3 - Tests

4 - Support materials

**This is the phase where the course pilot is conducted**
Task-Based Curriculum Development

Phase IV - Develop

Pilot
Validate the Curriculum and Material

Determine their effectiveness
Task-Based Curriculum Development

Phase VI - Evaluate
Evaluation and revision

trng materials based on performance of graduates.
Task-Based Curriculum Development

Phase V - Implementation
CCA has approved and authorized

Trng materials will be implemented by the CCMM with cooperation of the activities teaching the course.
Human Performance Improvement Process
Results-based,systematic

approach to

identifying, assessing, and resolving performance issues
Describe the 4 Quadrants of the Human Performance System Model.
Quadrant I: Job tasks. What do you want your personnel to be able to do?
Quadrant II: Prioritize requirements. This is the step where the solution is defined.
Quadrant III: Implemented.
Quadrant IV: Execution and evaluation.
HPSM - Quadrant I

Who must validate all individual unit and group job/task requirements?
CINC (or equivalent)
HPSM - Quadrant II

Who performs most of the functions and coordinates the activities?
Performance analysts

and

subject matter experts
HPSM - Quadrant I
Job tasks

What do you want your personnel to be able to do?
HPSM - Quadrant II
Prioritize requirements.

SME evaluate requirements.

This is the step where the solution is defined.
HPSM - Quadrant III
Implemented.
HPSM - Quadrant IV
Execution and evaluation.
Student critique program are divided into how many areas and name the areas?
The student critique are divided into 3 areas:

Instructor
Course
Quality of Life

**High Risk – If the course is high risk, safety questions should be covered on the critique
Discuss the relationship between the following as used in the CTTL.

Job
Duty
Task
Job - made up of duties

Duty - major part of a job

Task - major part of a duty
State and discuss the purpose of the 3-step communication process.
Effective communication involves a message

Sending the message
Receiving the message
Feedback
Where does one find
Technical specifications
XML specifications
and
NMCI Core Build requirements?
XML Specifications - MPT&ECIOSWIT-ILE-SPEC-2B

Technical Specifications - MPT&ECIOSWIT-ILE-SPEC-4D

NMCI Core Build requirements - NMCI Core Build Contents Document
Discuss the 7 different instructional methods?
1. Lecture
2. Lecture with audiovisuals
3. Lesson
4. Demonstration
5. Discussion
6. Case study
7. Role playing
1. Lecture – large audience
2. Lecture with audiovisuals – includes visual or audio aids
3. Lesson – Most often used method
4. Demonstration – Covers all steps
5. Discussion – talk and share information
6. Case study – problem-solving
7. Role playing – simulated situation
What are the 7 different instructional methods
1. Lecture
2. Lecture with audiovisuals
3. Lesson
4. Demonstration
5. Discussion
6. Case study
7. Role playing
What are the 5 ILE Content Types?
1. Concepts
2. Facts
3. Procedures
4. Processes
5. Principles
ILE
Intergrated Learning Environment
Explain the 5 ILE Content Types.
1. Concepts
2. Facts
3. Procedures
4. Processes
5. Principles
1. Concepts – A group of ideas
2. Facts - unique and specific information
3. Procedures - sequence of steps
4. Processes - flow of events
5. Principles - guidelines that people must adapt the rules to various situations.
State and discuss the 3 qualities of an efficient and effective instructor?
Knowledge - thoroughly familiar with subject

Ability - leadership and instructional

Personality - professional and sincere interest in students
Discuss the Instructor’s responsibilities in terms of Responsibility to:

Students
Training Safety
Security
Curriculum
Students – teach effectively, set a good example and help resolve conflicts that hinder training.
Training Safety – demonstrate proper safety procedures in addition to teaching them.
Security – Never discuss classified material not in the approved curriculum or info with a higher security classification. Account for classified materials and immediately report any security violation.
Curriculum – ensure the curriculum is current and accurate.
What is the most essential, single link in the training chain?
The instructor
State the purpose of the Navy Training System?
Systematic approach for determining

what to train

and

how to training.
What are the 6 key principles in applying motivation theory
Need
Interest
Values
Attitudes
Incentives
Achievement
Discuss the key principles to applying motivation theory in a training situation.

Needs and drives, interest, values, attitudes, incentives and achievement.
Need - lack of something.

Interest -worthwhile

Values - amount of what is learned.

Attitudes - student wants to learn.

Incentives - good grades and awards.

Achievement - a goal.
List the 5 techniques which can assist in developing motivational strategies for instruction
Make the subject matter interesting

Establish goals

Provide feedback

Show interest in students

Encourage participation
Discuss 2 of the 5 techniques which can assist in developing motivational strategies for instruction
Promote interest by using a variety of materials while instructing.

Use appropriate questioning techniques to determine students comprehension and provide feedback.

Be open to student contributions and points of view.
State the ultimate goal of instruction.
Students to remain motivated

Apply what they have learned
What are the 5 different ways of learning.
Imitation

Trial and error

Association

Insight

Transfer
Explain the 5 different ways of learning.
Imitation
Trial and error
Association
Insight
Transfer
Imitation - imitate their behavior

Trial and error - learning by doing

Association - Comparison of past learning

Insight- understanding that the whole is more than the sum

Transfer - applying past learning
What are the 5 laws of learning.
Law of

Readiness

Effect

Primacy

Exercise

Intensity
Explain the 5 laws of learning.

Law of Readiness
Law of Effect
Law of Primacy
Law of Exercise
Law of Intensity
Law of Readiness - - physically, mentally and emotionally ready
Law of Effect - satisfying consequences
Law of Primacy - retains info the first time longer
Law of Exercise - practice and repetition
Law of Intensity - vivid experiences
Discuss how motivation affects student learning.
Sing most important factor

Motivation

determines whether or not a student masters the course objectives
Explain the 4 basic learning styles.

Concrete
Active
Reflective
Abstract
Concrete - experienced-based approach, own feelings and personal judgments

Active - becoming involved with the subject, active step-by-step approach

Reflective - observe and reflect before drawing conclusions

Abstract - theory-based analytical approach
Explain the barriers to effective communication. Lack of common core experience Overuse of abstractions Fear Environmental factors
Lack of common core experience – lack of the same experiences; example, this fruit tastes like a kiwi, only people with that experience will understand
Overuse of abstractions – concepts or ideas not directly related to the subject. Better to speak in concrete terms
Fear – showing ignorance, disapproval, losing status or judgment are common barriers to communication.
Environmental factors – noise, temperature (hard to pay attention when uncomfortable). Color of walls, uncomfortable seats, etc.
Discuss why listening is one of the most important communication skills
Listening is one of our most important communication skills.
It is an active process of hearing and understanding that demands concentration and attention.
Both you and your students have responsibilities in the communication process.
Describe five factors that must be considered in planning instructional delivery. Articulation Grammar Rate of speech Inflection Force
Articulation – understandable speech; enunciation, no mumbling or slang
Grammar – correct usage of the spoken and written word
Rate of speech – fast enough to be interesting and slow enough to be understood
Inflection – change in the normal pitch or tone of voice, no monotone
Force – volume of voice combined with conviction of the speaker; project with vitality and strength of conviction
State and discuss the importance of body movement as part of successful communication
. It reinforces, emphasizes, and clarifies verbally expressed ideas.
State and discuss the four purposes of oral questioning
stimulate the students to think
Arouses interest Focuses attention Drills students
Explain the characteristics of a good oral question.

Level of Instruction
Use of Interrogative
Clarity of Meaning
Level of instruction - In asking questions, use simple words, correct grammar, and complete sentences.
Use of interrogative - Use the interrogatory word at the beginning of your question. Who, What, Where, When and Why.
Clarity of meaning - Avoid the use of catch or trick questions. Make your questions brief, and limit them to one thought.
Discuss the types of oral questions and their purposes.
Factual
Thought Provoking
Interest Arousing
Multiple Answer
Yes or No
Leading
Canvassing
Factual - asks for specific information. Helps students memorize facts.
Thought Provoking - begins with such interrogatory expressions as “what is the…”, to student stimulate studentss thinking.
Interest Arousing - get students’ thinking about the subject you are about to present.
Multiple Answer - more than one correct answer. Cause students to think about the other students’ answers.
Yes or No - call for a simple answer. Serving as a lead in to other kinds of questions.
Leading - suggests their own answer.
Canvassing - used to determine those who are familiar with the subject matter.
State the five steps of the five-step questioning technique
Ask the question
Pause
Pick a student
Listen/comment
Emphasize or repeat the answer
State and discuss the 3 parts of a learning objective.
Behavior - learner should be able to do as an outcome of training.

Condition - aiding and limiting factors.

Standard - specifies the criteria
Discuss the 2 methods of testing and their importance.
Knowledge Tests - test items written

Performance Tests - measure skill
What are the 5 learning levels
1. Recognition

2. Recall

3. Comprehension

4. Application

5. Analysis / Evaluation
Explain the five learning levels a knowledge test item may test.

Recognition
Recall
Comprehension
Application
Analysis / Evaluation
Recognition - verbatim id

Recall - verbatim remembering

Comprehension - Understanding

Application - ability to use

Analysis / Evaluation - relationship among the data
Discuss the 2 types of performance tests?
Process - step-by-step procedures

Product - observable result
List and describe the primary materials used in presenting instruction.
Lesson Plan - blueprint

Instruction Sheets - information or directions.

Instructional Media - equipment used to help
Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in ILE Content Development.

3Rs
Allows for interoperability

Reuse, repurpose and reference (3Rs)
Describe

Reuse, Repurpose, and Reference

as it applies to NCOM
Reuse – no modification.

Repurpose – little modification.

Reference – information resource for new learning events.
Describe enabling objective ILE Content Use levels.
Degree of recognition and performance

Remember Use Level - recognizes and recalls information

Apply Use Level - apply information
Describe ILE Metadata and its capabilities.
“data about data”

allowing it to be cataloged
Discuss the key items of ILE Information Architecture to include

Sharable Content Object Knowledge Model (SCORM),
Navy Content Object Model (NCOM),

Enabling Learning Objectives/Terminal Learning Objectives (ELO/TLO).
SCORM is the NCOM.

NCOM must follow strict rules of data design like a database.

The SCO is basic building block for SCORM - conformant courseware.

-TLO is an aggregation of ELOs
-ELO is an aggregation of assets
What is an ILE Job Task Analysis (JTA)?
Define job/position requirements for needed knowledge, skills, and abilities.
Contrast Level 1 & 2 JTA Data
Level 1 data - what work is being performed.

Level 2 data - how the work is being performed.
Name and explain the 3 educational domains discussed in reference to the Navy’s ILE Learning Objective Statements?

(CAP)
Cognitive Domain - intellectual skills

Affective Domain - emotionally

Psychomotor Domain - physical movement
Discuss 2 types of questions used for each ILE Content Use Level.

Remember Use
Apply Use
Remember Use -
Matching,
Multiple Choice (Single and Multiple Answer)
Short Answer (Fill in the Blank),

Apply Use -
Practice & Drill
Exercise
Name the phases of the ILE Instructional Design Process

(ADDIE)
Analyze
Design
Develop
Implement
Evaluate
State the 2 categories of learning objectives.
Terminal Objective - End of Course objectives

Enabling Objective - accomplish at any point and supports the Terminal Objective
Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).
Used to introduce, reinforce, or supplement training
State and discuss the elements of the Lesson Plan.
Front Matter

Lesson Topics

1. Topic Pages

2. Discussion Demonstration Activity (DDA) Pages
State and discuss the elements of the Trainee Guide?

(JO PAID)
Front Matter

Instruction Sheets
-Job Sheet
-Outline Sheet
-Problem Sheet
-Assignment Sheet
-Information Sheet
-Diagram Sheet
State the rules for writing a Course Training Task List (CTTL) statement.
Support the COURSE MISSION STATEMENT

Be SHORT
Begin with VERB
End with OBJECT
Be OBSERVABLE and MEASURABLE
State the purpose of testing?
Primary tool for determining trainee attainment of Learning Objectives
List the justifiable reasons for developing, revising, or canceling a course.
Navy Training Plans (NTPs)

Tasking by higher

Internal Review

External Review

External Feedback
State the difference between the Course Mission Statement and a Terminal Objective
Course Mission Statement - description of the course

TO - relates to trainee behavior
Describe the 3 parts of a Training Course Control Document (TCCD)?
FRONT MATTER
-Cover Page
-Table of Contents
-Prereqs
-Security Clearance Info

COI

ANNEXES - RRL and CMS
List the Volumes of NAVEDTRA 130 and their purpose
Volume I —Developers Guide

Volume II —Sample Products

Volume III —Managers Guide
Where do you find the procedures for handling and storing classified training materials.
SECNAV-M 5510

INFORMATION SECURITY PROGRAM REGULATION
List the responsibility of the following member of the training organizational structure:

Chief of Naval Operations (CNO)
Chief of Naval Operations (CNO)-Provides policy for implementing and supporting the DON Strategic Goals
List the responsibility of the following member of the training organizational structure:

Naval Manpower, Personnel, Training and Education (MPT&E)
Naval Manpower, Personnel, Training and Education (MPT&E)-Anticipates the Navy Total Force capabilities required to support joint war fighting needs and recruits, develops, manages, and deploys that workforce in an agile cost-effective manner.
List the responsibility of the following member of the training organizational structure:

Naval Education and Training Command (NETC)
Naval Education and Training Command (NETC)- Mission is to educate and trains those who serve; provides the tools and opportunities which ensure fleet readiness & mission accomplishment, enhances professional and personal growth & development, and enables lifelong learning.
List the responsibility of the following member of the training organizational structure:

Learning Centers
Learning Centers - The primary function of the CENEODDIVE is to support innovative human performance solutions that meet the needs of the fleet, by identifying and implementing the most efficient methods of training and delivery for sailors in the domain.
List the responsibility of the following members of the training organizational structure:

Course Curriculum Model Manager (CCMM)
Course Curriculum Model Manager (CCMM) -Develops, revises, and maintains a course of instruction.
List the responsibility of the following members of the training organizational structure:

Learning Sites.
Learning Sites – Conduct training
Describe the “A”, “C”, and “F” type courses of instruction.
Class “A” - rating entry

Class “C” - NEC

Class “F” - individual functional skill
Describe the instructor certification process in your training command.
Seven step process 1. JIT 2. Instructor Indoctrination 3. Attend course as a student (name on roster) 4. Attend course as an instructor under instruction 5. Complete Core Unique Instructor Training 6. Complete JQR line items 7. Complete three satisfactory evaluations (2-SMEs, 1-CISO)
Discuss “attrition” and contrast it’s meaning in both operations and training.
Attrition (Training) - formerly used in the to indicate any drop from training.

Attrition (Operationally) - loss to the Navy (discharge)

as defined in NAVEDTRA 135B
Discuss the Academic Review Board (ARB) process?
Formalized procedures in handling non-disciplinary problems related to a student’s academic progress.

A or C school can only be academically dropped by an ARB.

Convened only after remediation/counseling
Discuss test failure policies and associated grading criteria within your learning environment.
When a test failure occurs every effort will be made to retest.

The minimum passing grade will be given for all passed retests.
Who determines curriculum development approach for a curriculum modification?
CCA
Who is responsible for maintaining a course audit trail/ master record?
Audit Trail - Responsibility of the CCMM

Master Record – Responsibility of the CISO
Describe the technique and technical evaluation of instructors.
To ensure continuous technical qualifications

To ensure satisfactory instructional technique

Technical - SMEs in the area of instruction conduct evaluations

Technique - Instructor uses the most effective techniques
Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
FCR program provides a check of the different elements in a course and serves as internal feedback.

Audit Trail: FCR materials maintained for 2 cycles
What are Kirkpatrick’s 4 levels of evaluation.
Level 1 – Reactions

Level 2 – Learning

Level 3 – Transfer

Level 4 – Results
Discuss Kirkpatrick’s 4 levels of evaluation.
Level 1 – Reactions - end of course survey

Level 2 – Learning - testing

Level 3 – Transfer - returning to the job

Level 4 – Results - return on investment (ROI)
Discuss the purpose of the

Learning Content Management System (LCMS).
A tool for creating, assembling, delivering, and managing content.

(AIM)
Discuss the purpose of the Learning Management System (LMS).
Software program developed to manage student/teacher administrative functions.
Discuss the

Course Supervisor

roles associated with the Learning Management System (LMS).
helps facilitators and learners make progress through COI by trouble-shooting technical issues.
Discuss the

Student Control

roles associated with the Learning Management System (LMS).
1st person to interact with the learner.
Discuss the

Self-paced Facilitator

roles associated with the Learning Management System (LMS).
helps learners make progress through COI .
What type of courses are considered “high-risk”?
risk of death or permanent disability
What section of the instruction lists courses that have been designated as “high-risk”?
OPNAVINST 1500.75B Para 2
What is a “DOR” and the procedures for conducting one?
“DOR” is Drop on Request.

Remove from training expeditiously.

PROCEDURES - After removal from voluntary training, the student shall submit a written request detailing the reasons for the DOR. The request should clearly indicate that the student wants to DOR.
What is a Training Time Out “TTO” and the procedures for conducting one?
“TTO” is Training Time Out.

PROCEDURES: A TTO may be called in any training situation where a student or instructor expresses concern for personal safety, requests clarification, or for relief if experiencing pain, heat stress, or other serious physical discomfort.
What is the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information?

How often is it to be fully exercised?
Activated in the event of any injury, mishap, or emergency.

Quarterly - walk-through.

Annually - include all emergency response agencies.
How often are safety stand-downs required?
Annually

Following mishaps, near misses, or major course revision/equipment modifications
Discuss 3 fundamentals of the Science of Learning.
1. Tailored instruction

2. Building confidence

3. Blended solutions
Name the 4 major methods of learning in the Navy Learning Model.
Reference-Based Learning

Computer-mediated Learning

Collaborative Learning

Instructor-led Learning
Describe the method of learning in the Navy Learning Model.

Reference-Based Learning
Reference-Based Learning - learner gains access to knowledge as needed.
Describe the method of learning in the Navy Learning Model.

Computer-mediated Learning
Computer-mediated Learning - learner interacts with a computer
Describe the method of learning in the Navy Learning Model.

Collaborative Learning
Collaborative Learning - learners teach and guide one another.
Describe the method of learning in the Navy Learning Model.

Instructor-led Learning
Instructor-led Learning - learner interacts face-to-face with an instructor and other learners.
Define the following terms commonly used by Human Performance Professionals:

Change Management
Change Management – views and reacts to change.
Define the following terms commonly used by Human Performance Professionals:

Competencies
Competencies – knowledge, skills, and abilities
Define the following terms commonly used by Human Performance Professionals:

Executive Review of Navy Training (ERNT)
Executive Review of Navy Training (ERNT) – Review the entire Navy training system
Define the following terms commonly used by Human Performance Professionals:

Performance Gap
Performance Gap – The demand for quality Navy manpower is increasing, while the supply of available experience is declining.

Demand, increasing, supply, declining
Define the following terms commonly used by Human Performance Professionals:

Intervention Opportunities
Intervention Opportunities – an opportunity to intervene with a learning activity.
Define the following terms commonly used by Human Performance Professionals:

Knowledge, Skills, Abilities (KSAs)
Knowledge, Skills, Abilities (KSAs) – a person's competencies
Define the following terms commonly used by Human Performance Professionals:

Measure of Effectiveness (MOE)
Measure of Effectiveness (MOE) – Qualitative
Define the following terms commonly used by Human Performance Professionals:

Measure of Performance (MOP)
Measure of Performance (MOP) – Quantitative
Explain the roles and responsibilities of the following:

Contracting Officer (CO)
Contracting Officer’s Representative (COR)
Technical Points of Contact (TPOC)
Contracting Officer (CO) - enters, administer, and terminate contracts

Contracting Officer’s Representative (COR) - authorized representative of the Contracting Officer

Technical Points of Contact (TPOC) - technical direction regarding specification and/or Statement of Work (SOW)
Define “Knowledge Management”
Facilitates the exchange of information and expertise to increase organizational performance
Explain tacit and explicit knowledge
Tacit knowledge - gathered through experience

Explicit knowledge - knowledge that is documented via training manuals, books
Define a

Community of Practice.
People that shares information and knowledge
Define a

Community of Interest
People who share a common interest or passion
Describe the benefits of a

Community of Practice.
Treating people’s knowledge as an asset similar to traditional assets

Improves the organization’s performance
Describe 2 ways to capture and share corporate knowledge.
Storytelling - conveying information in a story

Conducting Interviews - accomplished with SMEs
Explain the relationship between

Knowledge Management and Information Technology
Information Technology is merely a tool.

Knowledge resides in people

Knowledge resides in a person and then passed on to Information Technology to better improve the processes.
Define the following terms commonly used by Knowledge Management Professionals:
Knowledge Share
Knowledge Transfer
Business Rules
Best Practices
Metrics
Knowledge Share - knowledge exchanged among people
Knowledge Transfer - transferring knowledge from one part of an organization to another part of the organization
Business Rules - operations, definitions, and constraints, that apply in achieving its goals
Best Practices - technique, method, process, activity, or reward that is more effective
Metrics- units of measure to determine effectiveness
NETPDTC’s publish what annual list?
PQS that's available to the fleet
and
the Current Model Managers
What is the function of PQS?
To have the required competency before performing specific duties
What are the rules for handling classified student notes?
Dated

Classificaiton markings centered top and bottom (Secret and Confidential)

"Working Paper" on the top left of the first page

Protected per the assigned classification level

Collected from student at the end of training
What are the procedures for the disposition of classified school notes that are not reusable?
Destroyed
Are there any exceptions to the “no forwarding” policy for classified student materials?
Yes, on a case by case basis,

notes may be forwarded to the command,

not the individual.
What are the 6 common characteristics all students possess.

(MREFFS)
Maturity
Recognition
Evaluation
Fallibility
Fair Play
Success
Explain common characteristics all students possess.
Maturity
Maturity - treated as an adults
Explain common characteristics all students possess.
Success
Success - success breeds success and be suppor supportive, interested, and encouraging.
Explain common characteristics all students possess.
Evaluation
Evaluation - Students can quickly detect lack of competence
Explain common characteristics all students possess.

Fallibility
Fallibility - Everyone makes mistakes.
Explain common characteristics all students possess.

Fair Play
Fair Play - Treat all learners equally
Explain the common characteristics all students possess.

Recognition
Recognition - Always give recognition
Abbreviation / acronyms:

LP
LP - Lesson Plan
Abbreviation / acronyms:

D-D-A
D-D-A Page - Discussion Demonstration Activity Page
Abbreviation / acronyms:

TO
TO - Terminal Objective
Abbreviation / acronyms:

EO
EO - Enabling Objective
Abbreviation / acronyms:

DP
DP - Discussion Point
Abbreviation / acronyms:

RIA
RIA - Related Instructor Activity
Abbreviation / acronyms:

IMM/VI
IMM/VI - Instructional Media Material/Visual Information
Define

CCA
Curriculum Control Authority