Hsmwsp Mts Study Domain Two Section A

Front 1

Purpose of the Shareable Content Object Reference Model (SCORM)?

Back 1

Provides comprehensive suite of e-learning capabilities that enables web-based learning content to be interoperable, accessible, and revisable.

Front 2

How is SCORM used in Content Development?

Back 2

Promotes content development in four areas: (RAID)

Reusable- content is reused in context without any modification

Accessible- Content can be identified and located when needed

Interoperable- Content will function in multiple applications, hardware, and software

Durable- Content does not require modification to operate

Front 3

Describe reuse, repurpose, and reference as it applies to Navy Content Object Model (NCOM)

Back 3

Reuse- use of an existing object in a new learning event without any modification to its instructional treatment, context, or content.

Repurpose- Use of an existing object in a new learning event with little to no modification

Reference- Use of an existing object as an information source or resource for generating ideas for new learning events

Front 4

FIVE CONTENT types and how they are related to the enabling objective statements?

Back 4

Any enabling objective statement can be classified into one of five content types: (FCPPP)

Facts- unique, specific information usually in the form of a statement

Concepts- group of objects, ideas, or events represented by a single word or term and share common features

Procedure- sequence of steps followed systematically to achieve a task or make a decision

Process- flow of events that identify how something works

Principle- directions that outline guidelines for action in which people must adapt the rules to various situations

Front 5

Describe enabling objective content use levels

Back 5

Content Use Level- degree of recognition and performance that a learner is expected to display after completing training

Remember Use Level- the learner recognizes and recalls information

Apply Use Level- requires the learner to apply information to accomplish a task or solve a problem

Front 6

Describe metadata and its capabilites

Back 6

Provides a common nomenclature enabling learning resources to be described in a common way. Catalogued by:

Content- describes learning object's subject matter, which facilitates searching

Context- data which describes why and where the learning object exists and how and by whom it was created; helps to manage the learning object

Structure- data that describes the relationship between learning objects, which facilitates searching and object assembly

Front 7

Key precepts of ILE information architecture to include Navy Content Object Model (NCOM), Sharable Content Object Reference Model (SCORM), ELOs, and TLOs?

Back 7

Navy's implementation of the Advanced Distibuted Learning's SCORM is the NCOM

NCOM builds on established SCORM pinciples and facilitates the implementation of SCORM

NCOM gives meaning to assets, ELOs, and TLOs

Front 8

What is a Job Task Analysis (JTA)?

Back 8

Provides the framework for the ILE to define job/position requirements for needed knowledge, skills, and abilities

Front 9

Contrast Level 1 and 2 JTA data?

Back 9

Level 1 is defined by Rating (the job being performed)

Level 2 is defined by position within that rating (equates to a billet)

Front 10

Where are technical specifications, Extensible Markup Language (XML) specifications, and NMCI Core Build Requirements

Back 10

ILE and NMCI websites

Front 11

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

Back 11

Cognitive (Mental Capacities): evaluation, comprehension, and knowledge

Affective (Attitudinal Capabilities): characterizing, valuing, and responding

Psychomotor (Physical Capabilities): imitation, articulation, and manipulation

Front 12

Types of questions used for each Content Use Level?

Back 12

Remember Use Content Level- assess if a learner is able to recognize and recall information

Apply Use Level- questions used to assess a learner on the performance of procedures taught

Front 13

The PHASES of the Instructional Design Process?

Back 13

(ADDIE)

Analyze- identify required level of proficiency, critical tasks, knowledge, and skill set required

Design- proof of concept prototype is designed, Navy has tested and accepted the design for the content

Development- translate inputs from the analysis and design phases into courseware products

Implementation- Effective and efficient delivery of instruction

Evaluation- measure the effectiveness and efficiency of the instructional content and the application of knowledge in the workplace