Kqss Domain 2 Content Implementation & Maintenance

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 from multiple sources to provide a comprehensive suite of e-learning capabilities and web-based learning content.

Front 2

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

Back 2

(R3)
1) REUSE: The use of an existing object in a new learning event without any modification to its instructional treatment, context, or content.
2) REPURPOSE: The use of an existing object in a new learning event with little to no modification to its instructional treatment, context, or content.
3) REFERENCE: The use of an existing object as an information source or resource for generating ideas for new learning events.

Front 3

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

Back 3

CONCEPTS: Categories that include multiple examples.
FACTS: Represented in the form of a statement.
PROCEDURES: Are sequence of steps that are followed systematically to achieve a task.
PROCESSES: Are flow of events that identify how something works.
PRINCIPLES: Outline guidelines for action.

Front 4

2.A4 Describe enabling objective Content Use levels.

Back 4

It is the degree of recognition and performance that a learner is expected to display after completing a training session.

Front 5

2.A5 Describe Metadata and its capabilities.

Back 5

Metadata is “data about data” allowing it to be cataloged by content, context, and structure.

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

• Learning Object Aggregation is the top-level grouping of related content containing TLOs and ELOs.
• A TLO is an aggregation of one or more ELOs
• An ELO is an aggregation of one or more Assets
• An Asset is a single media element or a single text element.

Front 7

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

Back 7

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

Front 8

2.A8 Contrast Level 1 & 2 JTA Data.

Back 8

1) Level 1: Data describes what work is being performed.

2) 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 - MPT&ECIOSWIT-ILE-SPEC-4D

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

1) COGNITIVE DOMAIN: includes Evaluation, Synthesis, Analysis, Application, Comprehension, and Knowledge.
2) AFFECTIVE DOMAIN: Includes Characterizing by a Value, Complex, Organizing, Responding, and Receiving.
3) PSYCOMOTOR 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

1) Concept Content: Drag&Drop, Identify, Matching, Multi-Choice Multi-Answer,
Multi-Choice-Single Answer,
Short Answer.
2) Fact Content: Multi- Choice-Single Answer, Short Answer, Two-State.
3) Procedure Content: Drag&Drop, Matching, Multi Choice-Multi Answer, Ordering.
4)Process Content: Drag&Drop,
Matching, Multi Choice-Multi Answer, Ordering.
5)Principle Content: Drag&Drop, Matching, Multi Choice-Multiple Answer, Multi Choice-Single Answer, Short Answer.

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.
DESIGN - After analysis of training requirements when a proof of concept prototype is designed and the Navy has tested & accepted the design.
DEVELOPMENT - Translates inputs from the analysis & design phase into courseware products.
IMPLEMENTATION - Efficient delivery of instruction.
EVALUATION - Measures instructional content & application of knowledge in the workplace.

Front 13

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

Back 13

- The output product of this phase is the Training Project Plan (TPP).
-It proposes and describes all training and training support documents.

Front 14

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

Back 14

The output product of this phase is the Course Training Task List(CTTL).

Front 15

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

Back 15

The output products of this phase is the LOs, COI, and TCCD.

Front 16

2.B4 State the two categories of learning objectives.

Back 16

-TERMINAL OBJECTIVE


-ENABLING OBJECTIVE

Front 17

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

Back 17

The Develop Phase produces the instructional materials for the instructor and the trainee.
They include LP, TG, Instruction sheets, and Tests.

Front 18

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

Back 18

Instructional Media Material (IMM) are used to introduce, reinforce, or supplement training provided.

Front 19

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

Back 19

1) FRONT MATTER consists of:
Cover Page (optional), Title Pg., Change Record Pg., Table of Contents Pgs., Security Awareness Notice, Safety/Hazard Awareness, and Terminal Objectives.
2) LESSON TOPICS:
A) Topic Pg. List:
Allocation of classroom and laboratory time, enabling objectives, trainee preparation materials, instructor preparation materials, training materials required.
B) DISCUSSION-DEMONSTRATION ACTIVITY Pgs.: Discussion points, and Related Instructor Activity.

Front 20

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

Back 20

1) FRONT MATTER:
Trainee Name Page, Cover, Title Pg, Change Record, Table of Contents Pgs., Security Awareness Notice Pg., Safety/Hazard Awareness Notice Pg., How To Use Your Trainee Guide pg., TOs Pgs., and CMS.

2) INSTRUCTION SHEETS: Outline, Assignment, Information, Job, Problem, and Diagram sheets.

Front 21

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

Back 21

1) Begin with a performance action verb.

2) Ends with an object.

3) Supports mission Statment.

4) Observable.

5) Be Short.

Front 22

2.B10 State the purpose of testing.

Back 22

Tests are the primary tool for determining how well a trainee has achieved the TOs, and the EOs.

Front 23

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

Back 23

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

Front 24

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

Back 24

1) Navy Training Plans (NTPs)

2) Tasking by higher authority

3) Internal course reviews and local command initiatives.

4) External course reviews.

5) Surveillance and external feedback.

Front 25

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

Back 25

Formal training can now commence, the promulgation letter is issued, and an audit/revision record is started.

Front 26

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

Back 26

To evaluate instructors, instructional materials, trainees, and trainee materials for effectivness and efficiency.

Front 27

2.B15 Discuss the relationship between the following as used in the CTTL:
1) Job
2) Duty
3) Task

Back 27

(1) Job: Is made up of duties and tasks.
(2) Duty:
A) Is a major part of a job.
B) Involves a group of closely related tasks.
(3) Task:
A) Make up a duty.
B) Is performed in a relatively short period of time.
C) Must be measurable.

Front 28

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

Back 28

1) The Mission Statment is descriptive of the course.

2) A T.O. is decriptive of a desired behavior.

Front 29

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

Back 29

1) Front Matter

2) COI

3) Annexes:
ERL/ESL/Justification.
CMS.

Front 30

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

Back 30

VOL I Developers Guide: Standards and conventions for the development of training programs.
VOL II Sample Products: Provides samples of each of the management and curriculum documents.
VOL III Managers Guide: Is designed for the individual charged with the management of a course revision or development.

Front 31

2.B19 Spell out the full term for the following abbreviations/acronyms:
1) LP
2) D-D-A
3) TO
4) EO
5) DP
6) RIA
7) IMM

Back 31

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

Front 32

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

Back 32

SECNAV-M 5510.