Leebeck Updates

Front 1

2.A5 Describe Metadata and its capabilities.

Back 1

“data about data”
Content-Data Describes L.O.
Contect-Descibes where the L.O. exists
Structure-

Front 2

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

Back 2

define requirements for needed knowledge to complete a job
develop learning objective statements

Front 3

2.A8 Contrast Level 1 & 2 JTA Data.

Back 3

Level 1-describes WHAT work is being performed
Level 2-HOW work is bing performed

Front 4

2.A9 Where does one find technical specifications, XML (Extensible Markup Language) specifications, and NMCI Core Build requirements?

Back 4

Tech-MPT&ECIOSWIT-ILE-SPEC-4D
XML-MPT&ECIOSWIT-ILE-SPEC-2B
NMCI Core Build Contents Document

Front 5

2.B1 Discuss the item(s) developed in Phase I (Plan) of Task-Based Curriculum Development. And why it would be required.

Back 5

(TPP)-Training Project Plan
New Course
Revision
Canncellation

Front 6

2.B1 Justification for initiating the development of a new course, canceling a course, or the revision of existing training materials may come from:

Back 6

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 7

2.B1 Specific elements of data and information shall include the following items where applicable:

Back 7

Cover Page
Table of Contents
Justification
Impact if the course development, change, or revision is not undertaken
Course Data Page
Safety Risks and Hazardous Materials exposure
Curriculum development method recommended
Resource Requirements
Milestones

Front 8

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

Back 8

(LO)Learning Objectives
(COI)Curriculum Outline of Instruction
(TCCD)Training Course Control Document

Front 9

2.B15 Discuss the relationship between the following as used in the CTTL.
Job, Duty, Task

Back 9

Job-is made up of duties and tasks
Duty-make up a job
Task-Make up a duty

Front 10

1.A1 State the purpose of the Navy Training System.

Back 10

To ensure a systematic approach for determining what to train and how best to accomplish that training.

Front 11

1. A5 Key principles of applying motivation theory in a training situation.

Back 11

ANVIIA
Attitudes
Needs
Values
Interests
Incentives
Achievements

Front 12

1.A6 Five techniques which can assist in developing motivational strategies for instruction.

Back 12

KQMRB
Keep it interesting
Questioning Technique-determine comprehension
Motivational Strategies- keep lesson interesting
Recognition- student behavior/achvmts
Be open- Student contributions

Front 13

1.A9 State and discuss the five laws of learning.

Back 13

RIPEE
Readiness
Intensity-Vivid experiences
Primacy-retain first time longer
Effect-satisfying consequences
Excerise-repetition

Front 14

3.A1 List the responsibility of
a. CNO
b. MPT&E
c. NETC
d. Learning Centers
e. CCMM
f. Learning Sites

Back 14

a. Provides policy for goals regarding education
b.Anticipates Navy workforce
c. Educates and trains those who serve.
d. Support learning sites
e. Develops, revises and maintains a course
f. support and maintain training equipment

Front 15

3.A4 3.A4 Discuss “attrition” and contrast is meaning in both operations and training.

Back 15

Drop from training
Academic Drops-unable to acheive the LO/ results ARB
Non Academic Drops-Administrated by higher authority / ARB not required
Dissenrollment- Cancellation of class

Front 16

3.A8 Who is responsible for maintaining a course audit trail / a master record?

Back 16

Audit Trail-CCMM
Master Record-CISO

Front 17

3.A9 Describe the evaluation of instructors in laboratory / classroom / facilitated environments.

Back 17

Subject Matter Evaluation
Technique
Intro
Presentation
Interaction
Summary

Front 18

3.B1 Discuss Kirkpatrick’s five levels of evaluation

Back 18

Reaction – how learners liked content
Learning – achieved learning objectives?
Behavior- how has learner changed from before the course.
Impact – how learners apply new knowledge
Return on Investment – money spent = how much learned

Front 19

3.B2 (State) Discuss the elements of a Testing Program within your learning environment.

Back 19

Test items
Tests
Test admin materials

Front 20

3.B3 Discuss the purpose of the Learning Content Management System (LCMS).

Back 20

Manage training from a central object repository(NKO)

Front 21

3.B4 Discuss the purpose of the Learning Management System (LMS).

Back 21

Manage/ Track student registration (CETARS)

Front 22

3.B5 Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS).

Back 22

Course Sup-Maintain Curriculum
Student Control-First Person to see them./ Ensures they are in the system.
Facilitator- Help learners progress ensuring they’re in the LMS Electronic Classroom Management

Front 23

3.C1 What type of curses are considered “high-risk”?

Back 23

exposes students and instructors to death/disability.
OPNAVINST 1500.75A 4D

Front 24

3.C3 What is a “DOR” and the procedures for conducting one?

Back 24

Student Removed from training
-submit written request
to be removed from training
NAVPERS 1336/3)

Front 25

3.C4 What is a Training Time Our “TTO” and the procedures for conducting one?

Back 25

student or instructor expresses concern for
safety
Hands form “T”
Say “Time Out”
Red “T” on forehead
(STOP)
(FIX)
(CONTINUE)

Front 26

3.C5 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?

Back 26

activate for injury, mishap or emergency
Reviewed monthly
Exercised annually

Front 27

3.C6 How often are safety stand-downs required?

Back 27

-annually
-following mishaps, near misses, or major course revision

Front 28

3.D.1 Describe the 4 Quadrants of the Human Performance System Model

Back 28

Quadrant I: Defines human performance requirements

Front 29

3.D3 Describe the Navy’s new Learning Model that integrates technology and human performance requirements into a complete package.

Back 29

-NCOM builds on SCORM
-NCOM is a SCORM-based standard that facilitates content organization

Front 30

3.D5 Discuss the fundamentals of the Science of Learning.

Back 30

(BOMB BCT)
Blended Solutions
Optimal instruction Design- comprehensive training
Measurement & Feedback – to sustain effective learning
Building Confidence- in learners
Building Self- Awareness- in learners
Continual process of learning
Tailored instructions more effective

Front 31

3.D6 (State) Describe the four major (RICC) methods of learning in the Navy Learning Model.

Back 31

Reference Based- Learner seeks info as needed
Instructor- Led- Face to Face with instructor
Computer- Mediated- Learner uses computer to learn
Collaborative- Learners teach each other distantly through computer

Front 32

3.E1 Define “Knowledge Management”

Back 32

people and processes, enabled by technology
to increase organizational performance.

Front 33

3.E2 Explain tacit and explicit knowledge

Back 33

Tacit-Gathered through experience from person to person
(Person to person/ sea stories)
Explicit-Shared with others via books, reports and tutorials(By the book)

Front 34

3.E3 Define a Community of Practice. Define a Community of Interest

Back 34

Community of Practice-Network of people who share info & learn from each other(Stories)
Community of Interest-People who share common interests and share info(Forums)

Front 35

3.E4 Describe the benefits of a Community of Practice

Back 35

Increases financial value using peoples knowledge as an asset

Front 36

3.E7 Define the following terms commonly used by Knowledge Management Professionals:
-Knowledge Share
-Knowledge Transfer

Back 36

Knowledge Share-Through people, friends and community
Knowledge Transfer-From one part of organization to another