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41 Cards in this Set
- Front
- Back
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Discuss the item(s) developed in Plan Phase of Task-Based Curriculum development. |
Training Project Plan (TPP): Used as a blueprint for the development of a new course or revision of an existing course. CCA approves the TPP |
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Discuss the items developed in Analyze Phase of Task-Based Curriculum development. |
You will examine and analyze all available documents/data in order to determine what is necessary to do a job. The duties, tasks, and/or skills that you select for training will be organized in a CTTL. The CTTL is the output of the Analyze Phase and is the building block of the new/revised course. |
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Discuss the items developed in Design Phase of Task-Based Curriculum development. |
The TCCD is a collection of products that expresses the content, structure, and essential management information for a course. |
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Describe what is required of a skill and knowledge learning objective |
Knowledge Skill will isolate the "action" portion, consisting of a performance action verb. |
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Discuss the items developed in Develop Phase of Task-Based Curriculum development |
Curriculum materials, which include |
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Discuss the purpose of the Implementation Phase of Task-Based Curriculum development. |
Resolve any discrepancies identified in the pilot course and implement the course by issuance of the CCA's Letter of Promulgation. |
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Discuss the purpose of the Evaluate Phase of Task-Based Curriculum development. |
Internal assessment of training methods, materials, and external feedback of performance of graduates in the fleet |
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Describe and discuss the seven stages involved in developing materials following the Personnel Performance Profile (PPP) -Based curriculum development method. |
PLANNING identifies resources requirement and the sequence of events in the development process.
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Discuss the products of the Training Path System (TPS) Stage 1. |
TPS ELEMENTS (OUTPUTS)
Training Objective Statements (TOS) - Describes skills and knowledge to be learned by the individual.
Training Level Assignment (TLAs) - Lists specific PPP line items to be taught, the training environment where each will be taught, and the level of training to be provided to each PPP line item.
Table Assignment Matrix (TAM) - Summarizes the training requirements for PPP Tables listed on the Training Path Chart by showing all TOS associated with each PPP.
Training Path Chart (TPC) - Graphically shows a complete training path for a category of people by listing courses in the path, and PPP Tables covered by each. |
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State and discuss Training Objective Statement (TOS) codes for both knowledge and skill. |
TOS Code identifies each individual TOS and each TOS has its own unique TOS Code. - This TOS Code is a letter/number identifier placed just to the left of each TOS. - TOS codes provide a shorthand method of referring to a particular TOS. - TOS codes are used to relate selected PPP line items to designated training objective statements using a TLA form, exemplified in VOL II Sample Products. |
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What are the letter TOS Codes for skill? |
TO/(S) - Skill (Background) TO/(J) - Skill (Task/Function) O - Operation P - Preventive Maintenance C - Corrective Maintenance M - Maintenance |
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What are the letter TOS Codes for knowledge? |
F - Familiarization T - Theory |
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What are the number TOS Codes for skill and knowledge? |
0/ - 1 - 2 - 3 - 4 |
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Define the three "Task Sets" |
The following descriptions will help identify who will be trained, or that group of personnel for which the training is to be designed:
- Coordinator: who has overall authority and responsibility (i.e., CO/XO, the system manager) - Director: direct supervisor (i.e., Department Head, Division Officer, LPO) - Performer: One who does the hands-on work of operating and/or maintaining the system, subsystem, or equipment, or doing the task/function (i.e., technician/operator) |
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Discuss the types of courses listed in a Training Patch Chart (TPC). |
- Background Training: " Prerequisite" training that provides basic technical knowledge and skill required to prepare for further specialized training, or a first assignment. - Replacement training: Prepares new personnel for their first assignment. Formal school training to provide people with the minimum required operational and maintenance qualifications on assigned equipment, subsystems, and the system. - Conversion Training: Training given to previously trained and experienced personnel to enable them to operate and maintain a new/modified system/subsystem/equipment. The training will be sufficient to allow the person to assume new duties at a level, which normally involves replacement training. - Advanced Training: Training, which follows replacement/conversion training. Advanced training normally completes the TOS coverage of particular Hardware/Non-NAVEDTRA Hardware knowledge and skills requiring advanced analysis or undocumented fault isolation. - Onboard Training: Training provided aboard ship, and which may include individual operator/maintenance technical training, individual watch station qualifications, watch team training, and training in general military subjects. |
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When should job sheet development begin in the Instructional Systems Design (ISD) process? |
As soon as the TPS is done. This is done to make sure that skills drive, or force, content of the curriculum. |
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What are the triggers and process for converting PPP based curriculum to Task based curriculum? |
Revision of outdated system in a course where training only needs to be knowledge/task based. |
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List the three types of training materials provided by the ILE. |
Instructor-led training Interactive multimedia instruction Blended |
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Discuss the seven phases utilized to develop a course within the ILE. |
Planning Analysis Design Development Implementation Evaluation Life-cycle Maintenance. |
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Discuss the outcome of the Instructional Media Design Package (IMDP) during the design phase. |
Detail and demonstrate the design intent for each module and lesson within a course and to describe how the course will achieve the intended learning. |
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Discuss the three variations of a course hierarchy which can be developed within the ILE. |
Instructor Led Training (ILT) IMI Module NeL-LMS delivered ILT Lesson IMI Module NeL-LMS delivered |
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Discuss the purpose of Instructional Media Materials (IMM). |
Presents a body of information and are largely self-supporting rather than supplementary in the teaching-learning process. These materials have applications for independent study/skill acquisition. |
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What are the minimum sections of a Lesson Plan? |
Front matter Lesson Topics |
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What are the minimum sections of a Trainee Guide? |
Front Matter Instruction Sheets |
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State the purpose of Course Training Task List (CTTL). |
Lists the duties and tasks for a given course, sources for the duties and tasks, and associated Knowledge, Skills, Abilities, Tools, and Resources (KSATR).
Is used to develop learning objectives during the Design Phase.
The PPP may be used in place of the CTTL, if the CTTL does not apply. |
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Discuss what a CTTL gives the curriculum developer. |
It is the building block of the course and will be used to develop the learning objectives and all other course materials. Provides a list of Duties and Tasks to be trained in a course.
Describes duties/tasks that support the course mission, and job-related duties and tasks that will be preformed by the end of the course.
Also used to develop Learning objectives, Instructional strategies (Delivery method, Pre-instructional Activities, Presentation, Participation, Testing) techniques, and methodologies. |
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What is the purpose of testing? |
It is the primary tool for determining trainee attainment of the TOs/EOs and, therefore, their relative success in the course.
Progress/Comprehensive tests are considered formal test.
Critical LOs are always formally tested. Less critical LOs may be formally tested or be informally measured by quizzes, homework assignments, or practical work. |
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Explain the purpose to pilot a course. |
Serves to validate a Curriculum and its Supporting Materials. |
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List and discuss the triggers for developing, revising, and canceling a course. |
- Addition of a new training course. - Revision to a training course that changes the instructional strategy or delivery method. - Revision to a training course that changes course length - Revision to a training course which increases resource requirements - Deletion of a training course - Transfer of a training course between CCAs - Addition or deletion of a training course (Course Data Processing (CDP)) |
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State the difference between the Course Mission Statement and a Terminal Objective. |
The primary difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course, not the trainee.
Course Mission - Provides the "who", "what job", "degree of qualification", the "where", and "conditions" for training.
Terminal Objective - Developed from one or more duties listed on the CTTL, and is a learning objective that the trainee will accomplish by the end of the course. |
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What is a LP? |
Lesson Plan |
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What are DDA Pages? |
Discussion-Demonstrated-Activity Pages |
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What is a TO? |
Terminal Objective |
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What is a EO? |
Enabling Objective |
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What is a DP? |
Discussion Point |
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What is RIA? |
Related Instructor Activity |
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What is IMM/VI? |
Instructional Media Material / Visual Information |
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Discuss where to find the procedures for handling and storing classified training materials. |
OPNAVINST 5510.1 Series |
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What documents are contained in the final Training Course Control Document (TCCD)? |
Front Matter Curriculum Outline of Instruction Annexes |
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What annexes are included in the final Training Course Control Document (TCCD)? |
Resource Requirements Time allocations Other Items |
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What is contained in a Resource Requirement List (RRL)? |
A composite listing of all the materials, facilities, manpower, and funding needed to conduct a training course. |
