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31 Cards in this Set

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2.A1
Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in Content Development.
SCORM is a collection of standards and specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility, and revisibility of web-based learning content.
2.A2
Describe Reuse, Repurpose, and Reference as it applies to NCOM.
R3" - The development of the NCOM was fueled by the need to efficiently and effectively Reuse, Repurpose, and Reference (R3) objects in order to create content for the Navy ILE. The following defines R3:
- Reuse – The use of an existing object in a new learning event without any modification to its instructional treatment, context, or content.
- Repurpose – The use of an existing object in a new learning event with little to no modification to its instructional treatment, context, or content.
- Reference – The use of an existing object as an information source or resource for generating ideas for new learning events
2.A3
Name the 5 Content Types and describe when each would be used as they relate to enabling objective statements.
- Concepts are categories that include multiple examples. It comprises a group of objects, ideas, or events that are represented by a single word or term, and share common features.

- Facts are unique and specific information usually represented in the form of a statement.

- a Procedure is a sequence of steps that are followed systematically to achieve a task or make a decision. A Procedure contains directions or procedural tasks that are done the same way every time.

- a Process is a flow of events that identify how something works. Topics that list a chain of events that are performed by an organization usually represent processes.

- a Principle consists of directions that outline guidelines for action in which people must adapt the rules to various situations. Principles typically require a person to make decisions when applying them. Tasks that are completed in different ways each time by applying the guidelines usually represent principles.
2.A4
Describe enabling objective Content Use levels.
There are two levels of use, or mastery levels, that may apply to the 5 content types.

1 - Remember Use Level
-Learner recognizes and recalls information

2 - Apply Use Level
- Requires learner to apply information to accomplish a task or solve a novel problem.
- requires practice, and is measured in terms of:
-speed
-precision
-distance
-procedures
-techniques in execution
2.A5
Describe Metadata and its capabilities.
Frequently referred to as "data about data". Enables the ordered, categorized storage and recall of information in databases.
2.A6
Discuss the key precepts of ILE Information Architecture, to include Navy Content Object Model, Sharable Content Object Reference Model (SCORM), and Enabling Learning Objectives/Terminal Learning Objectives (ELO/TLO).
- NCOM is the Navy's implementation of SCORM.

- Learning Object: top-level grouping of related content.
so: Related Assets (single media/text elements) are grouped into ELOs, related ELOs are grouped into TLOs, related TLOs are grouped into Learning Objects.
2.A7
What is a Job Task Analysis (JTA)?
Job Task Analysis is the systematic examination of what people do, how they do it, and what results they achieve by doing it.

-The end product of the JTA is a definition of the competencies required to perform a given job.
2.A8
Contrast Level 1 & 2 JTA Data.
Level 1: "Job Analysis" - defines what work is done. Used for job design, position advertising, and career planning.

Level 2: "Task Analysis" - Describes how the work is done. Used to determine what the worker must know, identify specific equipment used, and establish minimum performance standards. A keystone of effective TNA (training needs analysis).
2.A9
Where does one find technical specifications, XML specifications, and NMCI Core Build requirements?
technical specifications: "Navy ILE Technical Specifications & Guidelines"
(MPT&ECIOSWIT-ILE-SPEC4D)

XML specifications: "Navy ILE Content XML Specification"
(MPT&ECIOSWIT-ILE-SPEC2B)

NMCI Core Build Requirements: NMCI Core Buid Contents Document
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.
- Cognitive Domain includes Evaluation, Synthesis, Analysis, Application, Comprehension, and Knowledge.

- Affective Domain includes Characterizing by a value complex, Organizing, Valuing, Responding, and Receiving.

- Pychomotor Domain includes Naturalization, Articulation, Precision, Manipulation, and Imitation.
2.A11
Discuss the types of questions used for each Content Use Level.
common types for "remember":
-Drag & Drop
-Matching
-Multiple-Choice

common types for "apply":
-Exercise
-Simulation

see MPT&ECIOSWIT-ILE-GUID-3B, tables 4 through 8
2.A12
Discuss the phases of the Instructional Design Process.
-Analysis: use the output of JTA to create Learning Objective Statements

-Design: based on LOSs, create a prototype lesson for review and approval

-Develop: LOSs and prototype lesson are used as a model for content development; individual courseware elements cycle between development team and project manager until all elements are approved.

-Implement/Integrate: integration into the ILE; effective and efficient delivery of instruction; collection of Level I & II Kirkpatrick data.

-Evaluation: collection of at least level III (possibly levels IV & V) Kirkpatrick data
2.C1
State the volumes and titles in the NAVEDTRA 131 and what they contain.
Volume 1: Developer's Guide

Volume 2: Sample Products

Volume 3: Manager's Guide
2.C2
Describe the pre-, post-, and core states involved in developing materials following the Personnel Performance Profile (PPP)-based curriculum development method. (seven)
(1)PLANNING identifies resources requirement and the sequence of events in the development process
(2)STAGE ONE consists of determining job tasks, supporting skills and knowledge, and level of performance
(3)STAGE TWO determines the skills and knowledge which must be
taught and produces the course learning objectives and an instructional sequence
(4)STAGE THREE produces the instructional materials for the
instructor and the trainee
(5)STAGE FOUR begins when the Curriculum Control Authority
(CCA) has approved a course for pilot, and ends with submittal of the Pilot Course Monitoring Report
(6)STAGE FIVE begins after the incorporation of the results of the pilot course (“red-line”) into smooth curriculum and management materials, and ends with the Curriculum Control Authority's Letter of Promulgation which approves the material for use in support of Navy training
(7)EVALUATION is the surveillance, evaluation, change and revision
of the training materials based on assessment of the training
materials and the performance of the graduates in the fleet
2.C3
List the contents of a Training Project Plan (TPP)
A TPP contains:
COURSE DATA

JUSTIFICATIONS FOR REVISION OR DEVELOPMENT

IMPACT STATEMENTS

MILESTONES

RESOURCE REQUIREMENTS
2.C4
Define a Personnel Performance Profile (PPP)
A PPP is a minimum listing of knowledge and skills required to operate and maintain a system, subsystem, or equipment, or to perform a task or function.
2.C5
State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance.
PPPs are the single-most important element of
curriculum development
 Quality curricula result from quality PPPs
 Poor PPPs lead to a poor curriculum
Curriculum development requires that ALL PPPs be
developed first because
 PPP line items are used throughout a curriculum
2.C6
Discuss the products of the Training Path System (TPS) Stage 1
 Training Objective Statements (TOS)
*** TOS describe skills and knowledge to be learned by the individual
 Training Level Assignments (TLAs)
*** TLAs list 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)
*** The TAM summarizes the training requirements for PPP Tables listed on the TPC (see below) by showing all TOS associated with each PPP
 Training Path Chart (TPC)
*** A TPC graphically shows a complete training path for a category of people by listing courses in the path, and PPP Tables covered by each
2.C7
Describe the contents of the preliminary Training Course Control Document (TCCD)
OAC: Objective Assignment Chart reflects coverage of PPP items within a curriculum

RRL: Resource Requirement List lists resources required to conduct a course

COI: Course Outline of Instruction describes the overall course outline and objectives
2.C8
Describe the elements of the Lesson Plan (LP)
Front Matter - essential information both for managing and conducting the course

Parts - The primary organizational element of the Lesson Plan, based on the PPP tables to be taught in the course. (Lesson topics and reference material)

RRL - Optional
2.C9
What are the six types of instruction sheets found in teh Trainee Guide?
Outline
Job

Problem
Assignment
Information
Diagram
2.C10
Describe the Training Objective Statement (TOS) codes for both knowledge and skill.
 The letter TOS Codes for skill are
 T0/ (S)—Skill (Background)
 T0/ (J)—Skill (Task/Function)
 O—Operation
 P—Preventive Maintenance
 C—Corrective Maintenance
 M—Maintenance
 The letter TOS Codes for knowledge are
 F—Familiarization
 T—Theory
 The number TOS Codes for skill and knowledge are
 0/ — 1 — 2 — 3 — 4
2.C11
Define the three "Task Sets"
Coordinate - Provide of 2nd-tier supervision and guidance

Direct - Provide direct supervision

Perform - Do actual work.
2.C12
Discuss the types of courses listed in a Training Path Chart
Background - pre-reqs for first assignment or specialized training

Replacement - provides minimum required operational and maintenance qualifications

Conversion - for previously trained personnel, but new equipment/procedures

Advanced - follows replacement/conversion training and provides in-depth analysis training

Onboard - training provided aboard ship; may include watchstander quals, operator/maintenance training, and GMT.
2.C13
When should job sheet development begin?
After completing the Training Objective Statements and Training Level Assignments.

Technically, it is part of Trainee Guide development, but should be thought about as soon as possible in the development process, because they are a critical element of curriculum.
2.C14
Explain how Course Learning Objectives (CLOs) are developed.
Using the appropriate, already-prepared Course Learning Objective Model Statements. They will have a behavior, a condition and a standard, the latter two of which can be implied.
2.C15
How are part numbers determined?
They are derived from the PPP table numbers. When split into two or more parts, the number will be followed by a slash and a number, beginning at 1. When more than 1 PPP is covered in the part, the primary PPP table number is listed, and a sentence indicating the other PPP numbers included is added afterward.
2.C16
What are the eight ways to sequence a course?
Chronological

Critical (order of importance)

Simple to Complex

Comparative (familiar to new)

Dependent (one COI element is prerequisite in understanding another)

Supportive (knowledge of one COI element makes mastery of another easier/faster)

Independent (sequence is not a major factor in learning, so can be taught in any order)

Principle of Reverse Sequencing (some types may be taught in reverse order, such as present->past, or trivial->critical)
2.C17
What is contained in a Resource Requirements List (RRL)?
The resources required to conduct the course (equipment, facilities, materials, tools, etc.)
2.C18
What is contained in the final Training Course Control Document (TCCD)?
Front Matter - Cover Page, Letter of Promulgation, Table of Contents, Foreword, Course Data Page, Trainee Data Page, Other (as required)

COI - CLOs, Part Title(s), Section Title(s), Topic Titles, TLOs

Annexes - RRL, CMS, OAC, Fault Applicability List
2.C19
What annexes are included in the final Training Course Control Document (TCCD)?
Resource Requirements List

Course Master Schedule

Objective Assignment Chart

Fault Applicability List