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68 Cards in this Set

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Name the six phases of the curriculum development/revision process.
Phase 1 Plan
Phase 2 Analyze
Phase 3 Design
Phase 4 Develop
Phase 5 Implement
Phase 6 Evaluate
What are two primary curriculum development methods used in Navy training?
1. Task-Based Curriculum Development (NAVEDTRA 130)

2. Personnel Performance Profile (PPP) Based Curriculum Development (NAVEDTRA 131)
List the volumes and titles in the NAVEDTRA 130 (series) and their purpose.
Volume I
– Developers Guide- contains the guidelines for the development of training programs.

Volume II
– Sample Products- provides samples of each of the management and curriculum documents.

Volume III
- Managers Guide- is designed for the individual charged with the management of a course revision or development. Addresses the manager’s responsibilities in each of the six phases of Task Based Curriculum Development.
List the volumes and titles in the NAVEDTRA 131 (series) and their purpose.
Volume I
- Developers Guide- Contains standards and conventions for the development of training programs. Volume I is designed for use by the individual actually revising or developing training materials.

Volume I
- Supplement- Contains Curriculum Developer Aids (CDAs) that help the developer construct the curriculum and course documentation pages.

Volume II
- Sample Products- Provides samples of each of the management and curriculum documents in a format that is consistent with the format conventions discussed in Volume I.

Volume III
- Managers Guide- is designed for the individual charged with the management of a course revision or development. Volume III describes approval points, approval authorities and the manager’s responsibilities in each of the stages of PPP Based Curriculum Development.
Who determines what standard will be used for a curriculum revision?
The CCA for the course will determine which standard will be used.

The Training Project Plan (TPP) identifies the resources required and justifies the need for revision/development.

The TPP is submitted to higher authority for approval prior to beginning any revision/development project.
Discuss the purpose of the PLAN PHASE of the ISD Model.
1. For Task Based Curriculum Development:
-The output product of this phase is the Training Project Plan (TPP). When approved, the TPP becomes the authorization to undertake a course revision or a new course development project and initiate resource requisitions.

2. For PPP Based Curriculum Development:
-The output product of this phase is the Training Project Plan (TPP).

When approved, the TPP becomes the authorization to undertake a course revision or a new course development project and initiate resource requisitions.
What is the purpose of a Training Project Plan (TPP)?
1. For Task Based Curriculum Development:
-The output product of this phase is the Training Project Plan (TPP). When approved, the TPP becomes the suthorization to undertake a course revision or a new course development project and initiate resource requisitions.

2. For PPP Based Curriculum Development:
-The output product of this phase is the Training Project Plan (TPP). When approved, the TPP becomes the authorization to undertake a course revision or a new course development project and initiate resource requisitions.
What is the purpose of a Training Project Plan (TPP)?
The TPP is a planning document that outlines the proposed project.

The TPP justifies the project, identifies required and/or available resources, and contains other significant planning data.
State when a TPP is required.
Training Project Plans(TPPs) shall be prepared for each of the following purposes and submitted for approval:

1. Curriculum Development. A TPP is required to revise an existing course or to develop a new course, whether done with in-house personnel or contracted out by a NAVEDTRACOM activity. This includes Interactive Courseware (ICW) in any form which has a CIN.

2. Course Implementation. A TPP is required to implement an existing course at a new site or to implementa new contractor-developed course. This includes implementation of Interactive Courseware (ICW) having its own CIN at new sites.

3. Course Cancellation. A TPP is required to cancel an existing course conducted at a single site or at multiple sites. This includes ICW courses with their own CIN.
State the approval authorities for TPPs.
CNET will approve TPPs that will increase or decrease resources.

The CCMM will submit TPPs that resources to CNET for approval.

The CCMM will assume the responsibility for approving all stages of curricula development.
List the contents of a TPP.
TPP OUTLINE:

-Cover Page
-Table of Contents
-Justification for course development or revision
-Impact if the course development/revision is not undertaken
-Course Data Page
-Safety Risks and Hazardous Materials exposure
-Curriculum development method recommended
-Milestone chart
-Resource requirements
In the case of NAVEDTRA 131, what is contained in a Resource Requirement List (RRL)?
1. Texts. List all text materials (e.g. Lesson Plan and Trainee Guide) to be used in the course.

2. References. List in alphanumeric order, all reference documents used in the course.

3. Equipment. Includes all equipment, special tools and test equipment, including:
--a. Technical training equipment by Mk,Mod, and official name.
--b. Specialized test equipment and instructional tools such as mock-ups and models.
--c. Computer terminals supporting computer-based instruction and Interactive Courseware.
--d. Common hand tools and general purpose test equipment-those given a group listing in technical manual are listed by group name rather than individually.
--e. Prefaulted modules.

4. Films. Also includes videotapes and videodiscs.

5. Graphics. List transparencies, wall charts, slides, photographs, etc, and Interactive Courseware (ICW).

6. Support materials. All instruction sheets not contained within a Trainee Guide, list instruction sheet number, title, and quantities required per class.

7. Other: List, as required.
Discuss the purpose of the ANALYSIS PHASE of the ISD Model.
The purpose of the Analyze Phase is to determine what will be taught in the new or revised course.

The Analysis Phase produces the job tasks, task sequence, level of performance, and the skills and knowledge, which must be taught.
Discuss the items developed in Analysis Phase.
1. For Task Based Curriculum Development:
-The product of the analysis phase is the Course Training Task List (CTTL) which provides a list of the duties, tasks, and/or skills that are selected for training.

2. For PPP Based Curriculum Development:
-The product of the analysis phase is the Personnel Performance Profile (PPP) Table which 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. From the PPP Table, other outputs produced are the Training Path System (TPS), Training Objective Statements (TOS), Training Level Assignments (TLA), Table Assignment Matrix (TAM), Training Path Chart (TPC).
State the rules for writing a Course Training Task List (CTTL) statement.
Each CTTL statement will:

1. Support the COURSE MISSION STATEMENT

2. Be SHORT

3. Begin with a performance ACTION VERB

4. End with an OBJECT

5. Be OBSERVABLE and MEASUREABLE

6. Meet ALL the guidelines listed in Table 2-1 (see NAVEDTRA 130A, Vol I, Pages 3-2-9 to 11)
Define a Personnel Performance Profile (PPP) Table.
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.
State the most critical element of curriculum development per NAVEDTRA 131 (series), 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 developments requires that all PPPs be developed first because PPP line items are used throughout a curriculum.
State and discuss the Training Path System (TPS) outputs.
TPS Elements (Outputs) are:

-Training Objective Statements (TOS) describe skills and knowledge to be learned by the individual.

-Training Level Assignments (TLA) 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) 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) graphically shows a complete training path for a category of people by listing courses in the path, and PPP Tables covered by each.
State the Training Objective Statement (TOS) codes for both knowledge and skill.
The letter TOS Codes for knowledge are:
F- Familiarization
T- Theory

The letter TOS Codes for skill are:
S- Skill (Background)
J- Skill (Task/Function)
O- Operation
P- Preventive Maintenance
C- Corrective Maintenance
M-Maintenance
Define the three TOS sets.
The TOS are organized into TOS sets:

1. Coordinate TOS Set– the coordinator

2. Direct TOS set- the director

3. Perform TOS Set- the hands-on work associated with operation and/or maintaining the system,subsystem, or equipment, or doing the task/function-the performer
State and discuss the types of courses listed in a Training Path Chart (TPC).
1. Background training
--“Prerequisite” training that provides basic technical knowledge and skills required to prepare for further specialized training, or a first assignment.

2. 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.

3. 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.

4. Advanced training
--Training which follows replacement/conversion training. Advanced training normally completes the TOS coverage of particular Hardware/Non-Hardware knowledge and skills requiring advanced analysis or undocumented fault isolation.

5. Onboard training
--Training provided aboard ship, and which may include individual operator/maintenance technical training, individual watchstation qualifications, watch team training, and training in general military subjects.
Discuss the purpose of the DESIGN PHASE of the ISD Model.
The Design Phase provides for the writing and sequencing of the course/terminal and enabling/topic objectives into instructional units or sections.

This is also the phase where testing strategies are determined along with the tests placement within the course.
Discuss the items developed in Design Phase.
1. For Task Based Curriculum Development:

The output of the Design Phase is the Training Course Control Document (TCCD) which serves as the primary development and management document for a course.

The TCCD consists of the following items:
--Front Matter

--Curriculum Outline of Instruction (learning objectives arranged in the sequence of instruction)

--Annexes (Resources Requirements List (RRL) and Course Master Schedule (CMS)

2. For PPP Based Curriculum Development:

The output of the Design Phase is the Training Course Control Document (TCCD).

The approved TCCD serves as the authority for further development and consolidates the information needed by the curriculum developers to create the curriculum and support materials for a course.
List and describe the contents of the preliminary Training Course Control Documents (TCCD). (PPP-Based curriculum development method only)
TCCD includes these documents:

--Profile Item-to-Topic Objective Assignment Chart (OAC)- Reflects the coverage of PPP items within a curriculum

--Resource Requirements List (RRL)- Lists resources needed to conduct the course

--Curriculum Outline of Instruction (COI)- Describes the overall course outline and objectives
What is contained in the final TCCD?
The TCCD is a collection of products which expresses in summary form, the content, structure essential management information for a course.

--Front matter-Cover Page, Letter of Promulgation, Table of Contents, Foreword, Course Data Page, Trainee Data Page, Other (as required)

--Curriculum Outline of Instruction (includes: CLOs, Part Title(s), Section Title(s), Topic Titles, TLOs

--Annexes-Resource Requirements List, Course Master Schedule, Fault Applicability List, Profile Item-to-Topic Objective Assignment Chart
State the two categories of learning objectives.
1. Terminal Objective

--Is developed from one or more duties listed on the CTTL

--Is a learning objective that the trainee will accomplish by the end of the course

--Indicates the ability to perform those tasks selected for training


2. Enabling Objective

--Is developed from one or more tasks listed on the CTTL

--Is a learning objective that the trainee may accomplish at any point in the course after receiving appropriate training

--Supports directly the achievement of a terminal objective.

--May support other enabling objectives

--Identifies the behaviors necessary to demonstrate the achievement of a particular task
State and discuss the three parts of a learning objective.
1. Behavior Element- defines what the learner should be able to do as an outcome of training.

2. Condition Element- defines aiding and limiting factors upon the student in satisfying the performance requirements of the objective.

3. Standard Element- specifies the criteria the students’ performance must meet. Standards are defined as time, accuracy, quantity or speed.
Explain the differences between the following:

1. Course Learning Objectives (CLOs) and Terminal Objectives (Tos)

2. Topic Learning Objectives (TLOs) and Enabling Objectives (Eos)
1. Course Learning Objectives (CLOs) and Terminal Objectives (Tos).
--a. CLO- reflects the specific skills and knowledge required in a job. Used in NAVEDTRA 131A format for developing course curriculum.

--b. TO- is a specific statement of the performance expected from a student as the result of training. Used in NAVEDTRA 130A format for developing course curriculum.

2. Topic Learning Objectives (TLOs) and Enabling Objectives (Eos).
--a. TLO-states performance(behaviors), conditions and standards for knowledge and skills students must acquire as a result of satisfactorily completing the topic.

--b. EO-A specific statement of the behavior to be exhibited, conditions under which it is to be exhibited, and the standard (specification) to which it will be performed. EOs support the course mission statement. Used in NAVEDTRA 130A format for developing course curriculum.
Explain how Course Learning Objectives (CLOs) are developed.
CLOs are “developed” by selecting the appropriate, already-prepared Course Learning Objective Model Statements. These “Model Statements” correspond to the Training Objective Statement Group, and Training Objective Statements (TOS), you chose while developing your Training Path System (TPS).
State the difference between the Terminal Objective and the Course Mission Statement.
The primary difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course—not the trainee.
How are part numbers determined?
The Part Number is derived from the PPP Table Number (for example; PPP Table Number is S0136):

-When the PPP is covered without interruption—S0136

-When coverage of the PPP is divided into two, or more, parts (called “split parts”)
S0136/1-1st usage
S0136/2-2nd usage

-When more than one PPP is covered in the part, the number of the primary table is used
List four of eight ways to sequence a course.
A course can be sequenced by:

1. Job Performance Order-order in which the skills of the job are performed

2. Chronological Order-sequence flows from part to part, section to section, and topic to topic according to the order in which the events covered occur in time

3. Critical Sequence-order in terms of their relative importance

4. Simple to Complex-sequenced in terms of increasing difficulty

5. Comparative Sequence-teach what is already familiar before teaching the unfamiliar

6. Relationship of like COI elements
--a. Dependent relationship (those that must be mastered first are taught first)
--b. Supportive relationship (learning of one COI element transfers over to another COI element and makes mastery of the second element easier.)
--c. Independent relationship (relationship of like COI elements is such that sequencing is not a major factor in learning)

7. Principle of reverse sequencing-you may want to reverse one or more of these sequencing techniques (for example, least critical to most critical)

8. Combination approach-use a mixture of the methods described to sequence elements of the COI in a logical teaching order
Discuss the purpose of the DEVELOPMENT PHASE of the ISD Model.
During the Development Phase, the actual development of the training Materials takes place, guided by the approved Training Course Control Document (TCCD).
Discuss the items developed in Development Phase.
1. For Task Based Curriculum Development.

The development phase produces the curriculum materials to support the objectives. The curriculum materials consist of: lesson Plan, Trainee Guide or individual instruction sheets, Test/Test Items and support material.


2. For PPP Based Curriculum Development.

The development phase produces the curriculum materials: Instructor guides/lesson plans, trainee/student guides, tests and other instructional materials.
List and describe the elements of the Lesson Plan (LP).
Lesson Plan Elements are:

1. Front Matter-Provides essential information both for managing and conducting the course.

-Cover (optional)
-Title Page
-List of Effective Pages
-Letter of Promulgation (optional for non-submariners)
-Change Record
-Table of Contents
-Security Awareness Notice
-Safety/Hazard Awareness Notice
-How to Use the Lesson Plan (optional for non-submariners)
-Allocation of Instructional Time (optional for non-submariners)
-Course Master Schedule(optional for submariners)
-Course Leraning Objectives

2. Parts are the primary organizational element of the Lesson Plan, based on the Personnel Performance Profile (PPP) Tables to be taught in the course.

-Tab Divider
-Section Page(s)
-Topic Pages
-Discussion-Demonstration-Activity (DDA) Pages

3. Reference Materials are a component of the TCCD. They may also be included as an annex to the Lesson Plan, including: Resource Requirements List (RRL), Profile Item-to-Topic Objective Assignment Chart (OAC), and Fault Applicability List (FAL)
Spell out the full term for the following acronyms:

1. LP:

2. D-D-A Page:

3. TO:

4. EO:

5. DP:

6. RIA:

7. IMM:
1. Lesson Plan

2. Discussion-Demonstration-Activity Pages

3. Terminal Objective.

4. Enabling Objective.

5. Discussion Point

6. Related Instructor Activity

7. Instructional Media Material
State and discuss the elements of the Trainee Guide (TG).
1. The Front Matter of the Trainee Guide consists of the following elements:

-Trainee Name Page (Optional)
-Cover (Optional)
-Title Page
-Change Record
-Table of Contents Page(s)
-Security Awareness Notice Page(s)
-Safety/Hazard Awareness Notice Page(s)
-How to use Your Trainee Guide Page(s)
-Terminal Objectives Page(s)
-Course Master Schedule (Optional)


2. Instruction Sheets are organized by Units and Lesson Topics

-Instruction sheets include Outline, Assignment, Information, Job, Problem and Diagram Sheets

-Units and Lesson Topics are numbered according to the TCCD Outline of Instruction

-Units and Lesson Topics are listed in the Table of Contents in the Front Matter for organizational purposes but there are no Unit or Lesson Topic Pages

-Instruction Sheets are arranged according to the sequence in which they are used within the Lesson Topic they support

-All Instruction Sheets are developed to support Instructions as presented in the Lesson Plan.

-All Instruction Sheets developed will be cited or assigned at some point in the Lesson Topic
State the six types of instruction sheets found in the TG.
1. Job Sheet
2. Information Sheet
3. Assignment Sheet
4. Problem Sheet
5. Diagram Sheet
6. Outline Sheet
State the purposes of using Instructional Media Material (IMM).
Instructional Media Material (IMM) increases student understanding, increases student interest and motivation, increases student retention, and increases uniformity of training.
Discuss the purpose of Visual Information Materials.
Visual Information (VI) materials are used to introduce, reinforce, or supplement training provided in the formal environment. They are primarily used in conjunction with a Lesson Plan.

VI includes still and motion picture photography, video recording with or without sound, graphic arts, visual aids, models, displays, visual presentation services, and the support processes.
Discuss the purpose of IMPLEMENTATION PHASE of the ISD Model.
At the conclusion of the course pilot, and after corrections indicated by the pilot have been incorporated into the course materials, the course is implemented by issuance of a Letter of Promulgation by the CCA. Formal training commences at all designated sites.
Explain the purpose of conducting a Pilot Course.
A pilot is defined as the first full length course conducted at a Navy school, by Navy instructors, using the Curriculum and Supporting Training Materials prepared specifically for that course.

The purpose is to validate the Curriculum and Materials, and to determine their effectiveness in attaining the Course Objective(s).
Discuss the purpose of EVALUATION PHASE of the ISD Model
Evaluation consists of evaluating and revising the training materials based on assessment of the training and performance of the graduate in the fleet.

Evaluation consists of a number of programs that either individually or collectively evaluate the instructional materials, the instruction, the instructors, and the trainees.
State the manual numbers and titles in the current NAVEDTRA 130 (series) manuals.
1. NAVEDTRA 130A, Task Based Curriculum Development Manual

2. NAVEDTRA 131A, Personnel Performance Profile Based Curriculum Development Manual

3. NAVEDTRA 134, Navy Instructor Manual

4. NAVEDTRA 135B, Navy School Management Manual
Name the Appendices found in the Navy School Management Manual, NAVEDTRA 135 (series).
1. Appendix A-Formal Training Course Titles, Descriptions, and Training Paths for Instructors
2. Appendix B-Attrition/Setback Analysis Checklist
3. Appendix C-Testing Programs
4. Appendix D-Classroom Evaluation Procedures
5. Appendix E-Laboratory Evaluation Procedures
6. Appendix F-Student Critique Forms
7. Appendix G-Safety Review Checklist
8. Appendix H-Formal Course Review Program
9. Appendix I-Navy Training Feedback System Form
10. Appendix J- Glossary
11. Appendix K-NITRAS Formulas
Describe the “A,” “C,” and “F” classes of training.
1. Class “A” provides basic knowledge and skills required to prepare for rating entry level performance. This includes initial skill training (i.e, Apprentice Training “A” Schools), rating conversion training (i.e., Master of Arms), initial skill Remedial Training and entry level officer training. An NEC will not normally be awarded. (Primary funding source: BUPERS).

2. Class “C” provides advanced specialized skill/knowledge/aptitude/qualification training required to fill a particular billet (one which requires a specific skill code is NEC/officer billet specialty training-BST coded). Course completion awards an NEC or Officer BST. May also award a MOS. (The primary funding source: BUPERS.)

3. Class “F” provides individual functional skill or rating-specific training as required by Fleet or Type Commander. No NEC is awarded. (Primary funding source: Fleet. Alternate funding: BUPERS on CNP approved case-by-case basis.
Who is responsible for maintaining a course audit trail? A master record?
1. Maintaining the course audit trail is the responsibility of the CCMM.

2. Maintaining the master record is the responsibility of the Curriculum and Instructional Standards Office (CISO).
State how often a Formal Course Review (FCR) will normally be conducted.
Formal Course reviews will be conducted on an annual, biennial or triennial cycle as determined by the Curriculum Control Authority.

In no case shall the formal course review cycle exceed three years. Formal Course Reviews are conducted annually on all courses at FLETRACENSD.
What is the purpose of CNETINST 1550.10 (series), Production, Approval, Implementation and Cancellation of Training Programs and Materials, and to which commands does it apply?
To provide policy and define responisibilities within the Naval Education and Training Command (NAVEDTRACOM) for the production, approval, implementation and cancellation of training programs and materials.

The provisions of this instruction apply to all training under the cognizance of, or developed for , the Chief of Naval Education and Training (CNET).
In accordance with CNETINST 1550.10 (series), list the justifiable reasons for developing, revising, or canceling a course.
Development of a new course or the revision of existing training materials may come from:

1. Navy Training Plans (NTPs) (OPNAVINST 1500.8)
2. Tasking by higher authority
3. Internal course reviews and local command initiatives
4. External course reviews
5. Surveillancce and external feedback

When a recommendation is made to cancel a course or program, a Training Project Plan (TPP) is required to cancel an existing course conducted at a single site or at multiple sites.

When the TPP to cancel a course is approved, the course will be deleted from the Navy Integrated Training Resources Administration System (NITRAS) and the CANTRAC 302.8 (105-6.6)
In accordance with CNETINST 1550.10 (series), describe the development on Interactive Courseware (ICW) in support of instructional systems.
ICW is being used for stand-alone courses, refresher training, rate Training, lesson topic delivery, and remedial training.

Essential to any ICW product is devlopment in accordance with the ISD process, educational soundness, and provision for life cycle maintenance of training materials after implementation.
Commands seeking approval for training programs not abiding by CNETINST 1550.10 (series) shall submit a request for resolution/approval to whom?
Any requests for exclusion from the provisions set forth in this directive shall be submitted, via chain of command, to CNET for resolution.
What is the purpose and scope of OPNAVINST 1500.2 (series), Responsibilities and Procedures for Establishment and Coordination of Contractor-Developed Training?
Purpose: to revise policy and responsibilities for the coordination of contractor developed training for military and civilian personnel.

Scope: covers contractor development of training from the requirements and planning phases through the contractor conducted initial training phase and Navy conducted pilot course phase.
In accordance with OPNAVINST 1500.2 (series), the term “ contractor-developed training” is defined as training fro use within the Navy from what three sources?
The phrase “contractor developed training” is defined as that training developed by contractors, equipment vendors, or manufacturers for use within the Navy.
In accordance with OPNAVINST 1500.2 (series), initial training usually consists of what parts/phases?
Initial training will generally be limited to:

1. The training of an initial cadre of maintenance, operator, instructor or supervisory personnel on new or modified systems, equipment, training aids or devices.

2. Instruction concerning equipment for which there are no schools or courses in the Navy or other military services and which, because of this limited application or limited number of personnel involved, would not justify establishment of formal, continuing courses in Navy training schools or units, or incorporation in formal training programs.
In accordance with OPNAVINST 1500.2 (series), when will preliminary evaluation of contractor-developed training take place?
Preliminary evaluation shall take place during the in-process reviews when required by the contract.
In accordance with OPNAVINST 1500.2 (series), when shall final acceptance of contractor-developed training occur?
Final acceptance of the contractor developed product shall be recommended to the Principal Contracting Officer (PCO) by the TSA based upon the TA’s evaluation of the pilot course. The product will be accepted only after the deficiencies are corrected.
Where are “archived” training materials maintained?
Naval Education and Training Professional Development and Technology Center (NETPDTC) will maintain a repository of archived course materials.
Where are the procedures for the handling and storage of classified training materials found?
OPNAVINST 5510.1 (Series)
Define the following terms:

1. ADL:

2. SCORM:
1. The advanced Distributed Learning initiative is a technology development effort sponsored by the U.S. Department of Defense (DOD) in coordination with the White House Office of Science and Technology Policy (OSTP). It is motivated by a vision of the future—one in which shareable courseware objects are assembled in real time from a global information network to create on-the-fly instructional or performance-aiding interactions with learners.

2. SCORM is a set of specifications that, when applied to course content, produces small, reusable learning objects. SCORM was a result of the Department of Defense’s Advance Distributed Learning (ADL) initiative. SCORM grew out of events that started back in 1996, when the DOD began exploring ways to increase readiness and reduce duplication of training efforts through the use of network and Web-based technologies. The objective was that SCORM compliant courseware elements cab be easily merged with other compliant elements to produce a highly modular repository of training materials.
Discuss the purpose and use of a Learning Management System (LMS).
An LMS is a software that automates the administration of training events.

The LMS registers users, tracks courses in a catalog, and records data from learners; it also provides reports to management.

An LMS is typically designed to handle courses by multiple publishers and providers. It usually doesn’t include its own authoring capabilities; instead, it focuses on managing courses created by a variety of other sources.

An LMS is a high-level, strategic solution for planning, delivering, and managing all learning events within an organization, including online, virtual classroom, and instructor-led courses.

The primary solution is replacing isolated and fragmented learning programs with a systematic means of assessing and raising competency and performance levels throughout the organization.

The focus of an LMS is to manage learners, keeping track of their progress and performance across all types of training activities. It performs heavy-duty administrative tasks, such as reporting to Human Resources (HR) and other enterprise resource planning (ERP) systems but isn’t generally used to create course content.
Discuss the purpose and use of a Learning Content Management System (LCMS).
LCMS is a software application that allows trainers and training directors to manage both the administrative and content-related functions of training.

An LCMS combines the course management capabilities of a learning management system with the content creation and storage capabilities of a content management system.

The focus of an LCMS is on learning content. It gives authors, instructional designers, and subject matter experts the means to create e-learning content more efficiently.

The primary business problem an LCMS solves is to create just enough content just in time to meet the needs of individual learners or groups of learners. Rather than developing entire courses and adapting them to multiple audiences, instructional designers create reusable content chunks and make them available to course developers throughout the organization. This eliminates duplicate development efforts and allows for the rapid assembly of customized content.
Define Reusable Information Objects (RIOs).
Reusable Information Objects (RIOs) is a collection of content, practice, and assessment items assembled around a single learning objective. RIOs are built from templates based on whether the goal is to communicate a concept, fact, process, principle, or procedure.
What are the five (5) types of RIOs?
1. Concept
2. Fact
3. Process
4. Principle
5. Procedure
Define Reusable Learning Objects (RLOs).
Reusable Learning Objects (RLOs) is a collection of RIOs, overview, summary, and assessments that supports a specific learning objective.
What are the 5 sections of an RLO?
1. Overview
2. PreTest
3. Lesson
4. Summary
5. Quiz
Describe Navy E-Learning.
E-learning covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extract (LAN/WAN), audio-and videotape, satellite broadcast, interactive TV, and CD-ROM.
How can the Navy E-Learning site be accessed?
The Navy E-Learning can be accessed from either the www.navylearning.navy.mil and www.navylearning.com site URL(S).