Mts Pqs Domain 2 - Content Implementation & Maintenance - Section A - Ile Guidance

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 adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility, and revisibility of web-based learning content.

Front 2

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

Back 2

"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.

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
FACTS
PROCEDURES
PROCESSES
PRINCIPLES

Front 4

2.A4 Describe enabling objective Content Use levels.

Back 4

Content use level is the degree of recognition and performance that a learner is expected display after completing a training session at the section level. There are two levels of use or mastery levels that may apply to the 5 content types:

REMEMBER USE LEVEL

APPLY USE LEVEL

(REFER TO MPT&ECIOSWIT-ILE-GUID-3B FOR MORE INFO)

Front 5

2.A5 Describe Metadata and its capabilities.

Back 5

Metadata is frequently referred to as “data about data” allowing it to be cataloged by content, context, and structure. Content is data that describes the learning object’s subject matter. Context is data that describes why and where the learning object exists, how and by whom it was created. This helps to manage the learning object. Structure is data that describes the relationship between learning objects which facilitates searching and object assembly.

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

The Navy's implementation of the Advanced Distributed Learning's (ADL) Sharable Content Object Reference Model (SCORM) is the "Navy Content Object Model" (NCOM). NCOM builds on established SCORM principles and facilitates the implementation of SCORM because NCOM is a SCORM-based standard that facilitates content organization and SCORM supported behaviors through advanced aggregations of content. By default, learning content delivered according to the NCOM standard is SCORM conformant.

(READ MORE FROM MPT&ECIOSWIT-ILE-INTR-1B)

Front 7

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

Back 7

A job task analysis (JTA) provides the framework for the ILE to define job/position requirements for needed knowledge, skills, and abilities. Using JTA data to develop learning objective statements (LOS) establishes content linkage within the full spectrum of work proficiency required for mission readiness and professional expertise.

Front 8

2.A8 Contrast Level 1 & 2 JTA Data.

Back 8

JTA data is divided into Level 1 and Level 2. Level 1 data describes what work is being performed, while Level 2 data describes how the work is being performed.

(READ MORE FROM MPT&ECIOSWIT-ILE-HDBK-1B)

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

XML Specifications - MPT&ECIOSWIT-ILE-SPEC-2B

NMCI Core Build Requirements - NMCI Core Build Contents Document

(READ MORE FROM MPT&ECIOSWIT-ILE-SPEC-4D
MPT&ECIOSWIT-ILE-SPEC-2B
NMCI Core Build Contents Document
)

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

Cognitive Domain includes Evaluation, Synthesis, Analysis, Application, Comprehension, and Knowledge.

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

Psychomotor 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

Types of questions include Concept Content (Table 4), Fact Content (Table 5), Procedure Content (Table 6), Process Content (Table 7), and Principle Content (Table 8).

(FOR MORE INFORMATION REFER TO MPT&ECIOSWIT-ILE-GUID-3B, Tables 4-8 )

Front 12

2.A12 Discuss the phases of the Instructional Design Process.

Back 12

ANALYZE
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION

(FORM MORE INFORMATION REFER TO MPT&ECIOSWIT-ILE-GUID-1B)

Front 13

2.A11 Discuss the types of questions used for each Content Use Level.

Back 13

Types of questions include Concept Content (Table 4), Fact Content (Table 5), Procedure Content (Table 6), Process Content (Table 7), and Principle Content (Table 8).

(FOR MORE INFORMATION REFER TO MPT&ECIOSWIT-ILE-GUID-3B, Tables 4-8 )

Front 14

2.A12 Discuss the phases of the Instructional Design Process.

Back 14

ANALYZE
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION

(FORM MORE INFORMATION REFER TO MPT&ECIOSWIT-ILE-GUID-1B)