Nattc: New Mts Domain 2

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, from multiple sources, that provide a comprehensive suite of e-learning capabilities.

Front 2

* 2.A2 Describe reuse, repurpose, and reference as it applies to NCOM.***

Back 2

Reuse- use a content in new learning in the same manner it was made, no modifications.
Repurpose- use a content in a new learning with little to no modification.
Reference- use of existing objects for generating ideas for new learning events.

Front 3

* 2.A3 Name the five content types and describe when each would be used as they relate to enabling objective statements.***

Back 3

C3PF
Concepts-categories that include multiple examples
Principles-directions that outline guidelines
Processes-flow of events of how something works
Procedures-sequence of steps to achieve a task
Facts-unique and specific

Front 4

* 2.A5 Describe metadata and its capabilities. ***

Back 4

"Data about data" CCS
Content
Context
Structure

Front 5

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

Back 5

Identifies what competencies (Knowlege, Skills, and Abilities) are needed to do a job

Front 6

* 2.A9 Where does one find technical specifications, XML specifications, and NMCI Core Build requirements?***

Back 6

Tech Specs: 4D
XML Specs: 2B
NMCI- NMCI Core Build Content Document

Front 7

* 2.A10 What are the three educational domains discussed in the Navy ILE Learning Objective Statements (NLOS) Specifications and Guidance? Name the main verb categories attributed to each.***

Back 7

CAP
Cognitive- Thinking of what you just taught me
Affective- Feeling of what you just taught me
Psychomotor- doing what you just taught me

Front 8

* 2.A12 Discuss the phases of the Instructional Design process.

Back 8

Plan
Analyze
Design
Develop
Implement
Evaluate

Front 9

2.B1 Item(s) developed in Phase I (Plan) of Task-Based Curriculum Development.

Back 9

TPP
What is in TPP?
Justification, Resource requirements,milestones, safety risks

Front 10

2.B 1 What are 3 reasons for a TPP?

Back 10

New Course
Course Revision
Course Cancellation

Front 11

2.B2 Items developed in Phase II (Analyze).

Back 11

CTTL- Course Training Task List (Jobs-Duties-Tasks)

Front 12

2.B3 Items developed in Phase III (Design).

Back 12

TCCD which includes COI (LO's, TO's, EO's)
You have 3 products of TCCD
Front Matter
COI
Annexes- Course Master Schedule

Front 13

2.B4 State the two categories of learning objectives.

Back 13

EO- Enabling Objectives- What a student should be able to do at the end of the topic (made from tasks)
TO- Terminal Objectives- What the student should be able to do at the end of the course. (made from duties)

Front 14

2.B5 Discuss the items developed in Phase IV (Develop).

Back 14

LP
TG
IMM
Tests
Pilot Course done for validation of curriculum

Front 15

2.B6 Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).

Back 15

Used to introduce, reinforce, or supplement training.

Front 16

2.B9 State the rules for writing a Course Training Task List (CTTL) statement.

Back 16

Begin with performance Action Verb.
Must contain object.
Spell out acronyms first time.
Don't use "ing"

Front 17

2.B10 State the purpose of testing.

Back 17

Ensure students meet EO's and TO's.

Front 18

2.B11 Explain the purpose of conducting a Pilot (Phase IV).

Back 18

Validate materials and curriculum.

Front 19

2.B12 List the justifiable reasons for developing, revising, or canceling a course.

Back 19

Navy Training Plans (NTP's)
Guidance from higher authority
Changes in needs of the Navy
External or internal course reviews.

Front 20

2.B13 Discuss the purpose of Phase V (Implementation).

Back 20

Start teaching the course and give the training.

Front 21

2.B14 Discuss the purpose of Phase VI (Evaluate).

Back 21

Monitor curriculum and keep it current and accurate.

Front 22

2.B15 Discuss the relationship between the following as used in the CTTL.
a. Job
b. Duty
c. Task

Back 22

a. Job is a major part of a rate(sailor)
b. Duty is a major part of the job(instructor)
c. Task is a small part, must be measurable

Front 23

2.B17 Describe the three products of a Training Course Control Document:***

Back 23

Front Matter
COI
Annexes (RRL, CMS)

Front 24

2.C1 State the volumes and titles in the NAVEDTRA 131 and what they contain.

Back 24

Vol I- Developer's Aid
Vol II- Sample Products
Vol III- Manager's Guide

Front 25

2.C3 List the contents of a Training Project Plan (TPP).

Back 25

Justification
Safety risks and Hazardous materials exposure
Milestones
Resource requirements

Front 26

2.C4 Define a Personnel Performance Profile (PPP).

Back 26

Minimum listing of required knowledge and skills to perform a job

Front 27

2.C5 State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance.

Back 27

PPP's (Personnel Performance Profiles)
Poor PPP's lead to poor curriculum.

Front 28

2.C6 Discuss the products of the Training Path System (TPS) Stage 1.

Back 28

TLA- Training Level Assignments
TAM- Table Assignment Matrix
TOS- Training Objective Statements
TPC- Training Path Chart

Front 29

2.C7 Describe the contents of the preliminary Training Course Control Documents (TCCD) Stage 2.***

Back 29

Profile item to topic Objective Assignment Chart
RRL
COI

Front 30

2.C12 Discuss the types of courses listed in a Training Path Chart (TPC).***

Back 30

BARCO
Background training-bootcamp
Replacement Training- A School
Conversion Training- Cross rate/C school
Advanced Training- C School
Onboard Training- Software updates 78a/b

Front 31

2.C16 What are the eight ways to sequence a course?***

Back 31

C4 PRSJ
Chronological
Critical Sequence-major then minor
Comparitive Sequence-teach about p-3 then add to it
Combination approaoch-combines all sequences
Principles of reverse sequencing
Relationship of like COI Elements
Simple to Complex
Job performing order

Front 32

2.C17 What is contained in a Resource Requirements List (RRL)?***

Back 32

TREGSOF
Text
References
Equipment
Graphics
Support Materials
Other
Films

Front 33

2.C18 What is contained in the final Training Course Control Document (TCCD)?***

Back 33

Front Matter
COI
Annexes

Front 34

2.C19 What annexes are included in the final Training Course Control Document (TCCD)?

Back 34

FAL- Fault Assignment List
CMS- Course Master Schedule
Profile Item to Topic Objective Assignment Chart
RRL

Front 35

2.C9 What are the six types of instruction sheets found in the Training Guide?***

Back 35

JIAPOD
Job
Information
Assignment
Problem
Outline
Diagram

Front 36

2.C10 Describe the Training Objective Statement (TOS) codes for both knowledge and skill.***

Back 36

TOS codes for Skill are:
TO/(S) Skill (Background)
TO/(J) Skill (Task/Function)
O-operation
P-preventive maintenance
C-corrective maintenance
M-maintenance
TOS codes for knowledge:
F-familiarization
T-theory

Front 37

2.A4 Describe enabling objective contect use levels.***

Back 37

Degree of regonition and performance a learner is expected to display after completion of training.

Front 38

Describe enabling objective content and use levels.

Back 38

The degree of recognition and performance expected after training section. There are 2 levels of use for 5 content types.