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58 Cards in this Set
- Front
- Back
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Discuss the purpose of the Shareable Content Object Reference Model (SCORM)
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Navy uses NCOM, which builds on SCORM. NCOM is SCORM conformant.
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Describe reuse, repurpose, and reference as applied to NCOM
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Reuse- using existing object in new learning event without modification
Repurpose- using existing object in new learning event with little or no modification. Reference- using existing object as a source for generating ideas for new learning events. |
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Name the five content types and describe when each would be used in EO statements
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Concept: a group of objects, ideas, or events represented by a single word or term.
Facts: Unique and specific information usually represented in the form of a statement. Procedure: A procedure contains directions or procedural tasks that are done in the same way every time. Process: A flow of events that identify how something works. Principle: Consists of directions that outline guidelines for action in which people must adapt the rules to various situations. |
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Describe enabling objective content use levels.
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Remember
Apply |
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Describe metadata and its capabilities
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Provides common nomenclature to describe learning resources in a common way for systematic search and retrieval
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Discuss ILE architecture
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LOA- Learning Object Aggregation
TLO- Terminal Objective ELO- Enabling Objective Asset- base building block of ELO, text or media element. |
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What is a Job Task Analysis (JTA)?
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A Job Task Analysis defines a job in terms of Knowledge, Ability and Skills (KSAs) necessary to perform daily tasks.
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Contrast Level 1 and 2 JTA data.
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Level 1: data describes what work is being performed.
Level 2: data describes how that work is being performed. |
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Where does one find technical specifications, XML specifications, and NMCI Core Build requirements?
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MPT&ECOISWIT-ILE-SPEC-4D
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What are the three educational domains discussed in the Navy ILE Learning Objective Statements (NLOS) Specifications and Guidance?
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COGNITIVE: Mental capabilities
AFFECTIVE: Attitudinal capabilities PHYSCOMOTOR: Physical capabilities |
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Discuss the types of questions used for each Content Use Level.
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Questions developed for the "Remember content use level" should assess if a learner is able to recognize and recall information.
Apply "content use level" questions are used to assess a learner on the performance of procedures taught during IMI or ILT. |
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Discuss the phases of the Instructional Design process.
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1. Analyze: Defines user characteristics, specific objectives, learning, and media strategies.
2. Design: Examines training requirements. 3. Development: Production of instruction. 4. Implementation: Effective and efficient delivery instruction. 5. Evaluation: Evaluates success and collecting data. |
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Discuss the item (s) developed in Phase I (Plan) of Task-Based Curriculum Development.
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TPP- Training Project Plan
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Discuss the items developed in Phase II (Analyze).
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The duties, tasks, and/or skills that you select for training will be organized in a COURSE TRAINING TASK LIST (CTTL).
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Discuss the items developed in Phase III (Design).
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The TCCD is a collection of products that expresses, in summary form, the content, structure, and essential management information of the course. Most of the information has already been developed; in the TCCD it is consolidated in a single document for submittal.
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State the two categories of learning objectives.
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TERMINAL OBJECTIVES- Developed from one or more Duties listed on the CTTL. Trainee will accomplish by the end of the course.
ENABLING OBJECTIVES-Developed from one or more TASKS listed in the CTTL. The trainee may accomplish at any point in the course. |
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Discuss the items developed in Phase IV (Develop).
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LESSON PLAN
INSTRUCTION SHEETS TESTS / ADMINISTRATIVE MATERIAL INSTRUCTIONAL MEDIA MATERIAL(IMM) |
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Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).
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Utilizing the sense of sight in parallel with hearing creates more effective training and greater retention of information by the students. IMM increases the students understanding, retention, interest, and motivation and to provide uniformity in training.
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State and discuss the elements of the Lesson Plan.
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Front Matter
Lesson Topic |
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Discuss elements for Lesson Plan Front Matter
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-Cover Page (optional)
-Title Page -Change of Record Page(s) -Security Awareness Notice Page(s) -Safety/Hazard Awareness Notice Page(s) -How to use the Lesson Plan (optional) -Terminal Objectives Page(s) |
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State the two categories of learning objectives.
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TERMINAL OBJECTIVES- Developed from one or more Duties listed on the CTTL. Trainee will accomplish by the end of the course.
ENABLING OBJECTIVES-Developed from one or more TASKS listed in the CTTL. The trainee may accomplish at any point in the course. |
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Discuss the items developed in Phase IV (Develop).
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LESSON PLAN
INSTRUCTION SHEETS TESTS / ADMINISTRATIVE MATERIAL INSTRUCTIONAL MEDIA MATERIAL(IMM) |
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Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).
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Utilizing the sense of sight in parallel with hearing creates more effective training and greater retention of information by the students. IMM increases the students understanding, retention, interest, and motivation and to provide uniformity in training.
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State and discuss the elements of the Lesson Plan.
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Front Matter
Lesson Topic |
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Discuss elements for Lesson Plan Front Matter
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-Cover Page (optional)
-Title Page -Change of Record Page(s) -Security Awareness Notice Page(s) -Safety/Hazard Awareness Notice Page(s) -How to use the Lesson Plan (optional) -Terminal Objectives Page(s) |
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State and discuss the elements of the Trainee Guide.
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FRONT MATTER: TCTCTSSHTC
Trainee Name Page (optional): Cover Page. (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: Terminal Objective Page/s. Course Master Schedule (optional) |
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State the rules for writing a Course Training Task List (CTTL) statement.
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Support Course Mission Statement.
Be Short. Begin with a performance-oriented verb. End with an object. Be observable and measurable. Meet all guidelines listed in NAVEDTRA 130 Table 3-1. |
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State the purpose of testing.
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Determines the trainee attainment of the TO’s / EO’s
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Explain the purpose of conducting a Pilot (Phase IV).
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Validate the Curriculum and support Materials.
Determine the effectiveness in attaining the Course Objectives. |
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List the justifiable reasons for developing, revising, or canceling a course.
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Navy Training Plan (NTP) (OPNAVINST 1500.8)
Tasking by higher authority. Internal Course Reviews and local command initiatives. (FCR) External Course Reviews. Surveillance and external feedback. Training Appraisal. |
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Discuss the purpose of Phase V (Implementation).
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Takes place after the pilot course
Corrections have been accomplished. Training materials implemented by the CCMM NAVEDTRA 135b will be used as a guide Letter of Promulgation approved Course will be authorized. |
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Discuss the purpose of Phase VI (Evaluate).
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Ensure training course is continuously updated and training is accurate.
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Discuss the relationship between the following as used in the CTTL.
Job Duty Task |
Job: Made up of duties and task.
Duty: A major part of a job. Task: A major part of a duty. |
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State the difference between the Course Mission Statement and a Terminal Objective.
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Course Mission Statement
*The description of the course, not the trainee. Terminal Objective *Relates to trainee Behavior |
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Describe the three products of a Training Course Control Document:
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Front Matter
Curriculum Outline of Instruction Annexes |
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Describe TCCD front matter
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Title Page.
Letter of Promulgation. Table of Contents. |
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Describe TCCD Curriculum Outline of Instruction
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Course Data.
LO’s tell exactly how the job duties and tasks will be performed to ensure most effective training in the shortest time. |
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Describe TCCD Annexes
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Resource Requirements List (RRL)
Course Master Schedule (CMS) |
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List the Volumes of NAVEDTRA 130 and their purpose.
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VOLUME I – Developers Guide:
VOLUME II – Sample Products: VOLUME III – Managers Guide: |
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Spell out the full term for the following abbreviations/acronyms:
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a. LP: Lesson Plan
b. DDA page: Discussion-Demonstration- Activity Page c. TO: Terminal Objective d. EO: Enabling Objective e. DP: Discussion Point f. RIA: Related Instructor Activity g. IMM/VI: Instructional Media Material/ Visual Information |
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Discuss where to find the procedures for handling and storing classified training materials.
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OPNAVINST 5510.1 series (Forwarding of Students Classified School Notes)
Security Awareness Notice Page |
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Describe the pre-, post-, and core stages involved in developing materials following the Personnel Performance Profile (PPP) -Based curriculum development method (seven).
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Pre: Planning
Core: Stage 1: JTA Stage 2: Determine Skills and Knowledge Stage 3: Produce instructional materials Stage 4: CCA approval of pilot though submission of the pilot report Stage 5: Incorporates pilot results and ends with CCA letter of Promulgation. Post: Evaluation |
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List the contents of a Training Project Plan (TPP).
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Cover Page
Table of Contents Justification for Course Development/Change/Revision Impact if Course Development or Revision is not undertaken Course Data Page Safety Risks and Hazardous Materials exposure Curriculum Development Method recommended Milestones Resource Requirements |
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Define a Personnel Performance Profile (PPP).
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Minimum listing of knowledge and skills required to operate and maintain a system
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State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance.
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The most critical element is the Personnel Performance Profile (PPP.)
-Quality curricula result from quality PPP’s and vice versa. |
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Discuss the products of the Training Path System (TPS) Stage 1
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Training Objective Statements (TOS):
Training level Assignments (TLA): Table Assignment Matrix (TAM): Training Path Chart (TPC) |
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Describe the contents of the preliminary Training Course Control Documents (TCCD) Stage 2.
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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. |
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Describe the elements of the Lesson Plan (LP).
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Front Matter
*Provides essential information both for managing and conducting the course. Parts *The primary organizational element of the lesson plan, based on the Personnel Performance Profile (PPP) Tables to be taught in the course. Resource Requirements List (RRL) (Optional) *A list of everything required to conduct the course. |
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What are the six types of instruction sheets found in the Trainee Guide (TG)?
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a. Job sheets- Direct the students in the step-by-step performance of a practical task they will encounter in their job assignment.
b. Outline sheets- Provide an outline of the major discussion points of the topic. c. Problem sheets- Presents practical problems requiring analysis and decision making similar to those encountered on the job. d. Assignment sheets- Introduction, Topic Learning Objectives, Study Assignment, Study Questions. e. Information sheets- Provide information related to subject matter contained in texts or references required for the course but not readily available to students. f. Diagram sheets- Provides students illustrative material to support other instruction sheets, to eliminate the need for students to copy such information during the lesson. |
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Describe the Training Objective Statement (TOS) codes for both knowledge and skill.
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The letter TOS Codes for Knowledge:
F: Familiarization T: Theory The Letter TOS Codes for Skill: S: Skill (background) J: Skill ( Task/function) O: Operation P: Preventive Maintenance C: Corrective Maintenance M: Maintenance |
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Define the three "Task Sets."
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Coordinate TOS Set:
-The work of others, i.e., the Coordinator Direct TOS Set: -Direct supervisor. The work of others, i.e., the director. Perform TOS Set: -The hands-on work associated with operation and/ or maintenance, or doing the task/function, i.e., the Performer. |
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Discuss the types of courses listed in a Training Path Chart (TPC).
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Background Training: prepare for further specialized training.
Replacement Training: a) Prepares new personnel for their first assignment. Advanced Training: Training which follows replacement/conversion training. Conversion Training: Training given to previously trained and experienced personnel Onboard Training: Training provided aboard ship. |
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When should job sheet development begin?
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As soon as possible after the TOS and TLA’s are done
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Explain how Course Learning Objectives (CLOs) are developed.
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By selecting the appropriate, already prepared Course Learning Objective Model Statements.
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What are the eight ways to sequence a course?
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Job performance Order
Chronological Order Critical Sequence Simple to Complex Comparative Sequence Relationship of like COI Elements Principle of Reverse Sequencing Combination Approach |
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What is contained in a Resource Requirements List (RRL)?
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Graphics
References Equipment Films Texts Support Material-All instruction sheets NOT contained within a trainee guide |
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What is contained in the final Training Course Control Document (TCCD)?
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Front Matter : CLTFCT
-Includes: Cover Page, Letter of Promulgation, Table of Contents, Foreword, Course Data Page, Trainee Data Page, other as req’d Curriculum Outline of Instruction : CPTT -Includes: Course learning objectives (CLO), Part titles, Section Titles, Topic Titles, TLOs Annexes : RCFP -Resource Requirements List (RRL), Course Master Schedule, Fault Applicability List, Profile Item-to-Topic Objective Assignment chart. |
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What annexes are included in the final Training Course Control Document (TCCD)?
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Resource Requirements List (RRL)
Course Master Schedule Fault Applicability List (FAL) Profile Item-to-topic Objective Assignment Chart |
