E2E Powerpoint June 2014 - Navy-Training

Report
IMDP Prelude
CPM Projects Tab
• The FEA has been completed, the BCA has
been done and it is time to go into CPM and
approve the JDTA and finish building the
objectives.
• The ISD Considerations must be completed in
the Project Tab.
• The TCCD and IMDP are both generated once
the information has been entered in CPM.
IMDP Overview
Objective:
• Given an IMDP Report from CPM and a
Word Processing Program, develop an IMDP
to NETC’s Specifications outlined in the SOP.
• What does the IMDP add to the End-to-End
Process?
• Where is it in the End-to-End Process?
IMDP
• The Instructional Media Design Package
(IMDP) is to detail and demonstrate the design
intent for each module and lesson within a
course and to describe how the course will
achieve the intended learning.
• The IMDP is a living document, and will
probably change, even after you submit it for
review.
• A course prototype will be developed with the
IMDP.
Before we get to the IMDP….
• We have to start building the blueprint for
the course in CPM. This is really part of the
AIM CPM/LOM Training Class, but we will go
through the major steps to foster an
understanding of the process leading to the
IMDP.
• We will enter the ISD Considerations in the
Project Tab, after we enter our learning
objectives. These are taken from our FEA
Worksheet.
IMDP
• The IMDP starts pulling the course together, and
allows the designer to communicate decisions
that will have an impact on both the quality and
cost of the course.
• Developing the IMDP starts with the report
generated from AIM CPM. Data is added to the
report as needed to communicate the design of
the course and according to guidance.
• The required fields for the IMDP are taken from
the DiD Instructional Media Design Package, DISESS-81520B.
IMDP from CPM, Plus….
IMDP Sections that need to be added to CPM
Output:
– Summary Description of Training- 2-2, I to O
– Course Design Strategy- The complete section 2.3
– Lesson Design Strategy- The complete section 2.4
– Courseware Logic Flow – all of 2.5
Course Prototype
Why do a course prototype?
A course prototype helps with risk management
and to get a feeling for how the course will
actually present.
What is in the course prototype?
The course prototype should be a representation
of the IMDP, and should include storyboards,
metadata, and assessments, at the section or the
element level.
PRACTICE ON YOUR OWN
Working in your groups:
complete section 2.4.4 of The Instructional
Media Design Package, 81520B, letters a
through d.
Reviewing the IMDP
• Who will probably be reviewing the IMDP?
• What should that person be reviewing it for?
• If you were writing a job description for an
IMDP Reviewer, what requirements would you
list as needed for this position?
• What are the consequences of approving a ‘bad’
IMDP?
Reviewing the IMDP (cont)
• When reviewing the IMDP, remember that the
goal or big picture is to ensure that the project
has been properly scoped. Does the course fit
within the time, technical, and delivery
constraints that are being suggested? Are the ISD
considerations appropriate for the learning
objectives?
• Both the DI-SESS-81520B (Instructional Media
Design Package Acquisition Guidance) and the
sample IMDP available in Appendix F of the ILE
Handbook should help to identify gaps in the
IMDP.
PRACTICE ON YOUR OWN
Imagine you are the Project Lead or LSO for the
LC. Review IMDP #2 for any additional problems
(other than the software discrepancy already
identified). Notate any problem areas you find
on a separate document.
Approving the IMDP
• The IMDP has already been reviewed, so
approving the IMDP is really about
considering the financial ramifications. Before
approving an IMDP, it is vitally important to
consider cost.
• It is sufficient for the LSO or the Project Lead
to send an email approving the IMDP and
Prototype, which is likely a project deliverable.
Transferring Project to LO Module
Once the IMDP has been approved, it is time
to move the project from the EDE to the
Learning Object Module.
PRACTICE ON YOUR OWN
Using Job Sheet 1-7- 1-2, Import a course into
the Learning Object Module from the EDE.
Prelude to LO Module
Learning Object Module (LO)
• The LO Module is where course development
begins.
• Much of the development in LO depends on
choices that were made in CPM. For example,
content types, delivery method, and skill or
knowledge proficiency level were chosen in
CPM.
• This section is about content types: Facts,
Concepts, Processes, Procedures, and
Principles, referred to sometimes as FCPPP.
Content Types
The best types of interactions for training depends on the
content type.
• If you are trying to convey facts, use the fact to
complete a task. An example would be using a table to
find the answer to a specific question.
• If you are trying to convey a concept, identify an
instance of the concept. An example would be the log
on page for different webpages. They operate under
the same concept, but have different log on rules.
• If you are trying to teach a process, solve a problem.
An example would be creating a log-on for a program.
Content Types
• If you are trying to teach a procedure, provide
a task with steps, such as a job sheet for
importing courses from CPM into LOM.
• If you are trying to convey a principle, perform
a task by applying guidelines, such as creating
a course based on guidance.
FCPPP Practice
• How to enter data into CPM is a __________
• The E2E development system is a __________
• Completing the media analysis of the FEA is a
______________
• Open-ended questions are a__________
• Abraham Lincoln was the 16th President of the
United States is a ______________
PRACTICE ON YOUR OWN
• Review the content typing you did for your
FEA Objectives. Explain why you chose those
content types.
• Then, develop at least two new examples of
each content type. Be prepared to explain
why you identified each content type example
the way you did.
Delivery Strategies
• What are some delivery strategies?
• This section offers suggestions on how to build
effective training using instructional delivery
strategies like brainstorming and role-playing.
• NETC's philosophy is that instructional design is
much more than ordering information or activities.
Deliberate decisions must be made to determine
how a learner will interact with the information.
• Each instructional piece has its own characteristics
that impact how other instructional pieces interact
with it.
CPM Delivery Methods
1. Interactive Multimedia Instruction (IMI) - Everything
from PowerPoint to flight simulators, web-based, etc.
2. Instructor Led Training Class - traditional training with
an instructor, tutor, or coach
3. Instructor Led Training Lab - traditional, but in a lab
instead of classroom to conduct practical exercises
4. Instructor Led Training Onboard Training - traditional
training done onboard, access to training aids may be
limited
5. Blended - any combination of training types listed
here
6. Electronic Performance Support System (EPSS) - A
highly interactive IETM
What are some blended learning
strategies for this scenario?
Based on media types and media delivery modes analysis
the instructional strategy recommendations for the content
module are for a blended learning solution media types
consisting of:
• Instructor/tutor
• IMI with ICW/SIM/electronic management systems – CAI,
LMS/electronic publications.
• Traditional print and digital materials.
• Trainers/training devices–component trainers
Media delivery modes:
• CBT (78.35%)
• ILT (55.27%)
• LAB (53.75%)
Non-Example of Training
Strategies
• Portraying or just presenting information
(using just PowerPoint, instructor lectures, or
page turning CBTs) is not as an effective
instruction delivery format as more engaging
presentations.
• Is it possible, that presenting non-engaging
training, at the lowest levels of learning, ends
up costing NETC more money, resources and
training time; as well as impacts fleet
readiness?
PRACTICE ON YOUR OWN
This is the recommendations and solutions
statement for a course that is currently taught
through formal ILT training. Determine some
methods for presenting instruction that might be
congruent with the recommendations.
RECOMMENDATIONS AND SOLUTIONS:
It is recommended that multiple DL and ILT style
resources be used to provide supplemental training
to the formal course. These resources would
supplement current training without interfering
with current formal course content.
Knowledge and Skill Levels
• What is the cognitive domain NETC bases its
proficiency levels upon?
• What is the psychomotor domain?
• What are Remember and Apply?
• What are the Proficiency Levels?
Cognitive Domain
In training, the cognitive level is the level of mental difficulty
of the task. Bloom's Taxonomy, developed in 1956, is often
used to assign cognitive levels to tasks.
Bloom’s cognitive levels are condensed to three for training :
1.
2.
3.
Recall/Comprehension: define, duplicate, list, memorize,
recall, repeat, reproduce. discuss, explain, identify
Application/Analysis: choose, demonstrate, employ,
illustrate, schedule, write, discriminate, distinguish,
examine
Synthesis/Evaluation: appraise, argue, defend, judge,
select, support, value, evaluate, assemble, construct,
create, design, develop, formulate
Knowledge Proficiency Levels
• KPL 1 – is the knowledge/comprehension level of
cognitive learning. This is the lowest level of learning,
but supports foundational learning of facts, rules, basic
concepts, and procedures.
• KPL 2 – is the application/analysis level of the cognitive
domain. This is the target for most formal training
development since it teaches the learner application
and analysis level problem-solving.
• KPL 3 – is the synthesis/evaluation level. If formal
training requires undocumented procedures or
evaluation to determine the proper course of action,
this level of training is appropriate.
Example of KPL with FCPP
The Knowledge
Remember
Dimension
Understand
Apply
Analyze
Evaluate
Create
Facts
list
paraphrase
classify
outline
rank
categorize
Concepts
recall
explains
demonstrate
contrast
criticize
modify
Processes
outline
estimate
produce
diagram
defend
design
Procedures
reproduce
give an
example
relate
identify
critique
plan
Principles
state
converts
solve
differentiates
conclude
revise
Psychomotor Domain
Whereas the cognitive domain is about knowledge,
the psychomotor domain is about skills. The
psychomotor domain taxonomy that NETC refers to
is R. H. Dave's (1975), which has five skill levels that
have been condensed to three:
1. Imitation/Manipulation: copy, follow, mimic,
act, execute
2. Precision/Articulation: calibrate, demonstrate,
adapt, construct
3. Naturalization: design, naturally, perfectly
Skill Proficiency Levels
• SPL 1 – Observing and patterning behavior
after someone else. Performance may be of
low quality
• SPL 2 – Refining, becoming more exact.
Performing a skill with precision without the
presence of the teacher
• SPL 3 – Mastering a high level performance
consistently and with ease.
Learning Object Module
The AIM LOM Course Structure is Course,
Module, Lesson, Section. A section is the
equivalent of one enabling learning objective,
and contains:
• Element text (Discussion Points)
• Instructor activity text (Related Instructor
Activity-RIA)
• Resources (from site RRL)
• Metadata
LOM Basics
• Each section is comprised of elements that
correspond to the content type that was
chosen in CPM: fact, concept, process,
procedure, and principle.
• The tabs in the right side of the window also
differ, based on what type of instruction was
chosen.
LOM Section Example
A section based on a Principle has the following
required elements:
• Introduction
• Principle Statement
• Guidelines
• Practice
• Assessment
PRACTICE ON YOUR OWN
IN LO Module, develop one job sheet, one
instructor activity, 2 different test items, and list
one resource.

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