Interactive Courseware Design Document (ICWDD)

UNITED STATES ARMYUSAARMC ARMOR CAPTAINS CAREER COURSE (AC3) DISTANCE LEARNING

Contract Number: DABJ01-03-T-0429

April 14, 2004(Revised)

Prepared For:

United States Army Armor CenterDr. Robert K. Bauer (COR)

Building 2369Gaffey Hall

Fort Knox, KY 40121

Prepared By:

Dr. Carolyn Rude-ParkinsUniversity of Louisville

andFrank Thompson

Northrop Grumman Mission Systems Fort Knox, KY 40121

ICWDD – AC3DL

TABLE OF CONTENTS

1.0 Purpose.................................................................................................22.0 Interactive Multimedia Instruction (IMI) Content Description ................23.0 Development Goals and Rationale........................................................24.0 Course Overview...................................................................................35.0 Development, Review, and Approval Procedures.................................56.0 Sequence of Tasks................................................................................77.0 Storyboard Completion Milestones........................................................88.0 Estimated Number of CD-ROMS or Floppy Disks.................................89.0 File Naming Conventions.......................................................................810.0 Safety Considerations..........................................................................1011.0 Manager’s Guide.................................................................................1012.0 Security Classification..........................................................................1013.0 Lessons and Tasks..............................................................................1014.0 Learning Content Type........................................................................1215.0 Student Assessment............................................................................1316.0 Instructional Strategies........................................................................1817.0 Production and Postproduction...........................................................2018.0 Administration......................................................................................2119.0 To be used “as is”................................................................................2120.0 To be Developed.................................................................................2121.0 Prototype Lesson................................................................................2222.0 Style....................................................................................................22

Appendix 1 Constructivist Design …..........................................................1-1Appendix 2 Lesson Instructional Sequence...............................................2-1Appendix 3 AC3 DL Asynchronous Lesson Review...................................3-1Appendix 4 AC3-DL Acronyms …..............................................................4-1Appendix 5 AC3-DL Trouble Words...........................................................5-1Appendix 6 Page Style (electronic file).......................................................6-1

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1.0 PurposeThe purpose of these distributed learning (DL) based lessons (synchronous and asynchronous) is to train Armor Company commanders and Troop commanders, as part of the Armor Captains Career Course (AC3). These lessons will address basic procedures and principles involving Offensive, Defensive, and Stability/Support operations. All lessons must reflect current doctrine and the Contemporary Operational Environment (COE).

2.0 Interactive Multimedia Instruction (IMI) Content DescriptionThe synchronous and asynchronous instruction will be blended incorporating a strategy based on the terminal learning objectives (TLO) and enabling learning objectives (ELO) provided by the Government. A Kosovo scenario (six phases) will be used to reinforce the TLOs (and associated ELOs). The IMI content will be designed to incorporate both asynchronous and synchronous lessons. After completing asynchronous lessons in a volume, the student will be required to take the reinforcing synchronous lesson (session) before moving to the next asynchronous volume lessons. The IMI content will be based on the assessment of the student’s mastery of the TLO and ELOs. The IMI content will follow the proven principles of FM 7-0 and reinforce the Combat Training Center model of:

o Ensuring competent confident leaders, and o Ensuring technical and tactical proficiency, including new digital skills.

The majority of the IMI courseware will be based on strict program controls (the Learning Management System [LMS] and courseware will limit the student’s ability to navigate). The courseware will be linear (prescriptive) in programming (must complete Activity #1 before progressing to Activity #2). The courseware’s student activities will not incorporate branches and sequels. The Armor Center’s LMS will track the student’s progress and control the entry points. However, if the student has the requisite knowledge, the LMS and courseware will allow the student to quickly validate his mastery of the learning objectives through pre-tests. The student’s navigation in the asynchronous lessons will be individualized and self-paced with immediate consequential feedback on performance-based exercises and delayed feedback on tests. The synchronous lessons will be controlled by a Synchronous Instructor and will be group-paced instruction using collaborative software chosen by the Government.

3.0 Development Goals and RationaleThe goal for these lessons is to educate and train Armor Captains in troop leading procedures, rapid decision making, construction of overlays and orders, being lethal at the point of contact, navigation, and unit inspections. The lessons need to ensure the Captain is able to communicate via digital connectivity and prepared to assume command of an Armor Company or Cavalry Troop.

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Currently, AC3 has two versions; an 18-week resident course and a DL course taught via Internet supported by a two-week resident phase. The content and quality of instruction between the versions is virtually the same. Both Active Component (AC) and Reserve Component (RC) students can take the AC3-DL course. However, the primary users of the AC3-DL course are RC students.

Most commissioned officers taking the course will be captains, with a few first lieutenants. Their ages range from 22-40 years old (majority being 24-30 years old) and most have earned a bachelors degree. A few have earned a master’s degree. The majority of the officers serve in the Army National Guard while 10 – 20% serve in the U.S. Army Reserves. The average time in grade is 3 years with the range being 0-6 years. These officers have completed an officer basic course (a prerequisite, not necessarily the Armor Officer Basic Course) and some have completed the Combined Arms and Services Staff School. The primary commissioning source is the Reserve Officer Training Course (ROTC) with the minority being U.S. Military Academy and Officer Candidate School graduates. The majority of the officers possess basic computer literacy skills. The primary AC3 user demographics may change if active duty Army officers are added to the required population (potential changes in the Officer Education System [OES]).

4.0 Course OverviewThe lessons are contained in three instructional volumes; Company/Team and Troop Offense (Task Area 5), Company/Team Defense (Task Area 6), and Stability Operations/Support Operations (SOSO) (Task Area 14). The Offense and Defense Modules have existing lessons. Task Area 14, SOSO Volume, (asynchronous and synchronous instruction) is new for the AC3-DL course. The breakdown of the volumes can be found in the table below.

Volume # of Lessons # of Tasks # of Pretests # of Posttests1 – SOSO 3 11 3 92 – Offense 4 14 4 123 – Defense 4 17 4 12

Total 11 42 11 33

Each instructional volume will have a Volume Practical Exercise (VPE) that is graded by the Synchronous instructor. The VPE serves as a prerequisite before to the Synchronous session. The Synchronous session will include both individual and group learning exercises.

Forty-four student assessment tests (11 pretests and 33 posttests) are required to be developed (pretest [one version] and posttest [minimum of three versions]) for each lesson.

The graphic below outlines a sample flow chart of a volume. The SOSO volume is used as an example of an outline of a course map.

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5.0 Development, Review, and Approval ProceduresLesson development is based on NGMS/University of Louisville (UofL) and the Armor Center (DTDCD and 16th CAV) establishing a mutually supportive environment to ensure product design and content satisfies or exceeds requirements. This environment is most critical for the development of the prototype; providing the “look and feel” and instructional strategies for the follow-on lessons.

There are five generic phases for the development of all lessons. Prior to Phase 1, the over-arching common scenario needs to be developed.

Scenario Development (30 days) (Task Area 3). A Kosovo scenario requires refinement; transforming a Corps level operation order to numerous battalion level operation orders (base operation order with numerous fragmentary orders) that reinforce the TLOs and ELOs for the three volumes (asynchronous lessons and synchronous sessions). Although this is noted as a separate phase, after a foundation is established, adjustments during the other phases will be made to tailor orders for asynchronous and synchronous learning activities or steps. The common scenario will have following six phases: 1) Road to War, 2) Deploy, 3) Deter-Contain Crisis, 4) Decisive Operations, 5) Stability Operations, and 6) Re-Deployment.

Phase 1 – Lesson Development Phase (25 days) : The battalion level (or task force) operation order (OPORD) combined with the TLO scenario lays the foundation for subsequent development of the learning checks, tests, and synchronous product requirements. Initially, the training development team (TDT) will analyze the learning activities/steps for each ELO. This leads to the identification of the test items and the outline of the test. The TDT analysis will bridge the gap between the OPORD and scenario by developing the lesson plan encompassing the learning activities/steps resulting in specific vignettes. The vignettes will be COE compliant, with the intent to cause the student to apply the e-learning content type (the learning activity) to specific situations. Concurrent with the lesson plan and vignette developments, the synchronous session planning will begin with a specific training developer (TD) dedicated to this production. The synchronous TD will finalize his plan after all asynchronous lessons plans have been completed. This delay in completion prevents redundancy, ensures variation in delivery techniques, and allows reinforcement of learning activities/steps identified by the TDT. This groundwork enables the TDT to develop the necessary storyboards which will later be transformed into HTML pages, Flash objects, audio, and links. The final product of this phase will be the lesson map (using VISIO software). During the development process, collaboration between the TDT and Government (GOVT) subject matter experts (SME) will be common and encouraged. An informal “right seat” activity between GOVT and TD will review the 90% solution. DL Branch will be the POC for the informal “right seat.” The fifth week will be used to finalize the ELO DL product (sharable content object or SCO). An important scheduling activity occurs during this phase. The UofL/NGMS TDT will notify DL Branch 30 days prior to the

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anticipated Internal Test (Phase 3) date. DL Branch will notify those personnel participating in the Internal Test and prepare for the Internal Test execution.

Phase 2 – Instructional Systems Designer/QA Phase (10 days) : During this phase, the project and task leaders will review (QC) the ELO DL product (SCO). After their review, the NGMS QA will conduct an independent review of the product prior to the formal right seat with DL Branch (and with any other GOVT representative). With Phase 1 and 2 QC/QA reviews, the ELO DL product (asynchronous and synchronous) will be ready for turn-over to the GOVT for a productive Internal Test validation.

Phase 3 – Internal Test (11/20 days) and Adjustment Phase (5 days) (total   16/25   days) . This phase starts with the draft lesson/volume product being turned over (transfer files to the learning management system [LMS]) to DL Branch for their ten-day review. The Internal Test is the initial GOVT collaborative review. The primary focus is on accurate and complete subject matter and content (includes inputting the associated lesson plan in the Automated Systems Approach to Training [ASAT] database). Other areas evaluated include user interface, internal functionality, and navigation within the SCO. The SOSO Volume will take 16 days while Defense and Offense Volumes will take additional time to test (25 days). Internal Testers will be DL Branch personnel, SMEs (from DTDCD and 16th CAV) and Subject Matter Experts (SME) from the US Army units (to include US Army Reserves and US Army National Guard), TDCD, and the Quality Assurance Office of the Cavalry Armor Proponency Office (CAPO). DL Branch will have additional working days to filter, review, and consolidate comments. Based on the GOVT’s feedback, UofL/NGMS will make the identified changes/corrections within five days. Any corrections not accomplished, UofL/NGMS will prepare an information paper (issue/discussion/recommendation format). After all corrections, the DL Branch representative will right seat with NGMS QA to review the changes made to the lessons and review the information paper. After the right seat review, the volume will be deemed ready for the External Test. As with the Internal Test; the NGMS Project Leader will notify DL Branch 30 days prior to the anticipated External Test (Phase 4) date. DL Branch will coordinate and notify those personnel participating in the External Test.

Phase 4 – External Test (35 days) and Adjustment Phase (5 days) (40 total days). The External Test phase starts when all lessons within a volume are completed and files are transferred to the LMS. The External Test is the initial GOVT review with students of the entire Volume. The primary focus is on functionality at the SCO (ELO) and Volume Aggregate SCO levels. Also included are subject matter and presentation. External Testers will be SMEs, TDs, 16th CAV students, and QA personnel from the government.

*Note: For Volume 3 - Defense, different external testing situations and timelines may be instituted to maintain completion date.

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Phase 5 – SCORM/Wrap Phase (10 days). Before SCOs are wrapped and SCORM tests performed, every effort must be made to ensure all changes have been made. UofL/NGMS will notify the GOVT when all changes have been accomplished. The GOVT will verify all changes and officially notify UofL/NGMS to proceed in wrapping and SCORM testing.

6.0 Sequence of TasksThe Sequence of Tasks is as follows:

Design Document: January 22, 2004 (Note: Government Feedback provided February 9, 2004)(Next scheduled update is after prototype review)

Conduct Convoy Escort Operations ELO: March 1, 2004(Note: Government prescribed an earlier delivery date for one ELO)

Prototype: March 15, 2004 (Lesson 3, Volume 1)(tentative Internal Test: Mar 15 – Apr 9, 2004)

Volume 1 SOSO: April 23, 2004(tentative Internal Test: Apr 26 – May 17, 2004)(tentative External Test: May 17 – Jul 2, 2004)(Class 04-005 – Synch Session #6)

Volume 2 Offense: June 11, 2004 (tentative Internal Test: Jun 14 – Jul 12, 2004)(tentative External Test: Jul 12 – Aug 23, 2004)(Class 04-005 – Synch Session #7)

Volume 3 Defense: August 6, 2004

Primary course of action is to task active duty Captains to conduct the external test for Volume 3 Defense.

(Tentative Internal Test: Aug 9 – Sep 3, 2004)(Tentative External Test: Sep 7 – 12, 2004)(Consolidation period: Sep 11 – 14)(Adjustment period: Sep 13-17)

Alternate course of action.(Tentative Internal Test: Aug 9 – Sep 13, 2004)(Tentative External Test: Sep 13 – Oct 18, 2004)

(Class 05-001 – Synch Session #6)

The sequence of the work effort is noted below.Scenario Refinement: January 12 – 23, 2004Prototype: January 26 – March 12, 2004Volume 1 SOSO: March 15 – April 23, 2004Volume 2 Offense April 26 – June 11, 2004Volume 3: Defense June 14 – August 6, 2004

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7.0 Draft Lesson Completion MilestonesLesson Estimated Draft

Completion Date(Tentative Date for

Internal Test) Volume 1 Lesson 1; Conduct Stability Operations April 23, 2004 Volume 1 Lesson 2; Conduct Security Operations April 23, 2004 Volume 1 Lesson 3; Conduct Humanitarian

Operations (Prototype)March 12, 2004

Volume 1, Synchronous Session April 23, 2004 Volume 2 Lesson 1; Conduct a Movement to

ContactJune 11, 2004

Volume 2 Lesson 2; Conduct Security Operations June 11, 2004 Volume 2 Lesson 3; Conduct Follow-on and

Support OperationsJune 11, 2004

Volume 2 Lesson 4; Conduct Offensive Tasks June 11, 2004 Volume 2, Synchronous Session June 11, 2004 Volume 3 Lesson 1; Conduct Defensive

OperationsAugust 6, 2004

Volume 3 Lesson 2; Conduct Reconnaissance Operation in the Defense

August 6, 2004

Volume 3, Lesson 3; Conduct Security Operations in the Defense

August 6, 2004

Volume 3 Lesson 4; Conduct Decontamination Operations

August 6, 2004

Volume 3, Synchronous Session August 6, 2004

8.0 Estimated Number of CD-ROMS or Floppy DisksThe estimated number of CD-ROMS is eight (Volume 1: two CD-ROMs, Volume 2: three CD-ROMs, Volume 3: three CD-ROMs, and one miscellaneous resource CD-ROM). The CD-ROMs will not contain lesson plan files (stored in the ASAT database). The CD-ROMs will be accompanied by paper copies of each lesson plan and the SCORM test validation print-out. Each CD-ROM will contain the asynchronous lesson files and a resource folder containing all images and working files.

9.0 File Naming ConventionsThe file naming conventions will comply with Business Rules, Best Practices and Examples for Army SCORM Compliant Courseware, June 30, 2003.

“In short, SCO titles are significant to the learning resource and should display the ‘Action’ statement of the ELO or TLO contained within the SCO. A title containing the word ‘Module’ or Course’ is not recommended.” (page 15, from above named source)

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On February 6, 2004, the Government defined the SCO level to be at lesson level versus ELO level due to LMS limitations. The file name must be descriptive of the lesson title. The SCO naming convention is provided in the table below.

Volume – Stability Operations/ Support Operations in the Company / TeamLesson 1 - Conduct Stability Operations StabilityLesson 2 - Conduct Support Operations SupportLesson 3 - Conduct Humanitarian Operations HumanitarianSOSO Performance Event SOSO_PE

Volume - Company/Team OffenseLesson 1 - Conduct a Movement to Contact Movement_ContactLesson 2 - Conduct Security Operations Security_OffenseLesson 3 - Conduct an Attack AttackLesson 4 – Clear and Search Urban Terrain Clear_Search_UrbanOffense Performance Event Offense_PE

Volume - Company/Team DefenseLesson 1 - Conduct Defensive Operations DefenseLesson 2 - Conduct Reconnaissance Operations in the Defense

Recon_Defense

Lesson 3 - Conduct Security Operations in the Defense

Security_Defense

Lesson 4 - Conduct Decontamination Operations

Decon

Defense Performance Event Defense_PE

For example, in the SOSO Volume, Lesson 1 is Conduct Stability Operations. The SCO name would be “Stability_Ops.” The individual page files will be “Stability_Ops_001” followed by “Stability_Ops_002.” If a new page is developed and is inserted as an update, an Internal-numeric sequence will be used (i.e. “Stability_Ops_001a”). Supporting audio files will be named with an additional underscore “a” (i.e. “Stability_Ops_002_a” – this denotes an audio file is associated with page 2 of the lesson “Stability_Ops”). If more then one audio is used for a page, the underscore “a” will be followed by a number in the order of which it is activated. The third audio used for page 3 in “Conduct Stability Operations” would be named “Stability_Ops_003_a3.”

Each lesson has three to five ELOs. The naming convention includes the separation of ELO files for easier editing, updating, and audio file tracking. The table below outlines the Volume SOSO.

Lesson 1 - Conduct Stability Operations StabilityEstablish a base camp Stability_Camp

Conduct Liaison Activities With Civil/Military Authorities

Stability_Liaison

Conduct Compliance Inspections Stability_Compliance

Cordon And Search Stability_Cordon

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Lesson 2 - Conduct Support Operations SupportConduct Urban Area Reconnaissance Support_Area_ReconConduct Presence Operations At Troop Level Support_Presence

Conduct Roadblock/Checkpoint Operations Support_Checkpoint

React To Civil Disturbance Support_Civil_Disturb

Lesson 3 - Conduct Humanitarian Operations

Humanitarian

Conduct Route Reconnaissance Humanitarian_RouteConduct Convoy Escort Operations Humanitarian_Escort

Conduct Humanitarian Assistance And Disaster Relief

Humanitarian_Disaster

The pretest and posttest pages would follow the same naming conventions. Examples are noted below.

“Stability_Camp_Pretest_002” “Stability_Liaison_Posttest_A_001”

10.0 Safety ConsiderationsThere are no safety considerations.

11.0 Manager’s GuideNot applicable for these lessons.

12.0 Security ClassificationAll lessons being developed are unclassified.

13.0 Lesson and Tasks

The courseware will be organized into three volumes. The volumes, lessons, and task titles were finalized by the Government on January 20, 2004.

We recommend that consideration be given to using the “Think like a Commander” materials developed by Army Research Institute as a learner prerequisite.

Military adaptive thinking is defined as thinking that supports making adjustments in an unfolding plan under the dynamic conditions of military operations. Adaptive thinking is a behavior that arises from specific knowledge and experience in the domain. It can be developed through specifically designed activities that are based upon an “expert” model of performance, provide practice in applying the model, and supply coaching to expert application and automaticity. The expert patterns consist of these themes:

Keep a focus on mission accomplishment and higher commander’s intentModel a thinking enemy

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Consider effects of terrainUse all elements / systems availableInclude considerations of timingExhibit visualizations that are dynamic and proactiveConsider contingencies and remain flexibleConsider how your fight fits into the bigger picture from friendly and enemy perspectives.

AC3 Volumes, Lessons and Tasks are as follows: Volume # Lesson # TitleVolume 1 Stability and Support Operations in the Company/Team

Lesson 1 Conduct Stability OperationsEstablishment a Base CampConduct Liaison Activities with Civil/Military AuthoritiesConduct Compliance InspectionsCordon and Search

Lesson 2 Conduct Support OperationsConduct Urban Area ReconnaissanceConduct Presence Operations Conduct Roadblock/Checkpoints OperationsReact to Civil Disturbance

Lesson 3 Conduct Humanitarian OperationsConduct Route ReconnaissanceConduct Convoy Escort OperationsConduct Humanitarian Assistance and Disaster Relief

Volume Graded Performance Event Synchronous Session

Volume 2 Company/Team OffenseLesson 1 Conduct a Movement to Contact

Conduct Tactical MovementDirect Reaction to an Air Attack at Company/Troop LevelExecute Actions on ContactConduct a BreachConduct a Raid

Lesson 2 Conduct Security OperationsConduct a Tactical Road MarchConduct a GuardConduct Bypass Conduct Resupply using the Service Station Method

Lesson 3 Conduct an AttackConduct a Support by FireAssault an Enemy Position

Lesson 4 Clear and Search Urban TerrainConduct Zone/Area ReconnaissanceConduct Fire and MovementClear Restrictive Terrain

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Volume # Lesson # TitleClear a Built-up Area

Volume Graded Performance EventSynchronous Session

Volume 3 Company/Team DefenseLesson 1 Conduct Defensive Operations

Infiltrate-ExfiltrateConduct LinkupConduct Defense in SectorConduct a Passage of Lines as Passing UnitConduct Consolidation/Reorganization Activities

Lesson 2 Conduct Reconnaissance Operations in the DefenseConduct a DelayDefend a Built-up AreaConduct a Passage of Lines as a Passing UnitWithdraw from Enemy ContactConduct Resupply Operations using the Tailgate Method

Lesson 3 Conduct Security Operations in the DefenseConduct Area SecurityConduct Reconnaissance HandoverConduct a Relief in Place

Lesson 4 Conduct Decontamination OperationsConduct an AmbushRespond to Chemical AttackCross an NBC Contaminated AreaExecute Operational Decontamination

Volume Graded Performance Event

14.0 Learning Content TypeAC3 DL, both asynchronous and synchronous, will employ a constructivist teaching/learning strategy. Duffy and Orrill (2004) describe constructivist as based on the fundamental assumption that learning is in the activity of the learner and that learning is in the doing. Clark and Mayer (2003) defined five types of learning content summarized in the table below.

Type Instructional Content Interaction Description

Fact Statements of fact Pictures of specific forms,

screens, or equipment

Use the fact to complete a task. Provide a job aid for memory support.

Concept Definitions Examples Non-examples Analogies

Identify a new instance of the concept.

Process Stage tables Animated diagrams

Solve a problem or make a prediction

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Type Instructional Content Interaction Description

Procedure Step-action tables Demonstrations

Perform a task by following steps.

Principle Guidelines Varied context examples

Perform a task by applying guidelines.

The majority of the tasks are principle learning content types. These tasks will require the student to adapt doctrinal principles, guidelines, and techniques, tactics, and procedures (TTP) to various scenarios. Some elements of problem-solving are involved. The student has to use judgment in performing these tasks. The student will be offered viable options (a seventy percent solution), but will have to select the options that apply the learning activity/step’s principles to reach the optimal solution to the problem. See also Constructivist Design, Appendix 1.

15.0 Student Assessments

15.1 Testing StrategyThe testing strategy will comply with the U.S. Army Training and Doctrine Command’s policy (memorandum, office symbol: ATTG-DC, subject: Student Academic Measurement/Testing Policy Guidance, dated October 6, 2001) and DL Branch’s guidance (dated November 6, 2003, posted on AKO). Each lesson will have a performance-based pretest and posttest.

The pretest will be used to test the student’s objective mastery of the enabling learning objectives (knowledge, skills, and competencies) taught within the subsequent lesson. The purpose of the pretest is to enable the student to “test out” of activities within the lesson. The pretest is prescriptive identifying which ELOs the student is required to take. If the learner “tests out” of the entire lesson (all ELOs successfully mastered), the LMS will allow the student to proceed to the next phase; either being the next lesson or to the volume graded event (if last lesson of the volume). The standard (mastery validation) for the pretest is 100%. The pretest will be graded at the ELO level. If a student exhibits mastery of an ELO, he will proceed to other ELOs within the lesson. The LMS will control and track access to ELOs based on the student’s performance on the pretest.

The feedback provided to the student after he completes the pretest is notification that he has either mastered or not mastered each ELO, and if he did not master each ELO, which ELO(s) he must complete prior to proceeding to the posttest.

The posttest will become available once the student has demonstrated mastery of all the lesson’s ELOs (either through the pretest or the asynchronous training courseware). The standard (mastery validation) is 70% or higher. The posttest is graded at the lesson level. If a student masters a lesson, he will proceed to the next lesson or the VPE. The student will be allowed to retake the posttest once (second try) to achieve the

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minimum standard. If the student fails to achieve 70% or higher on the second attempt, he must obtain instructor intervention for retraining and retesting so that he can proceed through the course. The 16th CAV will provide the instructor to mentor the student in his weak areas. The 16th CAV will control the third posttest version and establish the time the student is to retake the test (on-line) using collaborative software selected by the Government. The onus is on the student to contact the instructor after two failed posttest attempts. Warnings will be provided to the student on the number of tries.

The posttest feedback, after completion of the test, will consist of the question/activity, the incorrect response, and the ELO of origin to retrain.

The dominant e-learning content type is “principle”, the most advanced content type as defined by Clark and Mayer. “Procedure” is included only when essential to mastering a “principle” content issue. Tests will be developed to assess the student’s ability to apply guidelines, doctrinal principles, and war fighting rules (axioms) to specific situations. The e-learning goal for “Perform-principle” is called “far transfer.” Far transfer lessons are designed to teach tasks that do not have one correct approach or outcome. The e-learning goal for “Perform-procedure” is called “near transfer.” The steps learned in the training are identical or very similar to the steps required in the operational environment.

Both e-learning goals require the test questions or activities to put the student in a realistic situation that requires application of the learning objectives. With the operation order (brigade level); battalion level operation order (fragmentary orders will be used [FRAGO]) will be developed; tailored to the learning objectives for that specific volume. For each lesson and test, an over-arching scenario will be developed. Questions or activities will cause the student’s actions to mirror the thinking processes and environment identified in the conditions of the lesson. Specific vignettes (based on an over-arching scenario for that particular lesson) will be used for individual test item. Some vignettes can be used multiple times, depending on the learning activity or step of a learning objective that is being checked for mastery. The test question or activity in concert with the vignette will require the student to apply abstract principles, concepts, or procedures to a specific situation (the vignette).

If the test question is a multiple-choice question, then four potential answers will be provided. The test questions can be (but are not limited to) multiple-choice; drag and drop, and activity sequencing. These are just a few creative ways to assess mastery. However, the student should experience the type of assessment during the lesson that is reflected in the posttest.

Pretests and posttests are part of the courseware validation process. UofL/NGMS and the GOVT will analyze each test item for:

Content validity,

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Accuracy (for example, keyed (correct) alternative is doctrinally/technically correct and other alternatives/possible responses are clearly incorrect),Adherence to good item writing procedures, and Fairness (no bias or confusion related to race, gender, or cultural differences).

The correct answers will be distributed equally (to the whole number) amongst the possible selections (for example, for a 10 question test “a” and “b” will be the correct answer three times, and “c” and “d” will be the correct answer twice). Each learning activity or step will have at least one test item.

In general, Bloom’s Taxonomy (Cognitive learning type) will be applied, with an emphasis on higher order cognitive process such as synthesis and evaluation. The table below summarizes the competency stated in the learning objective matched to a typical skill that will be assessed during pretest and posttests.

Competence Skills DemonstratedKnowledgeRecall of data

Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject mattero Question Cues: List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc…

ComprehensionUnderstand the meaning, translation, interpolation, and interpretation of instructions and problems; State a problem in one’s own words.

Understanding information Grasp meaning Translate knowledge into new context Interpret facts, compare, contrast Order, group, infer causes Predict consequenceso Question Cues: Summarize, describe, interpret, contrast, predict,

associate, distinguish, estimate, differentiate, discuss, extendApplicationUse a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace.

Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge

o Question Cues: Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, classify, experiment, discover

AnalysisSeparates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Seeing patterns Organization of parts Recognition of hidden meanings Identification of componentso Question Cues: Analyze, separate, order, explain, connect, classify,

arrange, divide, compare, select, explain, infer

SynthesisBuilds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis.

Use old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusionso Question Cues: Combine, integrate, modify, rearrange, substitute, plan,

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Competence Skills Demonstratedcreate, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation Compare and discriminate between ideas Assess values of theories, presentations Make choices based on reasoned argument Verify value of evidence and recognize subjectivityo Question Cues: Assess, decide, rank, grade, test, measure, recommend,

convince, select, judge, explain, discriminate, support, conclude, compare, summarize

15.2 Learning Assessment StrategyThe learning assessment checks whether the student has mastered an individual learning activity or step within an ELO.

The assessment may take the form of buttons, check boxes (requiring a simple click of the mouse), drag and drop, matching, sequencing, evaluating, comparing, calculating, modifying, and classifying (examples). Assessment will be scenario-based, requiring the student to apply the activity or process in the task step in a realistic manner. The action required by the student in the assessment will validate the student’s mastery of the learning activity. The assessment goal is to cause “far transfer” of the learning activity or step.

Feedback informs the student of the correctness of his performance on a task step. Two types of Consequential Feedback are provided within the individual learning activities. Correct action/answer and incorrect action/answer. For a correct action/answer feedback the student will be reinforced as to why his choice was the most appropriate. For an incorrect action/answer, the feedback will include a demonstration and/or text showing the actual consequence of the less that optimal decision. Doctrinal references for the task step and a demonstration of the task by steps will be available for retraining. The student will use the “Try Again” button (resets the question) to redo the step. The student can continue this until he correctly complete this task step.

15.3 Synchronous StrategyOverview. The student must have successfully completed the lesson posttest(s) in a volume and completed the volume graded performance event before entering the Volume Synchronous Session. The Synchronous Instructor will schedule the student with other students to form a small group for the synchronous session. The synchronous session activity will cause the small group to “collaborate” on information and accomplish tasks in order to successfully complete the required activity. The required activity will be briefed to the Synchronous Instructor. The Synchronous Instructor will grade the small group on a “Go/No-Go” basis. The Synchronous Instructor will record those students receiving “Go’s” and validate their completion of a volume. If the student(s) receives a No-Go, then the Synchronous Instructor will retrain and retest those students in accordance with local policy. This may require that the

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instructor to reschedule the students for further work before he goes on to another volume.

Strategy. The synchronous session volume development is an up-front activity and is viewed as a culminating training event for a volume. Based on the TLOs (for each lesson) and the associated standards provided by the Government, activities and products required of the students will be determined. The products and activities will drive specific elements of the over-arching scenario and supporting instructional materials to ensure mastery of the learning objective can be assessed. The endstate product/activity will be analyzed and split into two parts.

The first part will be the graded VPE which will be validated (Go/No-Go) by the Synchronous Instructor so that the student can gain entry into the synchronous session and join a small group. The practical exercise will establish a common baseline among the small group members. Assessment guidelines and Criterion Scoring Checklists will be developed for the Synchronous Instructor for grading the student’s product (as part of the overall lesson plan).

The second part will be the synchronous session activity and product. The assignment will require collaboration, will focus on products and processes, and be scenario-based. A key developmental criterion is developing the task/assignment that forces (optimally) the students to share ideas, concepts, interpretations, and doctrinal application in the collaborative environment with the endstate being a product (again, reinforcing far transfer of the learning objectives). There is a variety of products that could be developed (not limited to): back-briefings, conducting after-action reviews (analyzing an operation), warning orders, operation orders, fragmentary orders, course of action statements, mission analysis, overlays, identifying specified tasks for platoons, etc…. The assignment may consist of one task or multiple tasks, based on time allotted for the synchronous session. Assessment Guidelines and criterion scoring checklists will be included in the synchronous materials developed for each volume (with a Go/No-Go standard).

15.4 Synchronous Session Summary The synchronous session will be outcome-based creating company-level tactical products.

The first day small groups collaboratively help each other to perform the activities and prepare products. The second day each individual prepares his own products.

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Lesson Flow:

The student will complete the last lesson and will then be routed to the VPE page via a link on the “Lessons Available” page.

Link to Synchronous lessons:

Upon completion of the last asynchronous lesson and before the Saturday session, each student will write a company-level FRAGO. The instructor will evaluate each submitted FRAGO and determine session’s student groupings (Group x 4).

For each volume, NGMS will prepare instructor materials that include:

An instructional guide for a 6-hour Saturday session and a 4-hour Sunday session

5 paragraph OPORD with appropriate annexes and sketches Simultaneous company-level operations Complex issues Include ELOs/LAs Remaining task activities not appropriate for asynchronous lessons Practical application of the asynchronous learning activities An evaluation guide for student products.

Administrative Instructions for the students

References will be accessed via the Armor ADL Community on the AKO website How to use enter and use CollabWorx during a synchronous session Procedures to conduct communications check prior to a synchronous session What products will be required to brief individually or as a group depending on

the session What standards will be used to evaluate student mastery of the products Remediation requirements.

16.0 Instructional StrategiesThe instructional strategy will focus on “Do” of a “Do-Show-Tell” methodology applying the learning activity/step of the ELO tasks to the vignettes (far transfer task, scenario-based). The assessment and the Volume PE will encompass the “Do” portion of the strategy. Consequential feedback will play a major role in this strategy. See also Lesson Instructional Sequence, Appendix 2.

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The example (above) depicts the flow of a “Do” learning activity with consequential feedback. The student is introduced to a vignette which places him in a specific situation where he must breach an obstacle. The challenge or activity will cause the student to apply the breach principles (SOSRA) to the specific situation (far transfer). In this example, there are four potential answers. If the student selects or produces the option A, B, or C, a demonstration (animation, graphics, audio, text) of the consequences of improper application of the breach principles would be displayed. The student at this point will have to activate a Demo button to view the task step performed correctly or a Reference button with “Recommend you read Chapter 6, FM 3-90.1 to understand the breach principles ”to read the information in the FM. If in the second iteration the student selects the incorrect answer he accesses the Demo and or Reference buttons again. The student can continue until he completes the activity correctly.

The title of the learning activity will be displayed toward the top left of the “Do” page to allow the student to associate the “Do” activity or question to a task step within the ELO. The student must successfully answer the “Do” activity before progressing.

Overall, UofL/NGMS will take a systems approach to training (SAT). SAT is a disciplined, logical approach to making collective, individual, and self-development training decisions. SAT as described by Dick and Carey (2001) involves five training-related phases: analysis, design, development, implementation, and evaluation (ADDIE).

16.1 Media Strategy. Multimedia assets must add value to the learning experience. Assets generally consist of: graphics, still images, and limited animation (limited due to target file size). The use of graphics/images will serve a purpose (be relevant) and will not be used as decoration. The graphic/image must help the student understand the

Vignette #1Step 1Intro

Vignette #1Challenge

Answer B Answer DAnswer A

ConsequentialFeedback

“Failed to apply obscuration”

Demo

ConsequentialFeedback

“Failed to apply suppression”

Demo

ConsequentialFeedback

Correct AnswerDemo

Answer C

ConsequentialFeedback

“Failed to apply secure”Demo

ELO: Breach an obstacleStep: Apply the principles of SOSRA

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material. This will be balanced with the research evidence that people learn more deeply from words (printed text) and graphics/images than from words alone. Representative graphics will be used to illustrate concrete facts, concepts, and their parts. Animation will be used to illustrate processes, procedures, and principles. When text and graphics are used together; the text will be placed near or on the graphic. The goal for every page is for the student to be able to view the entire material (no scrolling, horizontal or vertical). In those cases where scrolling can not be avoided, only vertical scrolling will be used for the page.

16.2 Audio Strategy. Audio will only be used if it is needed for the scenario, i.e. radio communications, etc. It will not be used for narration. Audio will only be used to support learning and should not be used to accompany every screen of the Flash presentation. Special consideration will be applied for audio use in order to not cause cognitive overload. E-learning research has found using audio, rather than displaying text onscreen, increases learning. “The psychological advantage of using audio presentation is a result of incoming information being split across two separate cognitive channels – words in the auditory channel and pictures in the visual channel – rather than concentrating both words and pictures in the visual channel.” (Clark and Mayer (2003). This is especially true when animation is displayed; the student would not be able to focus on both the animation and the while text simultaneously.

17.0 Production and PostproductionThe storyboards will be submitted as HTML pages and delivered as self-contained learning objects. Sharable Content Objects (SCOs) are identified to be at the ELO level (pretests, lesson introductions, posttests, and volume tests will also be SCOs).

The dimensions of the work area are 790 x 450 pixels, with a pale yellow (FEF0A9) background color (default flash template file).

A cascading style sheet will be developed in Dreamweaver and used in the production process. Macromedia authoring tools will be used in the development process.

In the event that Government standards create internal conflicts, or conflict with the USAARMC’s LMS, USAARMC will provide adjudication. The courseware shall function on both the baseline home computer and a digital training facility platform.

The web-based lessons will be designed for downloading on a 56 KBPS modem. Because of this web-based access constraint, the target file size will be 150 KB.

The development team will use the following authoring programs to revise or develop the library of courses:

Macromedia's DreamWeaver MX, Flash MX, and Fireworks

Adobe's Acrobat 6.0 (Reader), PhotoShop 6.0, Illustrator 9.0, and 3D Studio Max

Visio 2000 (Course and lesson map tool)

Microsoft's Word 2000

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SonicForge's Sound Forge 5.0

ThumbsPlus, a graphics cataloging database program

These authoring tools are compatible with the Army’s new Training and Doctrine Development System.

Both the media and the instructional design principals used to guide the development of all TLOs and ELOs are outlines in the AC3 Asynchronous Lesson Review form. This form will be used to insure consistent high level development throughout the process. See AC3 Asynchronous Lesson Review Form, Appendix 3.

18.0 AdministrationThe follow table outlines the pertinent USAREC and NGMS points of contact:

POC Org Role Phone EmailDr. Bauer TDCD COR 4-3469 robert.bauer@knox.army.milDr. Armstrong TDCD COTR 4-7250 Rick.armstrong@knox.army.milMs. Majors TDCD DL Team 4-7803 Wanda.majors@knox.army.milMs. Gaddie TDCD DL Team (DL POC) 4-3809 Sheryl.gaddie@knox.army.milMs. Coty TDCD DL Team 4-6753 Mary.coty@knox.army.milMr. Bonnett TDCD Web POC 4-7303 Mitchell.bonnett@knox.army.milMAJ Perison TDCD LNO 4-7882 thomas.perison@knox.army.milMs. Talbort QAO QA 4-5372 Patrica.talbort@knox.amry.milMAJ Murrill 16 CAV Crs Proponent 4-4948 Jessie.murrill@16cav.knox.army.milMAJ Siebert 16 CAV Crs Proponent 4-7699 Robert.siebert@16cav.knox.army.milMs. Candeleria 16 CAV Crs Proponent 4-7834 Louise.candeleria@16cav.knox.army.milDr. Rude-Parkins UofL Proj Leader 592-6667 cparkins@louisville.eduMs. Kerrick UofL Task Ldr 852-4683 Sharon.kerrick@louisville.eduMs. Rhodes UofL Instr Dsgn 852-5727 Gale.rhodes@louisville.eduMs. Miller UofL Instr Dsgn 852-0610 Karen.miller@louisville.eduMr. Bernhagen NGMS Chief, DL Team 4- 8269 Raymond.Bernhagen@knox.army.milMr. Wilson NGMS Task Leader 4-4435 Bernard.Wilson@knox.army.milMr. Cooley NGMS Senior GA 4-6446 Sean.Cooley@knox.army.mil

19.0 To be used “as is”The learner, at times, will be required to read material or be referred to certain paragraphs in manuals, pamphlets, job aids, and training circulars. Each SCO must be self-contained and not have links to external sources. The links to references will reside on the LMS.

20.0 To be DevelopedVignettes will be developed throughout this courseware in two areas: Do and Show to increase learner comprehension. Vignettes are intended to bridge the gap between the OPORD or FRAGO and the intended learning activity. The vignette will provide updates to the scenario based on the essential elements of Mission, Enemy, Terrain, Troops Available, Time, and Civilians (METT-TC).

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21.0 Prototype LessonThe prototype lesson

Serves as an example of the application of all concepts and guidelines in the course design document.

Will be SCORM 1.2 conformant. Will be Lesson 3, Volume 1, Conduct Humanitarian Operations. Will give the total picture of what a course will look like when complete.

The goal is for the client to be able to accurately visualize the course, provide feedback on the look and feel, instructional strategy, and assessment strategy prior to development of the other lessons.

Note: See paragraph 6 (page 7) for delivery schedule of prototype.

22.0 Style22.1 Interface and functionality. The three volumes will use the existing content space for AC3-DL courseware and LMS interface. Reference documents (map extracts, job aids, operation orders, etc…) will be posted to the designated directory for the student to access via the LMS. Navigation in a lesson will be internally driven with the LMS controlling the navigation between lessons and volumes.

The pretest is graded at ELO level requiring the student to navigate only to those ELOs for which he has not demonstrated mastery knowledge. Mastery knowledge for the pretest is 100%. The LMS will track ELO performance on the pretest and prescribe which ELO the student must take. The student may navigate backwards through a lesson to check references, review concepts, or learn from the consequential feedback related to specific learning activities. This option is available even if the student “tested out” of an activity. In a constructivist learning environment, it is critical to allow the student access to multiple sources of information and alternate solutions.

The posttest results will be tracked and recorded by the LMS. Once the student receives the instructions for the volume graded performance event, the student will not reenter the LMS for the next volume until completion of the synchronous session.

A sharable content object (SCO) will be at TLO level. The following is a synopsis of the SCO breakdown of the courseware.

o Lesson SCO o Volume Performance Event SCO

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22.2 Interaction and Feedback.

The courseware will provide consequential and delayed feedback. Consequential feedback (dependent on the student’s action) will be provided to the student during the do portion of the lesson. Delayed feedback will be provided to the student for the posttests. Feedback for the pretest will only be the overall score (by ELO and TLO) with a referral to the appropriate ELO.

The courseware will provide the ability, but not limited to, for the student to “drag-and-drop (used for time, space, sequencing relation activities),” mouse-over”, select, sequence activities, and select the appropriate action activities. Instructions to the student will follow the verb listing contained in Style Guide 3. Particular attention will be paid to the consistency of the instructions (for example click versus hit, type versus enter, etc…. The instructions will differentiate mouse actions versus keyboard action. For a left mouse button action, the string select will be used (versus “press” or “click.”).

22.3 Acronyms. As a general rule, all acronyms will be defined on first use in each lesson. Refer to Appendix 4, AC3 ACRONYMS, for a complete listing. This tab will be a working document, updated by the training developer when a new acronym is added or a conflict with an existing acronym occurs. Maintaining consistency is the key for all the courseware.

22.4 Trouble Words. Appendix 5, Trouble words contains words that potentially could be misused in the courseware. Some of words in the list are historically words used inappropriately, and others are words that may present problems after review of the base doctrinal foundation manual. This is a working document, subject to change by the training developer. 22.5 Page Style. Refer to Appendix 6, PAGE STYLE, for examples of typical lesson pages. The prototype will be built following the general guidance identified in this style guide.

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References,ICWDD, April 14, 2004 Revision

Clark, R.C. & Mayer, R.E. (2003). e-learning and the Science of Instruction. San Francisco: Jossey-Bass, Pfeiffer.

Dick, W., Carey, L., & Carey, J.O. (2001). The Systematic Design of Instruction. 5th ed. New York: Addison, Wesley, Longman.

Duffy. T. & Jonassen, D.H. (ed) (1992). Constructivism and the Technology of Instruction. Mahwah, NJ: Lawrence Erlbaum Associates.Bednar, Cunningham, Duffy, Perry: Theory into practice: How do we link? Duffy and Jonassen; Constructivism: new implications for instructional technology.Perkins, D.N.; Technology meets constructivism: do they make a marriage?

Spiro, Reltovich, Jacobson, Coulson; Cognitive flexibility, constructivism and hypertext: random access instruction for advanced knowledge acquisition in ill- structured domains.

Duffy, T. & Orrill, C. (2004). Constructivism. In Kovalchick A., & Dawson, K. (eds.), Education and Technology: An Encyclopedia. Santa Barbara: ABC- CLIO.

Krumme, G. (2001) Major Categories in the Taxonomy of Educational Objectives: Using Bloom’s Taxonomy. Available online at http://faculty.washington.edu/krumme/guides/bloom.html Mahoney, M.J. (2002). What is Constructivism? Available online at http://www.constructivism123.com/What_Is/What_is_constructivism.htm

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