S2025_FY20_RRL_CC_F003_IMDP_EM.docx

INSTRUCTIONAL MEDIA DESIGN PACKAGE (IMDP) -- LESSON DESIGN STRATEGY (LDS) DOCUMENT FOR **SAILOR 2025 (S2025) FISCAL YEAR 2020 (FY20)** **READY RELEVANT LEARNING (RRL) CONTENT CONVERSION (CC)** **ELECTRICIAN'S MATE (EM) Courses** **CONTRACT N61340-12-D-7107, DELIVERY ORDER N6134020F0083** **CDRL F003** **VERSION: 1.0** **SECURITY CLASSIFICATION: FOR OFFICIAL USE ONLY (FOUO)** **PREPARED FOR:** NAWCTSDlogo **Naval Air Warfare Center Training Systems Division (NAWCTSD)** **12211 Science Drive, Orlando, FL 32826-3224** **PREPARED BY:** ![logo](media/image2.png) **Carley Corporation** **12802 Science Drive, Suite 300** **Orlando, FL 32826-3019** **28 SEPTEMBER 2020** DISTRIBUTION D. DISTRIBUTION AUTHORIZED TO DOD AND U.S. DOD CONTRACTORS ONLY; ADMINISTRATIVE OR OPERATIONAL USE, 24 JUL 2018. OTHER REQUESTS FOR THIS DOCUMENT SHALL BE REFERRED TO NAVAL AIR WARFARE CENTER TRAINING SYSTEMS DIVISION, 12211 SCIENCE DRIVE, ORLANDO, FL 32826-3275, READY RELEVANT LEARNING TRAINING SYSTEMS PROGRAM MANAGER. DESTRUCTION NOTICE - FOR CLASSIFIED DOCUMENTS, FOLLOW THE PROCEDURES IN DOD 5220.22-M, INDUSTRIAL SECURITY MANUAL, SECTION 11-19 OR DOD 5200.1-R, INFORMATION SECURITY PROGRAM REGULATION, CHAPTER IX. FOR UNCLASSIFIED, LIMITED DOCUMENTS, DESTROY BY ANY METHOD THAT WILL PREVENT DISCLOSURE OF CONTENTS OR RECONSTRUCTION OF THE DOCUMENT. preface {#preface.FrontMatterHeading} ------- This IMDP LDS Document was developed IAW the: - Contract Statement of Work (SOW) - Contract Data Requirements List (CDRL) F003 - Tailored Data Item Description (DID) DI-SESS-81520B - Department of Defense (DoD) Handbook - Training Data Products, Military Handbook (MIL-HDBK)-29612B - Instructional Systems Development/Systems Approach to Training and Education, MIL-HDBK-29612-2A Table 1 identifies the required sections of the CDRL and DID, the IMDP document section in which the items are covered, and the exceptions and justifications for excluding any required items. []{#_Ref48059819.anchor}Table 1: DID Table +-----------------------+-----------------------+-----------------------+ | **DID Section | **DID Section Title** | **IMDP -- LDS | | Number** | | Section** | +=======================+=======================+=======================+ | 2.2 | Summary description | 1.0 -- Summary | | | of training | Description of | | | | Training | +-----------------------+-----------------------+-----------------------+ | 2.2a | Training Program | 1.2 -- Training | | | title, identifier, | Program Title, | | | and version | Identifier, and | | | identifier | Version Identifier | +-----------------------+-----------------------+-----------------------+ | 2.2b | A brief description | 1.3 -- Description of | | | of the major topics | Major Topics | +-----------------------+-----------------------+-----------------------+ | 2.2c | Number of | 1.4 -- Instructional | | | instructional hours | Hours | | | training materials | | | | will be used | | +-----------------------+-----------------------+-----------------------+ | 2.2d | A listing of the | 1.5 -- Design, | | | methodologies | Development, | | | employed in the | Implementation, | | | design, development, | Evaluation, and | | | implementation, and | Presentation | | | presentation of the | Methodologies | | | training program | | +-----------------------+-----------------------+-----------------------+ | 2.2e | A listing of the | 1.6 -- List of | | | equipment being | Equipment Being | | | simulated in the | Simulated in the | | | training program | Training Program | +-----------------------+-----------------------+-----------------------+ | 2.2i | A description of the | 1.7 -- Description of | | | target audience to | Target Audience | | | include occupational | | | | specialty and skill | | | | level | | +-----------------------+-----------------------+-----------------------+ | 2.2k | Associated course(s) | 1.8 -- Associated | | | title and | Course Titles and | | | identification number | TEINs | +-----------------------+-----------------------+-----------------------+ | 2.3 | Courseware design | 2.0 -- Courseware | | | strategy | Design Strategy | +-----------------------+-----------------------+-----------------------+ | 2.3.2 | Course title and | 2.2 -- Course Title | | | description | and Description | +-----------------------+-----------------------+-----------------------+ | 2.3.3 | Course task data | 2.3 -- Course Task | | | | Data | +-----------------------+-----------------------+-----------------------+ | 2.3.3.1 | Specific tasks | 2.3.1 -- Specific | | | | Tasks | +-----------------------+-----------------------+-----------------------+ | 2.3.3.2 | Estimated time to | 2.3.2 -- Estimated | | | complete | Time to Complete | +-----------------------+-----------------------+-----------------------+ | 2.3.4 | References | 2.4 -- References | +-----------------------+-----------------------+-----------------------+ | 2.3.5 | Safety, hazard, or | 2.5 -- Safety, | | | environmental | Hazard, or | | | considerations | Environmental | | | | Considerations | +-----------------------+-----------------------+-----------------------+ | 2.3.7 | Test design strategy | 2.6 -- Test Design | | | | Strategy | +-----------------------+-----------------------+-----------------------+ | 2.3.9 | Course overview | 2.7 -- Course | | | | Overviews | +-----------------------+-----------------------+-----------------------+ | 2.3.10 | Course schedule | 2.8 -- Course | | | | Schedule | +-----------------------+-----------------------+-----------------------+ | 2.3.11 | Performance tracking | 2.9 -- Performance | | | control features for | Tracking Control | | | instructional media | Features for | | | | Instructional Media | +-----------------------+-----------------------+-----------------------+ | 2.3.12 | Course Structure | 2.10 -- Course | | | Format | Structure Format | +-----------------------+-----------------------+-----------------------+ | 2.4 | Lesson strategy | 3.0 -- Lesson | | | | Strategy | +-----------------------+-----------------------+-----------------------+ | 2.4.1 | Organization and | 3.2 -- Organization | | | format | and Format of LDS | | | | Documents | +-----------------------+-----------------------+-----------------------+ | 2.4.1a | A reference number, a | Table 11/Figure 5 -- | | | unit number, and | TEIN, Course Number, | | | lesson number | Module Number, Lesson | | | referenced from the | Number, and Section | | | syllabus | Number | +-----------------------+-----------------------+-----------------------+ | 2.4.1b | A short title | Table 11/Figure 5 -- | | | description of the | Section Title | | | subject to be covered | | +-----------------------+-----------------------+-----------------------+ | 2.4.1c | A description of the | Table 13/Figure 7 -- | | | media for each lesson | Delivery Media Types | | | | and Media Notes | +-----------------------+-----------------------+-----------------------+ | 2.4.1d | A list of Learning | 3.3 -- LOs | | | Objectives (LOs) | | | | covered by each | | | | medium | | +-----------------------+-----------------------+-----------------------+ | 2.4.2 | Learning objectives | 3.3 -- LOs | +-----------------------+-----------------------+-----------------------+ | 2.4.3 | Unit and lesson maps | 3.4 -- Module and | | | | Lesson Maps | +-----------------------+-----------------------+-----------------------+ | 2.4.5 | Test items | 3.5 -- Test Items | +-----------------------+-----------------------+-----------------------+ | 2.4.8 | Instructional media | 3.6 -- Instructional | | | resource requirements | Media Resource | | | | Requirements | | | Estimate of the | | | | visual and audio | | | | resources needed to | | | | support:... | | +-----------------------+-----------------------+-----------------------+ | 2.4.8a(1) |...Existing and new | 3.6.1 -- Existing and | | | resource footage | New Resource Footage | +-----------------------+-----------------------+-----------------------+ | 2.4.8a(2) |...Support | 3.6.2 -- Support | | | requirements | Requirements | +-----------------------+-----------------------+-----------------------+ | 2.4.8a(6) |...Special equipment | 3.6.3 -- Special | | | | Equipment | +-----------------------+-----------------------+-----------------------+ | 2.4.8a(9) |...Animation | 3.6.4 -- Animation | | | rationale, source, | Rationale, Source, | | | and extent of usage | and Extent of Usage | +-----------------------+-----------------------+-----------------------+ | 2.4.8b | A list of the | 3.6.5 -- Materials to | | | material to be | Be Presented | | | presented during the | | | | course | | +-----------------------+-----------------------+-----------------------+ | 2.4.8c | A list of any | 3.6.6 -- Adjunctive | | | adjunctive materials | Materials Required | | | required to support | | | | the course | | +-----------------------+-----------------------+-----------------------+ | 2.5 | Courseware logic flow | 3.7 -- Courseware | | | diagrams | Logic Flow Diagrams | +-----------------------+-----------------------+-----------------------+ | 2.5a | All blocks of | 3.7 -- Courseware | | | instruction and | Logic Flow Diagrams | | | decision points | (indicated as | | | | rectangles and | | | | diamonds in the flow | | | | diagrams) | +-----------------------+-----------------------+-----------------------+ | 2.5b | All program paths or | 3.7 -- Courseware | | | branches | Logic Flow Diagrams | | | | (indicated as lines | | | | between shapes in the | | | | flow diagrams) | +-----------------------+-----------------------+-----------------------+ | 2.5c | Video, graphics, and | 3.7 -- Courseware | | | text frames with | Logic Flow Diagrams | | | reference and | (indicated as Section | | | sequence numbers | Content and listed in | | | | the LDS Document | | | | attachments for | | | | further refinement | | | | during storyboarding) | +-----------------------+-----------------------+-----------------------+ | 2.5d | Audio, still frame, | 3.7 -- Courseware | | | and other audio | Logic Flow Diagrams | | | configurations with | (indicated as Section | | | reference and | Content and listed in | | | sequence numbers | the LDS Document | | | | attachments for | | | | further refinement | | | | during storyboarding) | +-----------------------+-----------------------+-----------------------+ | 2.5e | Performance decision | 3.7 -- Courseware | | | notes | Logic Flow Diagrams | | | | (indicated as lines | | | | from diamonds) | +-----------------------+-----------------------+-----------------------+ | 2.5g | A legend identifying | 3.7 -- Courseware | | | key symbols that | Logic Flow Diagrams | | | connect elements of | (labels in each | | | the flow diagram | diagram shape) | +-----------------------+-----------------------+-----------------------+ Revision History {#revision-history.FrontMatterHeading} ---------------- **Revision** **Revision Description** **Approval Date** **Approval Signature** -------------- -------------------------- ------------------- ------------------------ V 1.0 Initial document release Definitions {#definitions.FrontMatterHeading} ----------- **Acronym/Abbreviation** **Meaning** -------------------------- ------------------------------------------------------------------------------------- 2D Two-Dimensional 3D Three-Dimensional ADL Advanced Distributed Learning AGR AICC Guidelines and Recommendations AICC Aviation Industry CBT Committee AIM Authoring Instructional Materials ATT Advanced Technical Training BECC Basic Engineering Common Core CC Content Conversion CDF Criticality, Difficulty, Frequency CDRL Contract Data Requirements List CeTARS Corporate Enterprise and Training Activity Resource System CFR Code of Federal Regulations CHaRMS Content Hosting and Report Management Service CMI Computer Managed Instruction CMS Content Master Schedule CND Computer Network Defense COI Course Outline of Instruction CPM Content Planning Module CTTL Course Training Task List DIACAP Department of Defense Information Assurance Certification and Accreditation Process DID Data Item Description DoD Department of Defense DP Discussion Point ELO Enabling Learning Objective EM Electrician's Mate EPACT Engineering Professional Apprenticeship Career Track FAQ Frequently Asked Questions FOUO For Official Use Only FRD Functional Requirements Document FY20 Fiscal Year 2020 GFI Government Furnished Information HTML Hypertext Markup Language IA Information Assurance ICW Interactive Courseware ID Identification ID Instructional Designer IETM Interactive Electronic Technical Manual IFIT Instructor Facilitated Interactive Training IG Instructor Guide ILE Integrated Learning Environment IMDP Instructional Media Design Package IMP Instructional Media Package IMS Integrated Master Schedule IPT Integrated Product Team ISD Instructional Systems Design ITAR International Traffic in Arms Regulations IVV Initial Voltage Verification JDTA Job, Duty, Task Analysis KC **Knowledge Capture** KPL **Knowledge Proficiency Level** KSA **Knowledge, Skills, and Attitudes** LDS Lesson Design Strategy LMS Learning Management System LO Learning Objective LOI Level of Interactivity LOM Learning Object Module LP Lesson Plan MFA Media and Fidelity Analysis MIL-HDBK Military Handbook NAVEDTRA Naval Education and Training NAWCTSD Naval Air Warfare Center Training Systems Division NeL Navy e-Learning NETC Naval Education and Training Center NMCI Navy Marine Corps Intranet NSA National Security Agency OPM Office of Personnel Management OSHS Occupational Safety and Health Standards OSL On-Screen Lesson PMS Preventative Maintenance System PS Performance Support QTI Question & Test Interoperability RDA Rating Domain Analysis RRL Ready Relevant Learning RRL Resource Requirements List RTE Runtime Environment RTVM Requirements Traceability and Verification Matrix S2025 Sailor 2025 SCO Sharable Content Object SCORM Sharable Content Object Reference Model SDIT Self-Directed Interactive Training SG Student Guide SME Subject Matter Expert SOJT Structured On the Job Training SOW Statement of Work SPL Skill Proficiency Level SSB Script/Storyboard TCCD Training Course Control Document TCSD Training Conduct Support Document TEIN Training Event Identification Number TG Trainee Guide TLO Terminal Learning Objective TM Technical Manuals TPP Training Project Plan TPSD Training Program Structure Document TSSD Training System Support Document TTT Time-to-Train US United States VDI Virtual Desktop Infrastructure Table of contents {#table-of-contents.FrontMatterHeading} ----------------- [1.0 Summary Description of Training 1](#summary-description-of-training) [1.1 Introduction 1](#introduction) [1.2 Training Program Title, Identifier, and Version Identifier 1](#training-program-title-identifier-and-version-identifier) [1.3 Description of Major Topics 1](#description-of-major-topics) [1.4 Instructional Hours 1](#instructional-hours) [1.5 Design, Development, Implementation, Evaluation, and Presentation Methodologies 1](#_Toc51949230) [1.6 List of Equipment Being Simulated in the Training Program 1](#list-of-equipment-being-simulated-in-the-training-program) [1.7 Description of Target Audience 1](#description-of-target-audience) [1.8 Associated Course Titles and TEINs 1](#associated-course-titles-and-teins) [2.0 Courseware Design Strategy 1](#courseware-design-strategy) [2.1 Introduction 1](#introduction-1) [2.1.1 Overall Approach to the Courseware 1](#overall-approach-to-the-courseware) [2.1.2 Instructional Strategies 1](#instructional-strategies) [2.1.3 Over-Teaching 1](#over-teaching) [2.1.4 Integrated and Isolated Practices 1](#integrated-and-isolated-practices) [2.1.5 Front Loading 1](#front-loading) [2.1.6 Prerequisite Skills 1](#prerequisite-skills) [2.1.7 Media Features 1](#media-features) [2.1.8 Branching Strategies 1](#branching-strategies) [2.1.9 Learning Events 1](#learning-events) [2.1.10 Drill and Practice 1](#drill-and-practice) [2.1.11 Degree of Simulation 1](#degree-of-simulation) [2.1.12 Frequency of Testing 1](#frequency-of-testing) [2.2 Course Title and Description 1](#course-title-and-description) [2.3 Course Task Data 1](#course-task-data) [2.3.1 Specific Tasks 1](#specific-tasks) [2.3.2 Estimated Time to Complete 1](#estimated-time-to-complete) [2.4 References 1](#references) [2.4.1 Course References 1](#course-references) [2.4.2 Courseware Design References 1](#courseware-design-references) [2.5 Safety, Hazard, or Environmental Considerations 1](#safety-hazard-or-environmental-considerations) [2.6 Test Design Strategy 1](#test-design-strategy) [2.7 Course Overviews 1](#course-overviews) [2.7.1 Overview of EM Course 1.0 1](#overview-of-em-course-1.0) [2.7.2 Overview of EM Course 2.0 1](#overview-of-em-course-2.0) [2.7.3 Overview of EM Course 3.0 1](#overview-of-em-course-3.0) [2.8 Course Schedule 1](#course-schedule) [2.9 Performance Tracking Control Features for Instructional Media 1](#performance-tracking-control-features-for-instructional-media) [2.10 Course Structure Format 1](#course-structure-format) [2.10.1 Sequencing and Navigation 1](#sequencing-and-navigation) [2.10.2 Metadata 1](#metadata) [2.10.3 Objectives 1](#objectives) [2.10.4 Completion Status 1](#completion-status) [2.10.5 Success Status 1](#success-status) [3.0 Lesson Strategy 1](#lesson-strategy) [3.1 Introduction 1](#introduction-2) [3.2 Organization and Format of LDS Documents 1](#organization-and-format-of-lds-documents) [3.3 LOs 1](#los) [3.4 Module and Lesson Maps 1](#module-and-lesson-maps) [3.4.1 Module and Lesson Maps for EM Course 1.0 1](#module-and-lesson-maps-for-em-course-1.0) [3.4.2 Module and Lesson Maps for EM Course 2.0 1](#module-and-lesson-maps-for-em-course-2.0) [3.4.3 Module and Lesson Maps for EM Course 3.0 1](#module-and-lesson-maps-for-em-course-3.0) [3.5 Test Items 1](#test-items) [3.5.1 Test Types 1](#test-types) [3.5.2 Question Types 1](#question-types) [3.5.3 Job Sheets and Performance Checklists 1](#job-sheets-and-performance-checklists) [3.6 Instructional Media Resource Requirements 1](#instructional-media-resource-requirements) [3.6.1 Existing and New Resource Footage 1](#existing-and-new-resource-footage) [3.6.2 Support Requirements 1](#support-requirements) [3.6.3 Special Equipment 1](#special-equipment) [3.6.4 Animation Rationale, Source, and Extent of Usage 1](#animation-rationale-source-and-extent-of-usage) [3.6.5 Materials to Be Presented 1](#materials-to-be-presented) [3.6.6 Adjunctive Materials Required 1](#adjunctive-materials-required) [3.7 Courseware Logic Flow Diagrams 1](#courseware-logic-flow-diagrams) [Appendix A: LDS Document Attachments A-1](#lds-document-attachments) List of Figures {#list-of-figures.FrontMatterHeading} --------------- {#section.FrontMatterHeading} [Figure 1: EM Initial Skills Training A School Courses 1](#_Ref48644281) [Figure 2: EM Course 1.0 -- Course Map 1](#_Ref48732243) [Figure 3: EM Course 2.0 -- Course Map 1](#_Ref48916103) [Figure 4: EM Course 3.0 -- Course Map 1](#_Ref48915990) [Figure 5: LDS Document Template -- Page 1 1](#_Ref51749093) [Figure 6: LDS Document Template -- Page 2 1](#_Ref48164604) [Figure 7: LDS Document Template -- Page 3 1](#_Ref48165385) [Figure 8: LDS Document Template -- Page 4 1](#_Ref48165367) [Figure 9: LDS Document Template -- Page 5 1](#_Ref48165349) [Figure 10: EM Course 1.0 -- Module 1.1 Map 1](#_Ref48577785) [Figure 11: EM Course 1.0 -- Module 1.2 Map 1](#_Toc51949300) [Figure 12: EM Course 1.0 -- Module 1.3 Map 1](#_Toc51949301) [Figure 13: EM Course 1.0 -- Module 1.4 Map 1](#_Toc51949302) [Figure 14: EM Course 1.0 -- Module 1.5 Map 1](#_Toc51949303) [Figure 15: EM Course 1.0 -- Module 1.6 Map 1](#_Toc51949304) [Figure 16: EM Course 1.0 -- Module 1.7 Map 1](#_Toc51949305) [Figure 17: EM Course 1.0 -- Module 1.8 Map 1](#_Ref51943744) [Figure 18: EM Course 2.0 -- Module 2.1 Map 1](#_Ref49262223) [Figure 19: EM Course 2.0 -- Module 2.2 Map 1](#_Toc51949308) [Figure 20: EM Course 2.0 -- Module 2.3 Map 1](#_Ref51943822) [Figure 21: EM Course 3.0 -- Module 3.1 Map 1](#_Ref51943932) [Figure 22: Sample ICW 2 Lesson Menu in LMS 1](#_Ref49261230) [Figure 23: Sample Flow of ICW 2 Section 1](#_Ref49261239) List of Tables {#list-of-tables.FrontMatterHeading} -------------- {#section-1.FrontMatterHeading} [Table 1: DID Table i](#_Ref48059819) [Table 2: Major Topics by Course in the EM Initial Skills Training A School 1](#_Ref47971817) [Table 3: EM Initial Skills Training A School Instructional Hours 1](#_Ref47972059) [Table 4: Course Titles and TEINs 1](#_Ref48041605) [Table 5: Instructional Strategy Descriptions 1](#_Ref51941289) [Table 6: Course Titles, TEINs, and Course Descriptions 1](#_Ref48162027) [Table 7: Courseware Design References 1](#_Ref48059829) [Table 8: EM Course 1.0 Module and Lesson Breakdown 1](#_Ref48061981) [Table 9: EM Course 2.0 Module and Lesson Breakdown 1](#_Ref48916134) [Table 10: EM Course 3.0 Module and Lesson Breakdown 1](#_Ref48915924) [Table 11: LDS Document Template Field Descriptions -- Page 1 1](#_Ref51749070) [Table 12: LDS Document Template Field Descriptions -- Page 2 1](#_Ref48165295) [Table 13: LDS Document Template Field Descriptions -- Page 3 1](#_Ref51749222) [Table 14: LDS Document Template Field Descriptions -- Page 4 1](#_Ref48165326) [Table 15: LDS Document Template Field Descriptions -- Page 5 1](#_Ref48165328) List of Embedded Files {#list-of-embedded-files.FrontMatterHeading} ---------------------- [Embedded File 1: EM Initial Skills Training A School Course Structure Matrix 1](#_Toc51949328) executive Summary {#executive-summary.FrontMatterHeading} ----------------- This IMDP (DI-SESS-81520B) is the product of a detailed curriculum design based on an analysis that was performed and/or commissioned by NAWCTSD. The purpose of this analysis was to align the curriculum of the EM Initial Skills Training A School with the requirements of the United States (US) Navy's S2025 FY20 RRL CC initiative. Using the resulting Functional Requirements Document (FRD), which was provided as Government Furnished Information (GFI), and after evaluating existing courseware components for media reuse, the S2025 FY20 RRL CC project team of experienced Instructional Designers (IDs) developed LDS Documents. This IMDP and the LDS Document attachments demonstrate the design intent for each module, lesson, and section within the EM Initial Skills Training A School, and describe how the courseware will achieve the intended learning outcomes. The courseware design strategy provides course task data and references; safety, hazard, and environmental considerations; test design strategy; course schedule; and performance tracking. Defining these elements ensures uniformity throughout all courseware created for this effort. The design strategy recommended for this development uses a combination of proven Instructional Systems Design (ISD) strategies and processes, lesson structure guidelines defined in Naval Education and Training (NAVEDTRA) 136, and the Naval Education and Training Command (NETC) Integrated Learning Environment (ILE) Course Development and Life-Cycle Maintenance Manual. The flow diagrams contained in this document illustrate the sequence of instruction for these courses. Summary Description of Training =============================== Introduction ------------ This section provides a brief description of the training materials that will be developed for the Electrician's Mate (EM) Initial Skills Training A School. It includes the training program title, identifier, and version identifier; a description of the major topics; the number of instructional hours; the methodologies employed in the design, development, implementation, evaluation, and presentation of the training program; a list of equipment being simulated; a description of the target audience; and the associated course titles and Training Event Identification Numbers (TEINs). The EM Initial Skills Training A School courses offer apprentice-level skills training for the EM rating. Training will provide EMs in pay grades E1--E4 the knowledge and skills required to operate, troubleshoot, and perform organizational-level corrective maintenance on shipboard electrical and electronic systems. The skills acquired will be used, under supervision, onboard Naval vessels for all conditions of readiness. The training will include classroom and laboratory practice with emphasis on technical procedures, symptom recognition, and troubleshooting on shipboard electrical systems. Additional EM responsibilities include the following: - Installing power and lighting circuits - Repairing distribution circuits - Running wiring for lights and other equipment - Maintaining operating efficiency of distribution panels, switches, switchboards, controllers, voltage regulators, current transformers, and voltage transformers - Maintaining operating efficiency of electric motors - Repairing electrical equipment and appliances - Installing and maintaining storage batteries - Inspecting, maintaining, testing, and repairing electric power equipment - Maintaining and repairing shipboard elevator systems - Interpreting electrical sketches, diagrams, and blueprints - Maintaining and repairing various propulsion and auxiliary control consoles - Connecting electric power machinery and electric power equipment There are three courses in the EM Initial Skills Training A School as shown in Figure 1. []{#_Ref48644281.anchor}Figure 1: EM Initial Skills Training A School Courses Training Program Title, Identifier, and Version Identifier ---------------------------------------------------------- This Instructional Media Design Package (IMDP) describes development for the following: - Program: Sailor 2025 (S2025) Fiscal Year 2020 (FY20) Ready Relevant Learning (RRL) Content Conversion (CC) - Identifier: EM Initial Skills Training A School - Version Identifier: 1.0 Description of Major Topics --------------------------- The EM Initial Skills Training A School contains three courses of instruction. The major topics are described in Table 2. []{#_Ref47971817.anchor}Table 2: Major Topics by Course in the EM Initial Skills Training A School +-----------------------+-----------------------+-----------------------+ | Course Number | Course Title | Major Topics | +=======================+=======================+=======================+ | 1.0 | EM Course 1.0 | - Automatic Bus | | | | Transfer (ABT) | | | | switches | | | | | | | | - Motor controller | | | | troubleshooting | | | | | | | | - Commissary | | | | equipment | | | | | | | | - Small Craft | | | | Systems | | | | | | | | - Degaussing | | | | | | | | - Visual landing | | | | aids | | | | | | | | - Navigation and | | | | Signal Lighting | | | | System | | | | | | | | - Flight deck | | | | lighting | +-----------------------+-----------------------+-----------------------+ | 2.0 | EM Course 2.0 | - Motor controller | | | | | | | | - Electrical | | | | equipment | | | | | | | | - Flight Deck | | | | Lighting System | +-----------------------+-----------------------+-----------------------+ | 3.0 | EM Course 3.0 | - Tag-out safety | | | | procedures | +-----------------------+-----------------------+-----------------------+ Instructional Hours ------------------- The instructional hours are listed in Table 3 by course and RRL training strategy. Within each training strategy, hours are broken down by Interactive Courseware (ICW) Level of Interactivity (LOI). Training strategies in these courses include Instructor Facilitated Interactive Training (IFIT), Self-Directed Interactive Training (SDIT), Performance Support (PS), and Structured On the Job Training (SOJT). The planned instructional hours for this training path are per the Functional Requirements Document (FRD) data that was provided as Government Furnished Information (GFI) for this rating and reflect updates from workshop discussions as applicable. Per the FRD Assumptions, if the hardware or equipment is existing and useable, it will be leveraged. If the hardware or equipment is not existing or not useable and cannot be modified to satisfy the effort, IFIT ICW 2 will be created. For simplicity, IFIT ICW 4 with Hardware and IFIT Actual Equipment hours are grouped under IFIT Actual Equip. in the following table. Additionally, if instructional hours are assigned to multiple training strategies, the hours are duplicated for each of those training strategies and added to the total hours. []{#_Ref47972059.anchor}Table 3: EM Initial Skills Training A School Instructional Hours Course IFIT SDIT PS SOJT Total Hrs ICW 1 ICW 2 ICW 3 ICW 4 Actual Equip. ICW 2 ICW 3 ICW 4 Actual Equip. EM Course 1.0 1 11.75 1 31.75 14.25 20 0 0 1 0 80.75 EM Course 2.0 0 0 0 0 0 0 0 0 0 4.25 4.25 EM Course 3.0 0 2 0 0 0 0 0 0 1 0 3 Total Hrs by Media 1 13.75 1 31.75 14.25 20 0 0 2 4.25 88 Design, Development, Implementation, Evaluation, and Presentation Methodologies ------------------------------------------------------------------------------- The methodologies employed in the design, development, implementation, evaluation, and presentation of the training program are as follows: - Design: - Develop the S2025 FY20 RRL CC Style Guide, which identifies the nomenclature, question types to be used for the assessment strategies, and conventions incorporated during the design, development, implementation, evaluation, testing, and deployment of the courseware to ensure consistency across products. - Develop the Lesson Design Strategy (LDS) Documents, which describe the assessment design strategy, courseware overview, performance tracking controls, integrated course schedule, and course structure format, as well as Terminal Learning Objectives (TLOs) per lesson, Enabling Learning Objectives (ELOs) per section, proposed content, and preliminary instructional strategies. - Develop the model products for IFIT, SDIT, and SOJT. - Develop the Training Project Plan (TPP), which includes data supporting the development of course-related data. - Development: - Develop the Instructional Media Package (IMP) for all ICW, and job sheets for the training devices, including: - Script/Storyboards (SSBs) - On-Screen Lessons (OSLs) - Instructional Media Source Files - Final Courseware Files Delivery - Develop the Test Package, which provides all trainee assessment items for the academic events. - Develop the Training Conduct Support Document (TCSD) (Instructor-Led Curriculum Package), which provides the Instructor Guides (IGs)/Lesson Plans (LPs), Instructor Training Handouts and Presentation Materials, and a Student Guide (SG)/Trainee Guide (TG) for the instructors delivering and the trainees attending the course. - Develop the Training Program Structure Document (TPSD) and the Training Course Control Document (TCCD), which include the training control data, training planning data, and training course data. - Implementation: - Develop the Training System Support Document (TSSD), which provides guidance for using the courseware and procedures for life cycle maintenance. - Submit Sharable Content Object Reference Model (SCORM)-conformant ICW packages to the Government's Navy e-Learning (NeL) Learning Management System (LMS). - Evaluation: - Conduct functionality testing to ensure SCORM 2004 4th Edition conformance. - Support the Government's pilot of the course by providing all courseware materials to the Government, in final format, and documenting potential changes. - Update the course materials based on the agreed-to changes identified during the pilot. - Presentation: - Existing and new PS - ICW 1 - ICW 2 - ICW 3 - ICW 4 - Job sheets for use with Actual Equipment - SOJT List of Equipment Being Simulated in the Training Program --------------------------------------------------------- New equipment to be simulated is identified in the Requirements Traceability and Verification Matrix (RTVM) (Contract Data Requirements List \[CDRL\] A002). In addition, the LDS Documents data (attachments) notes this for each section in the Simulated Equipment field. Description of Target Audience ------------------------------ The target audience for the EM Initial Skills Training A School are EMs. EMs are responsible for the operation of a ship's electrical power generation systems, lighting systems, electrical equipment, and electrical appliances. EM duties include the installation, operation, adjustment, routine maintenance, inspection, testing, and repair of electrical equipment. EMs also maintain and repair related electronic equipment. Prior to taking the EM Initial Skills Training A School courses, trainees should be EM pay grades E1--E4. No clearance is required. Trainees should have completed the following pre-A School courses: - Course A-651-1111 (Engineering Professional Apprenticeship Career Track \[EPACT\] Block 0) - Course A-651-0011 (Basic Engineering Common Core \[BECC\] Advanced) - Course A-100-0102 (EM Advanced Technical Training \[ATT\]) **NOTE:** The courses listed above may receive new course identification numbers and titles due to the S2025 RRL initiative and other course development efforts. Associated Course Titles and TEINs ---------------------------------- Table 4 lists the course titles and TEINs associated with this training path development. []{#_Ref48041605.anchor}Table 4: Course Titles and TEINs **Course Title** **TEIN** ------------------ ----------- EM Course 1.0 U-EM-1000 EM Course 2.0 U-EM-1001 EM Course 3.0 U-EM-1002 {#section-2.ListParagraph} Courseware Design Strategy ========================== Introduction ------------ This section describes the strategies that will be used to design and develop the courses in the EM Initial Skills Training A School. ### Overall Approach to the Courseware The EM Initial Skills Training A School courses offer apprentice-level skills training for the EM rating. The training will provide EMs in pay grades E1--E4 the knowledge and skills required to operate, troubleshoot, and perform organizational-level corrective maintenance on shipboard electrical and electronic systems. The training will include classroom and laboratory practice with emphasis on technical procedures, symptom recognition, and troubleshooting on shipboard electrical systems. These courses consist of a blend of IFIT ICW 1--4, SDIT ICW 2, and the use of actual equipment with an instructor, as prescribed in the Government-provided FRD. The instructional components will be implemented as instructor-facilitated or self-directed, and will allow trainees to learn the cognitive knowledge they need to perform psychomotor skills while referencing technical documentation. Trainees will have the opportunity to practice and perform those psychomotor skills using ICW 4 and actual equipment with an instructor. The content of the courseware is based on: - The results of the Knowledge Capture (KC), Rating Domain Analysis (RDA), and Media and Fidelity Analysis (MFA) that were conducted by Naval Air Warfare Center Training Systems Division (NAWCTSD) and provided in the FRD as GFI - Research by Contractor Instructional Designers (IDs) and Contractor Subject Matter Experts (SMEs) to identify, synthesize, and validate content in support of the Learning Objectives (LOs) from Technical Manuals (TMs) The courses begin with a basic introduction to the knowledge and skills required to understand, operate, troubleshoot, and perform organizational-level corrective maintenance on shipboard electrical and electronic systems. A variety of design strategies (identified in the LDS Documents) will be implemented in the courseware to ensure instructional content is presented in an appropriate manner and at appropriate times to reinforce learning. These strategies will allow for information to build on previously learned information so that trainees are adequately prepared to use the acquired skills, under supervision, onboard Naval vessels for all conditions of readiness. ### Instructional Strategies Carley Corporation applies instructional strategies to encourage and engage trainees. To ensure this occurs, Carley IDs select and employ instructional strategies that are consistent with the following: - LO (verb, content type, and applications level) - Available existing media where possible (e.g., GFI and KC resources) - Job task environment - Type of human interaction involved - Trainee's level of experience - Media analysis results per the FRD - Expected job performance (e.g., completing tasks as individual or collective, with resources) - Instructional strategies used in prior LOs Table 5 contains a list of instructional strategies Carley IDs may employ within the lessons and the sections. To ensure maximum use of engaging strategies, one or more instructional strategies are chosen for each ELO. []{#_Ref51941289.anchor}Table 5: Instructional Strategy Descriptions **Instructional Strategy** **Description** --------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Adaptive Remediation Adaptive Remediation uses evaluations in real time to identify a trainee's weaknesses and then prescribes remediation for those skills that have not been mastered, also in real time. Immediate feedback and information are provided that are specific to the trainee's needs and target specific mistakes and misconceptions. Adaptive Training Adaptive Training involves interventions whose content can be tailored to an individual learner's aptitudes, learning preferences, or styles prior to training and that can be adjusted, either in real time or at the end of a training session, to reflect the learner's on-task performance. Coaching Coaching guides the trainee through real-world training tasks by explicitly modeling appropriate cognitive processing, providing hints and feedback, and assisting when the trainee is unable to complete parts of the task on their own. Demonstration and Performance Demonstration and Performance is a commonly used instructional strategy for presenting procedural knowledge and skills, followed by guided practice and unguided practice whenever possible and safe to do so. It is also used without practice if major elements of the content are common to other skills, or the task, subtask, or step is not complex. Drill and Practice Drill and Practice is a commonly used instructional strategy for procedural knowledge and skills. Drill and Practice enables the trainee to apply knowledge or perform skills repeatedly until mastered, which is intended to enhance retention and memorization through repeated exposure. It is also suitable for principles to provide a variety of context to apply guidelines and for procedures that need to be memorized, such as emergency procedures. Game-Based Learning Game-Based Learning is the use of gameplay to meet the learning outcome by integrating a story, play, or game mixed with live and/or virtual experience design elements. This strategy focuses on the trainee's creativity, imagination, and emotions to stimulate critical thinking and innovative problem solving. Instructional Simulation Instructional Simulation uses a virtual environment that includes instructional elements to help them explore, navigate, manipulate objects, and obtain more information about a particular system or environment. This is an active form of experiential learning that allows the trainee to learn safely through a hands-on, simulated experience. Mentoring Mentoring is a strategy that introduces a mentoring relationship between a virtual expert and the trainee. A mentor character is incorporated throughout the learning event as a means to present important concepts, provide real-life examples, review work, offer feedback, and guide the trainee's progress. Micro Learning Micro Learning involves very short, bite-sized lessons or courses (normally measured in minutes), that cover a single, focused objective that is highly targeted to meet a specific learning outcome. Typically designed in rich media formats, a learner-centric approach provides just-in-time training. Micro Learning segments can easily be accessed, quickly completed, and effortlessly applied. Presentation Presentation is traditional classroom instruction where an instructor presents the content in a linear fashion and the trainee is often in a passive, non-interactive mode. Scenario-Based/Problem-Based Learning Scenario-Based or Problem-Based Learning requires the trainee to identify and analyze the problem, identify decision criteria, develop multiple solutions, and select the optimal solution most applicable to the learning objective (LO). Thematic Storytelling Thematic Storytelling involves designing a lesson or course around the context of a meaningful story with character(s), a plot, and setting elements to engage the trainee. Stories can be limited or overarching throughout the learning event, but should present the trainee with realistic scenarios that are both relevant and authentic. The LOs should align with the underlying theme and morale of the story presented. Tutorial Tutorial requires the trainee to directly interact with the content, followed by logical points to check comprehension and provide thought-provoking stimuli. This is a strategy primarily used to present knowledge, facts, concepts, and principles. Information is presented using graphics or text. ### Over-Teaching Traditionally, per Military Handbook (MIL-HDBK)-29612-2A and the Criticality, Difficulty, Frequency (CDF) Model of training task analysis, training tasks that require over-teaching (or over-training) are those that are difficult to perform, critical, and moderately or infrequently performed. With guidance from Contractor SMEs regarding these attributes, a combination of several instructional strategies are selected for sections that would benefit from over-teaching. ### Integrated and Isolated Practices The courseware will include opportunities for both integrated and isolated practices to allow scaffolding of more complex skills. Embedded scenario-based examples, practice exercises, and knowledge checks will be presented throughout. The isolated practices will focus on individual steps or supporting knowledge and skills. The integrated practices allow trainees to assess their knowledge and increase skill application as they progress through training before completing formal assessments. The extent of integration and isolation will depend on the instructional strategies selected for each objective and the Government-prescribed training strategy (e.g., IFIT, SOJT, or SDIT). During IFIT and some SOJT, instructors (or Training Officers) will control any scenario-based examples, practice exercises, and knowledge checks presented. For scenario-based examples and practice exercises, the instructor can facilitate a class discussion that allows the trainees to address the situations presented in the scenarios or practice the concepts being taught. For knowledge checks, the instructor can facilitate the questions and display the correct answers for the questions. During SDIT and some SOJT, trainees will have control of the embedded scenario-based examples, practice exercises, and knowledge checks. The scenario-based examples and practice exercises may require trainees to answer questions about the scenario or practice procedures. The knowledge checks will allow trainees to answer questions about the content presented up to that point in the lesson, receive feedback and remediation based on their answers, and gauge their progress through the content. ### Front Loading Front loading refers to anticipating an area where difficulty may occur and covering that knowledge, skill, or ability before teaching a more complex concept or skill. Specifically, for concepts, this refers to teaching foundational facts first so trainees can connect subsequent facts to what they already know. The content outlines in the LDS Document attachments will identify the sequence of content presentation in each section with consideration for front loading where applicable. ### Prerequisite Skills For the S2025 FY20 RRL CC effort, the training path and objectives are prescribed in the Government-provided FRD. Analysis materials provided do not include prerequisite knowledge, skills, and abilities or training task data. Based on SME input and a review of course materials, trainees are anticipated to have the following prerequisite skills before beginning this training path: - Basic test equipment operation - Troubleshooting techniques - Six-step troubleshooting ATT process - Initial Voltage Verification (IVV) ### Media Features Media features such as photos, graphics, animations, simulations, videos, and audio will be used throughout the instructional components that will be developed to support the courseware. Preliminary media features are listed in each LDS Document and will be further refined during storyboarding. ### Branching Strategies Branching strategies are applied to ICW 1--4. The types of branching strategies used include the following: - Sequential branching -- requires trainees to respond correctly to the material before they can proceed to further sections in the content - Situational branching -- permits instruction along alternative paths, depending on trainee responses - Matrix branching -- permits routing trainees through the remediation appropriate for their own needs ### Learning Events Trainees going through the courseware will begin their training in the classroom and progress to knowledge application in the lab. Classroom learning events will be facilitated using a blended learning solution that consists of ICW facilitated by the instructor and/or self-directed ICW. The instructor will address the main Discussion Points (DPs) about a particular content area, such as theory of operation of a system or component location and identification. ### Drill and Practice Drill and practice consists of exercises where trainees are presented information, are provided the opportunity to practice the information, and then are assessed on comprehension. The cycle repeats until the information is mastered. The number of cycles required and ratio of how many practices are provided before each skill is assessed depending on whether the skill is a procedure or principle and how much memorization is required. Additional iterations help build rote and muscle memory. Additional iterations also provide diverse situations for applying the guidelines needed for mastering a principle. Where drill and practice is an appropriate instructional strategy, it will be noted in the LDS Document data for that section and objective. ### Degree of Simulation The ABT system, motor controller, commissary equipment, small craft electrical systems, degaussing system, and various types of lighting systems will be simulated throughout the courseware, including in the labs. Simulated systems and equipment will be included in ICW 2 as Two-Dimensional (2D) and Three-Dimensional (3D) graphics, rendered from 3D models. Those graphics may be used to animate the systems and components, as instructionally necessary. The 3D models will be used extensively for ICW 3 and ICW 4 to provide high-fidelity graphics and animations of the simulated systems. Refer also to Section 1.6. ### Frequency of Testing Informal testing in the form of knowledge checks will be interspersed within the instruction. Formal testing will be entered in the Course Master Schedule (CMS) after one or more modules of instruction are completed. Testing information will be detailed in the Test Package (CDRL F008). Course Title and Description ---------------------------- Table 6 lists the course titles and TEIN identifiers for the EM Initial Skills Training A School courses, as well as the course descriptions. []{#_Ref48162027.anchor}Table 6: Course Titles, TEINs, and Course Descriptions **Course Title** **TEIN** **Course Description** ------------------ ----------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- EM Course 1.0 U-EM-1000 This course begins with performance of ABT Preventative Maintenance System (PMS) Checks and motor controller troubleshooting, which was introduced in prerequisite courses. This course also introduces schematic diagrams and description, function and operational characteristics of various commissary equipment. It also provides fundamentals of the Degaussing System before introducing fundamentals and troubleshooting of the Visual Landing Aids System, Navigation and Signal Lighting System, and Flight Deck Lighting System. EM Course 2.0 U-EM-1001 This course provides fleet training and reinforcement on troubleshooting a motor controller, repairing electrical equipment, and maintaining the Flight Deck Lighting System, EM Course 3.0 U-EM-1002 This course introduces manual tag-out and e-tag-out procedures. Course Task Data ---------------- The course task data is described in the following subsections. ### Specific Tasks An analysis conducted by NAWCTSD generated an FRD document that prescribes the content and LOs to be covered by each training path. LOs are organized into blocks, and gaps in existing content are identified by the addition of new LOs. The LOs that are performance-based define the specific tasks covered within a course. ### Estimated Time to Complete Refer to Table 3 (Section 1.4) for a breakdown of the planned instructional hours for the EM Initial Skills Training A School by delivery media. References ---------- The courseware design references for the courses in this training path are described in the following subsections. ### Course References Trainees will have access to references, such as relevant Interactive Electronic Technical Manuals (IETMs), while completing learning events designed for these courses. Specific references needed for each section are listed in the References field of the LDS Documents provided as attachments. A comprehensive Resource Requirements List (RRL) will be compiled during storyboarding for inclusion in the TCCDs. ### Courseware Design References Table 7 lists the courseware design references that serve as the basis for the design of these courses. The references are listed as provided in the S2025 FY20 RRL CC Statement of Work (SOW) (Attachment 1, Updated 09 June 2020). Any changes to the references listed below can be discussed during Integrated Product Team (IPT) meetings and, if agreed to, would need to be included in a contract modification. []{#_Ref48059829.anchor}Table 7: Courseware Design References +-----------------------------------+-----------------------------------+ | **Publication Number or Owner** | **Publication Title or | | | Description** | +===================================+===================================+ | SOW 190004 | Statement of Work (SOW) for | | | **Sailor 2025 (S2025) FY20 Ready | | | Relevant Learning (RRL) Content | | | Conversion (CC)** | +-----------------------------------+-----------------------------------+ | SOW Appendix G | Sailor 2025 RRL Performance and | | | Training Strategies | +-----------------------------------+-----------------------------------+ | SOW Appendix H | Sailor 2025 RRL Content | | | Conversion Operational Engaging | | | Instructional Strategies | +-----------------------------------+-----------------------------------+ | SOW Appendix I | Sailor 2025 RRL Content | | | Conversion Use of Bloom's | | | Taxonomy Action Verbs | +-----------------------------------+-----------------------------------+ | SOW Appendix J | Sailor 2025 RRL Content | | | Conversion Media Type | | | Characteristics | +-----------------------------------+-----------------------------------+ | SOW Appendix P | Sailor 2025 RRL Media Map | +-----------------------------------+-----------------------------------+ | 22 CFR, Parts 120--130 | Foreign Relations, Chapter 1 | | | Department of State, Subchapter | | | M, International Traffic in Arms | | | Regulations (ITAR) | +-----------------------------------+-----------------------------------+ | N/A | National Security Agency (NSA) | | | Configuration Guide | +-----------------------------------+-----------------------------------+ | NAVAIRINST 4355.19E | System Engineering Technical | | | Review Process | +-----------------------------------+-----------------------------------+ | NIST SP 800-44 | Guidelines on Securing Public Web | | | Servers | +-----------------------------------+-----------------------------------+ | N/A | U.S. Office of Personnel | | | Management (OPM) Final | | | Credentialing Standards for | | | Issuing Personal Identity | | | Verification | +-----------------------------------+-----------------------------------+ | 21 CFR 1040 | Code of Federal Regulations | | | (CFR), Title 21, Part 1040, | | | Performance Standards for | | | Light-Emitting Products | +-----------------------------------+-----------------------------------+ | 29 CFR 1910 | Occupational Safety and Health | | | Standards (OSHS) | +-----------------------------------+-----------------------------------+ | IEEE Std 15288-2015 | Systems and Software Engineering | | | -- Systems Life Cycle Processes | +-----------------------------------+-----------------------------------+ | NAVEDTRA 130 Series | Naval Education and Training | | | Command Developers Guide | +-----------------------------------+-----------------------------------+ | NAVEDTRA 132 | Navy School Testing Program | | | Management Manual | +-----------------------------------+-----------------------------------+ | DODI 1322.26 | Development, Management, and | | | Delivery of Distributed Learning, | | | dated 16 Jun 2006 | +-----------------------------------+-----------------------------------+ | DODI 5000.02 | Operation of the Defense | | | Acquisition System | +-----------------------------------+-----------------------------------+ | DODI 8500.01 | Cyber Security, dated 14 Mar 2014 | +-----------------------------------+-----------------------------------+ | DODI 5220.22-M | National Industrial Security | | | Program Operating Manual, dated | | | 28 Feb 2006 | +-----------------------------------+-----------------------------------+ | DOD 8570.01-M | Information Assurance (IA) | | | Workforce Improvement Program, | | | dated 19 Dec 2005 w/Change 4, | | | 11/10/2015 | +-----------------------------------+-----------------------------------+ | N/A | DOD Implementation Plan for | | | Advanced Distributed Learning | | | (ADL), dated 19 May 2000 | +-----------------------------------+-----------------------------------+ | MIL-HDBK-881D | Work Breakdown Structures for | | | Defense Materiel Items | +-----------------------------------+-----------------------------------+ | MIL-HDBK-29612-1A | Department of Defense Handbook | | | for Guidance for Acquisition of | | | Training Data Products and | | | Services (Part 1 of 5) | +-----------------------------------+-----------------------------------+ | MIL-HDBK-29612-2A | Department of Defense Handbook | | | for Instructional Systems | | | Development/Systems Approach to | | | Training and Education (Part 2 of | | | 5) | +-----------------------------------+-----------------------------------+ | MIL-HDBK-29612-3A | Development of Interactive | | | Multimedia Instruction (Part 3 of | | | 5) | +-----------------------------------+-----------------------------------+ | MIL-HDBK-29612-4A | Department of Defense Handbook | | | Glossary for Training (Part 4 of | | | 5) | +-----------------------------------+-----------------------------------+ | MIL-HDBK-29612-5A | Department of Defense Handbook | | | for ADL Products and Systems | | | (Part 5 of 5) | +-----------------------------------+-----------------------------------+ | MIL-PRF-29612B | Performance Specification | | | Training Data Products | +-----------------------------------+-----------------------------------+ | N/A | DON Department of Defense | | | Information Assurance | | | Certification and Accreditation | | | Process (DIACAP) Handbook Version | | | 1, dated 15 July 2008 | +-----------------------------------+-----------------------------------+ | NETCINST 5510.1 | Content Segmentation and | | | Classification Guide | +-----------------------------------+-----------------------------------+ | NETCNOTE 1500.6 | Metadata Instruction | +-----------------------------------+-----------------------------------+ | NMCI.10011.01.UA3.E | Core Build Contents Version 2.3, | | | 02 Aug 07\ | | | Copies of the Navy Marine Corps | | | Intranet (NMCI) Core Build | | | Standard can be obtained from | | | http://www.nmci-eds.com/downloads | | | /core-build. | +-----------------------------------+-----------------------------------+ | OPNAVINST 1500.76C | Naval Training System | | | Requirements, Acquisition, and | | | Management | +-----------------------------------+-----------------------------------+ | SECNAVINST 5000.36A | Department of the Navy | | | Information Technology | | | Application and Data Management | +-----------------------------------+-----------------------------------+ | SECNAVINST 5870.9 | Copyright, dated 14 June 2019 | +-----------------------------------+-----------------------------------+ | SECNAV M-5239.1 | Department of the Navy | | | Information Assurance Program, | | | Information Assurance Manual, | | | dated Nov 2005 | +-----------------------------------+-----------------------------------+ | SECNAV M-5510.36 | Department of the Navy, | | | Information Security Program, | | | dated Jun 2006 | +-----------------------------------+-----------------------------------+ | N/A | Authoring Instructional Materials | | | (AIM) Content Planning Module | | | (CPM) User's Manual | +-----------------------------------+-----------------------------------+ | N/A | AIM Learning Object Module (LOM) | | | User's Manual | +-----------------------------------+-----------------------------------+ | ADL Initiative | Sharable Content Object Reference | | | Model (SCORM) 2004 -- SCORM is a | | | collection of standards and | | | specifications adapted from | | | multiple sources to provide a | | | comprehensive suite of e-learning | | | capabilities that enable | | | interoperability, accessibility, | | | and reusability of web-based | | | learning content. SCORM documents | | | and important information about | | | SCORM can be obtained from: | | | https://www.adlnet.gov/projects/s | | | corm/. | +-----------------------------------+-----------------------------------+ | ADL Initiative | SCORM Users Guide for | | | Instructional Designers: SCORM | | | 2004 4th Edition | | | | | | https://www.adlnet.gov/assets/upl | | | oads/SCORM\_Users\_Guide\_for\_IS | | | Ds.pdf | +-----------------------------------+-----------------------------------+ | ADL Initiative | SCORM Users Guide for | | | Programmers: SCORM 2004 4th | | | Edition | | | | | | https://www.adlnet.gov/assets/upl | | | oads/SCORM\_Users\_Guide\_for\_Pr | | | ogrammers.pdf | +-----------------------------------+-----------------------------------+ | AICC | Aviation Industry CBT Committee | | | (AICC) Guidelines and | | | Recommendations (AGRs) can be | | | obtained from | | | http://www.aicc.org. Recommended | | | documents to download include: | | | | | | - AGR 007 -- Courseware | | | Interchange | | | | | | - AGR 008 -- Digital Video | | | | | | - AGR 009 -- Icon Standards: | | | User Interface | | | | | | - AGR 010 -- Web-based Computer | | | Managed Instruction (CMI) | +-----------------------------------+-----------------------------------+ | ANSI/ASQ Q9000-2000 | Quality Management Systems -- | | | Fundamentals and Vocabulary | +-----------------------------------+-----------------------------------+ | ANSI/ASQ Q9001-2000 | Quality Management Systems -- | | | Requirements | +-----------------------------------+-----------------------------------+ | ANSI/ASQ Q9004-2000 | Quality Management Systems -- | | | Guidelines for Performance | | | Improvements | +-----------------------------------+-----------------------------------+ | ANSI Z535.1-2006 (R 2011) | Safety Colors | +-----------------------------------+-----------------------------------+ | [ANSI | Environmental and Facility Safety | | Z535.2-2011](#RANGE!ANSI_Z535_2_2 | Signs | | 011_) | | +-----------------------------------+-----------------------------------+ | [ANSI | Criteria for Safety Symbols | | Z535.3-2011](#RANGE!ANSI_Z535_3_2 | | | 011_) | | +-----------------------------------+-----------------------------------+ | [ANSI | Product Safety Signs and Labels | | Z535.4-2011](#RANGE!ANSI_Z535_4_2 | | | 011_) | | +-----------------------------------+-----------------------------------+ | [ANSI | Safety Tags and Barricade Tapes | | Z535.5-2011](#RANGE!ANSI_Z535_5_2 | (for Temporary Hazards) | | 011_) | | +-----------------------------------+-----------------------------------+ | [IEEE Std | Systems and Software Engineering | | 12207-2008](#IEEE_Std_12207_2008_ | -- Software Life Cycle Processes | | ), | | | 2nd Edition | | +-----------------------------------+-----------------------------------+ | **IMS Global Learning | Question & Test Interoperability | | Consortium** | (QTI) Specification | +-----------------------------------+-----------------------------------+ | [**CJCSI | IA and Computer Network Defense | | 6510.01F**](#CJCSI_6510_01E_) | (CND) | +-----------------------------------+-----------------------------------+ | [**Executive Order | Economy and Efficiency in | | 13465**](#Exec_Order_13465_) | Government Procurement Through | | | Compliance with Certain | | | Immigration and Nationality Act | | | Provisions and Use of an | | | Electronic Employment Eligibility | | | Verification System, dated 6 June | | | 2008 (Amendment to Executive | | | Order 12989 of 13 February 1996) | +-----------------------------------+-----------------------------------+ | [**NMCI.10011.01.UF0.E**](#NMCI_C | Core Build Contents Version 7, 22 | | ore_Build_) | May 2012 | +-----------------------------------+-----------------------------------+ | NAVAIRINST 5000.21B | Naval SYSCOM Risk Management | | | Policy, dated 24 Jan 2008 | +-----------------------------------+-----------------------------------+ | N/A | Advanced Distributed Learning | | | (ADL) Initiative, Acquisition | | | Considerations for ADL Systems | | | and Content, dated January 2011 | +-----------------------------------+-----------------------------------+ | NAVPERS 18068F | Volume I Navy Enlisted | | | Occupational Standards | +-----------------------------------+-----------------------------------+ | N/A | NeL Content Hosting Frequently | | | Asked Questions (FAQ) | +-----------------------------------+-----------------------------------+ | N/A | Navy eLearning (NeL) Content | | | Hosting Frequently Asked | | | Questions (FAQs) and Reference | | | Information | +-----------------------------------+-----------------------------------+ | N/A | Content Hosting and Report | | | Management Service (CHaRMS) | | | Developer User Guide V2.3 | +-----------------------------------+-----------------------------------+ | N/A | Virtual Desktop Infrastructure | | | (VDI) Specifications Brief | +-----------------------------------+-----------------------------------+ | N/A | Navy eLearning (NeL) Content | | | Hosting Introduction | +-----------------------------------+-----------------------------------+ | N/A | Navy eLearning Content Hosting | | | Procedures (Condensed) | +-----------------------------------+-----------------------------------+ | N/A | Navy eLearning (NeL) Course | | | Metadata Requirements Guide | +-----------------------------------+-----------------------------------+ | N/A | Navy eLearning (NeL) IMS Manifest | | | File Standard | +-----------------------------------+-----------------------------------+ | N/A | SCORM Runtime Environment (RTE) | | | Desktop Reference: SCORM 2004 4th | | | Edition | +-----------------------------------+-----------------------------------+ | N/A | NETC RRL IT Roadmap | +-----------------------------------+-----------------------------------+ | Appendix L | Mobile Learning Roadmap | +-----------------------------------+-----------------------------------+ | Appendix N | NETC RRL Single User Gaming and | | | Simulation Guidance | +-----------------------------------+-----------------------------------+ | Appendix O | NETC RRL Video Streaming Guidance | +-----------------------------------+-----------------------------------+ Safety, Hazard, or Environmental Considerations ----------------------------------------------- Any safety, hazard, or environmental considerations related to the content presented in the courseware will be addressed in the actual learning event to which it applies. For example, ICW and PS media will contain Warnings, Cautions, and Notes, as applicable, taken directly from the TMs. Job sheets will also contain safety, hazard, or environmental considerations related to the procedures that trainees will perform. Test Design Strategy -------------------- All testing within the courseware is criterion referenced. That is, each trainee's performance is measured relative to the performance level specified by the LOs. Two types of testing will measure trainee mastery of the content: - Informal testing strategies will provide an ongoing check of trainee comprehension. These knowledge checks will be embedded in the normal flow of instruction, and the results of these assessments will not be recorded or tracked in any way. - Formal comprehensive tests, or posttests, will measure final trainee achievement at the end of a course of instruction. During the Design phase, decisions will be made as to where and what tests are required to measure trainee knowledge necessary to support the achievement of LOs. A minimum of three questions will be developed per LO. The test banks will be stored in the Corporate Enterprise and Training Activity Resource System (CeTARS). A trainee must receive a passing grade on each formal test before progressing in the course. Formal tests will be provided for both knowledge and skill LOs. All formal tests will be included in the CMS. All tests will have a minimum passing grade of 70%; however, test items relating to safety, as well as Performance Assessments, will require 100% accuracy. The specific test design strategy varies with the instructional media used to satisfy the academic (knowledge) and hands-on (performance skills) requirements. Refer also to Section 3.5. In addition, the test design strategy will be documented in detail in the Test Package (CDRL F008). Course Overviews ---------------- This section provides an overview of each course in the EM Initial Skills Training A School. ### Overview of EM Course 1.0 This course contains the following modules of instruction as listed in Table 8 and shown in Figure 2. Each module is organized into lessons, which are then broken down into sections of instruction. Table 8 lists the number of lessons per module. Module 1.1 must be completed first. The subsequent modules each cover a separate system or set of systems and are not directly reliant on each other in a particular hierarchy. However, per the FRD LO sequence and because the primary training strategy for this course is IFIT, it is anticipated that these modules will be completed in the sequence shown in Figure 2. []{#_Ref48061981.anchor}Table 8: EM Course 1.0 Module and Lesson Breakdown **Module** **Number of Lessons** ---------------------------------------------- ----------------------- 1.1 -- Automatic Bus Transfer (ABT) Switches 1 1.2 -- Troubleshoot a Motor Controller 1 1.3 -- Commissary Equipment 5 1.4 -- Small Craft Systems 1 1.5 -- Degaussing 1 1.6 -- Visual Landing Aids 2 1.7 -- Navigation and Signal Lighting System 1 1.8 -- Flight Deck Lighting 1 []{#_Ref48732243.anchor} Figure 2: EM Course 1.0 -- Course Map ### Overview of EM Course 2.0 This course contains the following modules of instruction as listed in Table 9 and shown in Figure 3. Each module is organized into lessons, which are then broken down into sections of instruction. Table 9 lists the number of lessons per module. Module 2.1 must be completed first. The subsequent modules each cover a separate type of repair and are not directly reliant on each other in a particular hierarchy. However, per the FRD LO sequence and because the primary training strategy for this course is IFIT, it is anticipated that these modules will be completed in the sequence shown in Figure 3. []{#_Ref48916134.anchor}Table 9: EM Course 2.0 Module and Lesson Breakdown **Module** **Number of Lessons** ------------------------------------ ----------------------- 2.1 -- Motor Controller 1 2.2 -- Electrical Equipment 1 2.3 -- Flight Deck Lighting System 1 []{#_Ref48916103.anchor} Figure 3: EM Course 2.0 -- Course Map ### Overview of EM Course 3.0 This course contains the following module of instruction as listed in Table 10 and shown in Figure 4. The module is organized into lessons, which are then broken down into sections of instruction. Table 10 lists the number of lessons per module. []{#_Ref48915924.anchor}Table 10: EM Course 3.0 Module and Lesson Breakdown **Module** **Number of Lessons** ---------------------------------- ----------------------- 3.1 -- Tag-Out Safety Procedures 1 []{#_Ref48915990.anchor}Figure 4: EM Course 3.0 -- Course Map Course Schedule --------------- The following embedded file contains a chart of the courses, modules, lessons, sections, objectives, training strategies, and media selected. Column S (Week) identifies the week in which the section will occur. Column T (Day) identifies the day in that week. Approximately 8 hours of instruction are allotted per day. The week and day data will be refined, and testing periods will be added, as the Test Plan is refined. **NOTE:** This does not take into consideration special periods, assessment periods, or bottlenecks. These items will be available in the CMS and Course Outline of Instruction (COI) in the TCCD. []{#_Toc51949328.anchor}Embedded File 1: EM Initial Skills Training A School Course Structure Matrix The complete list of training tasks, subtasks, and Knowledge, Skills, and Attitudes (KSAs) that a course covers is typically found in the Course Training Task List (CTTL) in Authoring Instructional Materials (AIM) Content Planning Module (CPM), which cannot be populated without approved Job, Duty, Task Analysis (JDTA) data. However, the original objectives in the embedded file, which are rolled up into sections, provide insight into the KSAs that each section must cover. Performance Tracking Control Features for Instructional Media ------------------------------------------------------------- The courseware will use SCORM 2004 4th Edition Computer Managed Instruction (CMI) data calls to store trainee activity within the LMS. The courseware will store the following information for each Sharable Content Object (SCO): - Completion status - Success status - Score (if it is an assessment) - Bookmarks - Total time within the lesson topic - Last session time within the lesson topic The LMS will provide the instructor or administrator the ability to produce reports on any of these data items. Basic trainee information such as name, rank, Department of Defense (DoD) Identification (ID) number, or any other information that needs to be tracked to the trainees can also be logged in the LMS. The LMS will also provide the ability to produce test item analysis reports, generate an inventory of course materials, and facilitate courseware and resource scheduling. Course Structure Format ----------------------- For ICW, SCOs will be designed at the section level and packaged at the lesson level as an aggregate, or rolled-up, SCO. ### Sequencing and Navigation For ICW 2, the Next, Back, Menu, and Exit buttons on the courseware interface will allow for SCO navigation. For ICW 3, the Next, Back, Menu, and Exit buttons may be present for knowledge instruction or demonstrations, but additional navigation options will be presented based on the subject matter, such as selecting a software field or equipment switches and buttons that trigger navigation to the next screen in a sequence or that display feedback. For ICW 4, navigation will be based on the subject matter and simulate actual choices and consequences in the environment whenever possible. SCOs will be presented as per the course schedule. For aggregate SCOs, sequencing rules will be applied only to content that mandates a specific sequence. Roll-up rules will, however, be used to ensure that the completion and success status at the lesson level drives the overall completion and success status. ### Metadata Each SCO will also have its own metadata file (course\_metadata.xml) associated with it. This metadata file will include the required metadata as identified in the Naval Education and Training (NAVEDTRA) 136. ### Objectives SCORM-based objectives may be used to track data items within each SCO. The purpose for these objectives would be to store assessment information on a per-ELO basis. These objectives would be local to the SCO package, and no global objective information will be used. ### Completion Status Before a SCO is first launched, the LMS will report the completion status as not attempted. Once the SCO is launched the first time, the courseware will set the completion status to incomplete. Once the learner advances to the last screen within the SCO, the courseware will set the completion status to complete. For aggregate SCOs, roll-up rules will be set up within the manifest file that will set the SCO's completion status to complete once each of the sections within a lesson is marked as complete. ### Success Status The success status for each SCO will remain in the default unknown state until the SCO's completion status is reported as complete. For non-scored SCOs, the success status will be set to passed once the SCO has been reported to be complete. For scored SCOs, the success status will be defined by the LMS through the evaluation of *cmi.score.scaled* and *cmi.scaled\_passing\_score*. The *cmi.scaled\_passing\_*score will be established within the manifest, and the default value will be set at 0.75 (as per the LO standards). For aggregate SCOs, roll-up rules will be set up within the manifest file that will set the SCO's success status to passed once each of the sections within a lesson is marked as passed. Lesson Strategy =============== Introduction ------------ This section describes the organization and format of the LDS Documents used to present the module, lesson, and section strategies, as well as the unit maps and logic flow diagrams. Organization and Format of LDS Documents ---------------------------------------- To capture the design details for the EM Initial Skills Training A School courses, an LDS Document was developed for each lesson within each course. These are provided as separate file attachments to the deliverable. The LDS Documents provide the reviewers and courseware authors the details of each module, lesson, and section, including: - Course, module, lesson, and section titles and corresponding numbers - TLOs presented by lesson - ELOs presented by section - Estimated Time-to-Train (TTT) - Cognitive Level - Content Type - LOI - Proficiency Level - Performance and Training Strategies - Delivery Media Types - Instructional Strategies - Assessment Strategies - Equipment and Simulated Equipment - Applicable references - Overview of the information that will be presented within each lesson - Outline of the information that will be presented within each section - Sample assessment questions Table 11/Figure 5, Table 12/Figure 6, Table 13/Figure 7, Table 14/Figure 8, and Table 15/Figure 9 illustrate the LDS Document templates and explain each field within the LDS Document templates. Once the LDS Documents are populated, the page numbers associated with the location of the fields will change depending on the amount of content in the LDS Document. []{#_Ref51749070.anchor}Table 11: LDS Document Template Field Descriptions -- Page 1 **LDS Document Template Field** **Description** --------------------------------- ---------------------------------------------- Course Provides the course number and title TEIN Provides the TEIN associated with the course Module Provides the module number and title Lesson TTT Provides the estimated TTT for the lesson Lesson Number Provides the lesson number Lesson Title Provides the lesson title TLO Condition Provides the TLO condition for the lesson TLO Behavior Provides the TLO behavior for the lesson TLO Standard Provides the TLO standard for the lesson Section Number Provides the section number Section Title Provides the section title ELO Condition Provides the ELO condition for the section ELO Behavior Provides the ELO behavior for the section ELO Standard Provides the ELO standard for the section []{#_Ref51749093.anchor}Figure 5: LDS Document Template -- Page 1 []{#_Ref48165295.anchor}Table 12: LDS Document Template Field Descriptions -- Page 2 **LDS Document Template Field** **Description** --------------------------------- -------------------------------------------------------------------------------------- Lesson Overview Provides a content outline of the information that will be presented for each lesson ![](media/image9.jpg) []{#_Ref48164604.anchor} Figure 6: LDS Document Template -- Page 2 []{#_Ref51749222.anchor}Table 13: LDS Document Template Field Descriptions -- Page 3 **LDS Document Template Field** **Description** ------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Section Number Provides the section number Section Title Provides the section title ELO Condition Provide

S2025_FY20_RRL_CC_F003_IMDP_EM.docx

Document Details

Tags

Related

Full Transcript

Upgrade to continue