- Shuffle
Toggle OnToggle Off
- Alphabetize
Toggle OnToggle Off
- Front First
Toggle OnToggle Off
- Both Sides
Toggle OnToggle Off
Front
How to study your flashcards.
Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key
Up/Down arrow keys: Flip the card between the front and back.down keyup key
H key: Show hint (3rd side).h key
PLAY BUTTON
PLAY BUTTON
69 Cards in this Set
- Front
- Back
|
Discuss the pupose of the (SCORM)
|
Standards adapted to provide web-based learning.
|
|
Describe Reuse, Repurpose, and Reference
|
Reuse- use of an existing object w/o and modification
Repurpose- use of an existing object with little to no modification Reference- use of and existing object for generating new learning events. |
|
Name te 5 Content types
|
Prodedures
Processes Principles Facts Concepts |
|
Describe Enabling Objective content use levels
|
Degree of recognition that a learner is expected to display after a training session.
|
|
Describe Metadata and its capabilities.
|
Data about Data
Content is data that describes the learning object's subject matter context describes why and where the learning object exists. |
|
NCOM and what it does
|
Navy Content Object Madel
builds on established SCORM principles and facilitates the implementation of SCORM |
|
Learning Object Aggregation is the top-level grouping of related content containing
|
TLO's and ELO's
|
|
TLO
|
is and aggregation of one or more ELO's
|
|
ELO
|
is an aggregation of one or more Assets
|
|
Asset
|
is a single media element or a single text element
|
|
JTA
|
defines job/position requirements for needed knowledge
|
|
contrast level 1 & 2 Data
|
Level 1 Describes what work is being performed
Level 2 Describes how the work is being performed |
|
Where does one find
Technical Specifications, XML, NMCI Core Build requirements? |
TS- 4D
XML- 2B NMCI Core Build- NMCI Core Build Contents Document. |
|
3 primary constructs to XML definition
|
Content organization
Content element Metadata |
|
What are the 3 Educational Domains?
|
Cognitive Domain (touching)
Affective Domain (feeling) Psycomotor Domain (doing) |
|
types of questions used for each Content Use Level
|
Principle Content
Process Content Procedure Content Fact Content Concept Content |
|
State the phases of the Instructional Design Process
|
(ADDIE)
Analyze Design Develope Implementation Evaluate |
|
Items developed in Phase 1 (plan) of Task-Based Curriculum Development
|
The outproduct is the TPP Training Project Plan
|
|
Training Project Plan (TPP)
|
When approved it becomes the authorization and blueprint of course revision or new course development.
|
|
TPP is normally required for what circumstances?
|
New course development
Course revision Course cancellation |
|
Justification for initiating the development of a new course, canceling a course, or the revision of existing training material?
|
(NESTTI)
Navy Training Plans External course reviews Surveillance and external feedback Tasking by higher authority Training appraisal Internal Course Reviews and local command initiatives |
|
specific elements of data and information shall include the following
|
Cover Page, Table of contents, Course data page,
Safety risks and hazardous materials exposure |
|
Phase II (Analyze)
|
Determines what will be taught in new/revised course. will be organized in the CTTL
|
|
The CTTL will
|
Serve as foundation for writing TO's and EO's.
most commonly developed to support new course CCMM will review the CTTL CTTL maintained as part of audit trail Describe the duties and task that support the course mission. |
|
items developed in Phase III (Design)
|
This phase you will first write the Learning Objectives and arrange them in logical teaching sequence.
|
|
Compilation of Learning Objectives is referred to as?
|
Curriculum Outline of Instruction (COI)
|
|
COI does what?
|
forms the central part of the final output which is the Training Course Control Document (TCCD)
|
|
The TCCD is the document that will be what?
|
submitted for approval before Phase IV (Development) is undertaken.
|
|
Terminal Objective
|
developed from one or more duties in the CTTL
Is a L.O. that the trainee will accomplish by the end of the course. Indicates the ability to perform those tasks selected for training. |
|
Enabling Objectives
|
developed from one or more task on CTTL.
Supports directly the achievement of a T.O. May support other EO's |
|
Items developed in Phase IV (Develop)
|
produces instructional materials for instructor and trainee. Lesson Plan, Trainee Guide, Test
|
|
Purpose of Instructional Media Materials (IMM) and Visual Information (VI)
|
Used to introduce, reinforce, or supplement training. may be used separately, w/other IMM, or with a Lesson Plan
|
|
Front Matter consists of
|
Cover Page, Title Page, Table of Contents Page, Safety/Hazard Awareness Notice Pages
|
|
Lesson Topics (contains two parts)
|
Topic Page List
allocation of classroom and lab time enabling objectives instructor/trainee preparation materials Discussion-Development Activity Page discussion point related instructor activity |
|
elements of Lesson Plan
|
Front Matter
Lesson Topics |
|
Elements of Trainee Guide
|
Front Matter
Instruction Sheets |
|
Instruction Sheets include
|
Outline, Assignment, Information, Job, Problem, Diagram
|
|
Rules for writing a CTTL
|
begin w/ action verb
aviod excessive us of "a" or "an" do not use parentheses within a parentheses acronyms spelled out the first time spell out name of publication or form use short words and phrases write simple statements don't use the "ing" form of the verb. |
|
Purpose of testing
|
determining trainee attainment of TO's and EO's and relative success in the course
|
|
purpose of conducting a Pilot (Phase IV)
|
validate the Curriculum and Material. determines their effectiveness in attaining the course objective
|
|
Purpose of Phase V (Implementation)
|
Implemented by CCMM
|
|
Purpose of Phase VI (Evaluate)
|
Evaluation.
|
|
Job
Duty Task |
Task is made up of a Duty
Duty is made up of a Job Job is made up of duties and task. |
|
Difference btwn Course Mission Statement and a TO
|
T.O. relates to trainee behavior
CMS is descriptive of the course. |
|
3 prducts of Training Course Control Document
|
Front Matter
Curriculum Outline of Instruction (COI) Annexes |
|
List the Volumes of NAVEDTRA 130
|
Volume I Developers Guide
Volume II Sample Products Volume III Managers Guide |
|
State the volumes and title in the NAVEDTRA 131A
|
Volume I-Developer's Guide
Volume II- Sample Products Volume III- Manger's Guide |
|
What is PPP
|
Personnel Performance Profile
|
|
Descibe the PPP Based curriculum development method.
|
Planning
Stage One Stage Two Stage Three Stage Four Stage Five Evaluation |
|
Planning
|
Identifies resources requirement and the sequence of events.
Get TPP |
|
Stage One
|
Determines job tasks, skills, and knowledge
Get PPP Table List New and Modified PPP Tables Training Path System (TPS) |
|
Stage Two
|
Determines the skills and knowledge which must be taught and L.O. instructional sequence.
Get Preliminary Training Course Control Document (TCCD) |
|
Stage Three
|
Produces the instructional materials for instructor and trainee
Lesson Plan Trainee Guide Tests |
|
Stage Four
|
Begins when the CCA has approved the course for pilot
Get Course Pilot Pilot Course Monitoring Report |
|
Stage Five
|
"Red-lining" smoothes out curriculum
Get Final Curriculum Final TCCD Letter of Promulgation |
|
Evaluation
|
Evaluate either Internal or External
|
|
What's in the TPP?
|
Cover Page, Table of Contents, Course Data Page, Resource Requirements
|
|
Define a Personnel Performance Profile
|
minimum listing of knowledge and skills required to operate and maintain a system or subsystem or to perform and task of function
|
|
State the most critical element of curriculum development per NAVEDTRA 131A
|
PPPs are the single most important element
Quality curriculum results from Quality PPPs Poor curriculum results from Poor PPPs |
|
Discuss the products of the Training Path System (Stage 1)
|
TOS- Training Objective Statements
TLAs- Training Level Assignments TAM- Table Assignment Matrix TPC- Training Path Chart |
|
Descrive the contents of the preliminary TCCD (Stage 2)
|
OAC, RRL, COI
|
|
What are the six types of instructions found in a Trainee Guide?
|
OIAJPD
Outline Information Assignment Jobs Problems Diagram |
|
Define the three "task stes"
|
Coordinator- those that Coordinate
Director- those that Direct Performer- those who perform |
|
Discuss the types of courses listed in a Training Path Chart (TPC)
|
B R O A C
Background Training Replacement Training OnBoard Training Advanced Training Conversion Training |
|
When should job sheet development begin?
|
as soon as the TPS is done
|
|
What are eight ways to sequence a course?
|
Job Performance Order
Chronological Order Critical Sequence Simple to Complex Comparative Sequence Relationship of like COI elements Principle of reverse sequencing Combination approach |
|
What is contained in a Resource Requirement List (RRL)
|
Texts, References, Equipment, Films, Graphics, Support Material
|
|
What is contained in the final TCCD?
|
Front Matter
Curriculum Outline of Instruction (COI) Annexes |
|
What annexes are included in teh final TCCD?
|
Resource Requiremnet List (RRL)
Course Master Schedule (CMS) Fault Applicability List (FAL) Profile Item-to-topic Objective Assignment Chart (OAC) |
