MTS

SCORM promotes efforts in four areas: reusability, durability, accessibility, and interoperability.

Content is reused in a new context without any modification to its instructional treatment, context, or content, and is able to “stand alone.” It can be used across communities for many different learners.

Content will function in multiple applications, environments, and hardware and software configurations regardless of the tools used to create it and the platform on which it is delivered.

Content does not require modification to operate as software systems and platforms are changed or upgraded.

Content can be identified and located when it is needed and as it is needed to meet training and education requirements.

Navy Content Object Model

Root Aggregation --->Learning Object Aggregation.

Aggregation--->Terminal Learning Object (TLO)

Sharable Content Object (SCO)--->Enabling Learning Object (ELO)

Asset (with metadata)--->Asset

The LOA is the top level grouping of related content; the LOA is also called the organization that contains TLOs and ELOs

The TLO is an aggregation of one or more ELOs. It satisfies one terminal objective and correlates to a SCORM aggregation.

The ELO is an aggregation of one or more Assets, it satisfies one enabling objective and correlates to a SCORM SCO.

An asset is the base building block of ELOs, it is either a representation of text or a media element (e.g., web file, assessment object, video, and other data elements).

Aggregation, Sharable Content Object, Asset

Terminal Learning Objective, Enabling Leearning Objective, Asset

Task, Subtask, Step

a major objective for a topic or task. It describes the overall learning outcome.

Supports a terminal objective. It generally describes subtasks or specific behaviors (single activities) that must be learned or performed.

the top-level grouping of related content containing TLOs and ELOs

an aggregation of one or more ELOs

an aggregation of one or more Assets

a single media element or a single text element

• Reuse: Use of existing material without modification.

• Repurpose: Use of existing material with modification.

• Reference: Use of existing material for informational purposes.

Concept-Facts-Procedure-Process-Principle

Determine the question types to employ based on the classification of each enabling objective statement

A concept is a category that includes multiple examples. It comprises a group of objects, ideas, or events that are represented by a single word or term, and share common features.

Example: Given a CEP, the learner will categorize the CEP symbols into meaningful groups with no errors by completing learning questions concerning the CEP categories.

Facts are unique and specific information usually represented in the form of a statement.

Example: Given a CEP symbol, the learner will recall its meaning by completing learning questions concerning the CEP symbol.

A procedure is a sequence of steps that are followed systematically to achieve a task or make a decision. A procedure contains directions or procedural tasks that are done in the same way every time.

Example: Given different steps within the CEP procedure, the learner will be able to arrange the steps in the proper order by completing learning questions concerning the CEP procedure.

A process is a flow of events that identify how something works. Topics that list a chain of events that are performed by an organization usually represent a process.

Example: Given a target motion analysis task such as launching a successful attack, the learner will be able to identify the stages by completing learning questions concerning the task.

A principle consists of directions that outline guidelines for action in which people must adapt the rules to various situations. Principles typically require a person to make decisions when applying them. Tasks that are completed in different ways each time by applying the guidelines usually represent principles.

Example: Given a tactical situation, the learner will apply the guidelines for action with no error by completing learning questions concerning the situation.

After the enabling objective statements are categorized into content types (Concept-Facts-Procedure-Process-Principle), the “content use level”(how in depth) for each enabling objective statement is determined.

"data about data" allowing it to be cataloged by content, context, and structure.

Metadata allows assets to be identified and used for more than one instance.

Provides the framework for the ILE to define job/position
requirements for needed knowledge, skills and abilities.

Level 1 defined by Rating

Level 2 are defined by
the Job [Rating + Apprentice,
Journeyman, Master level]

SPEC-2B
IEEE (Eye-triple-E).

Navy ILE Instructional Systems Design and
Instructional Design Process

The purpose of this document is to provide high level guidance on the instructional
design process in support of the ILE.

Navy ILE Guidance on Assessment Development

The purpose of this document is to provide guidance for designing, developing, and
implementing assessments within the confines of the ILE.

Navy ILE Instructional Content Style Guide
Interactive Multimedia Instruction & Instructor-Led Training

Navy ILE
Content Developer's Handbook

This handbook provides the philosophical principles underlying Integrated Learning Environment (ILE) policy, and fundamental guidance to develop, deliver, manage, maintain, and evaluate content.

Navy ILE Introduction The following sections briefly describe the vision, mission, and goals of the Navy Integrated Learning Environment (ILE) and the role that the Navy Content Object Model (NCOM) has within the Navy ILE.

Navy ILE Learning Objective Statements
Specifications and Guidance

Navy ILE Content XML Specification

Navy ILE Technical Specifications and Guidelines

Manpower, Personnel Training and Education Chief Information Officer Sea Warrior Information Technology