Develop training material using NAVEDTRA 136 and … PLAN LESSON: Develop training material using NAVEDTRA 136 and CPM/LOM OVERVIEW AIM Learning Object Module Introduction: The AIM

Develop training material using NAVEDTRA 136 and CPM/LOMVersion 1

LESSON PLAN

July 10, 2014

LESSON PLAN

LESSON: Develop training material using NAVEDTRA 136 and CPM/LOM

OVERVIEW

AIM Learning Object Module Introduction:

The AIM Learning Object Module (LOM) is an additional module available in both AIM I and II. In the near future, AIM I and II will no longer be available, and content will be analyzed and developed entirely in a web version that combines LOM into CPM. A Common Access Card will be needed to use CPM and LOM when they are 'webified'. A CAC is needed currently to access CPM.

The LO Module may be used to build learning objects in accordance with ILE specifications (NAVEDTRA 136). The ILE specifications are builtinto the software to support course, module, lesson, section structure, content typing of sections, and SCORM rules. The LO Module is where course development begins.

Much of the development in LOM depends on choices that were made in CPM. For example, content types, which are based on Ruth Colvin Clark's ISD Model for developing technical training, are chosen for each learning objective in CPM, as are delivery method and skill or knowledge proficiency level. This section will elaborate more on the ISD background of content types, delivery methods, and cognitive levels, to allow the user a better understanding of the available choices when building content in the AIM Toolset. This section will show you how to:

1. develop training using different content types in LOM based on content types identified in Ruth Colvin Clark's Developing Technical Training Book

2. develop training using different delivery methods in LOM

3. develop training using different cognitive levels in LOM

4. develop training in LOM using content type outline elements to complete an entire section

Content Development for NETC MUST be done using AIM CPM and LOM.:

So, it is important that developers understand the tool, and the ISD Methodology behind it. It would be beneficial at this point to watch the videoon the AIMEREON website about the Instructional Design and Development Overview for CPM and LOM, to get insight into the LOM's capabilities: http://aim.aimereon.com/AIMWikiDocuments/video%20help/AIM%20LO%20Module%20Overview/player.html

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OVERVIEW - Continued

Prerequisites for Completing this Section:Participants need internet access and MS Word to complete this section. Knowledge of NAVEDTRA 136 is also helpful. It is expected participants have some knowledge of LOM.

Scenario:You have analyzed and designed your course in CPM, and are ready to start developing material based on the JDTA and FEA, but do not know how to use the AIM LOM.

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Section No. Section Title Page

1. Develop training using different content types 1-12. Develop training using different delivery methods 2-13. Develop training using different cognitive Levels 3-14. Develop training using different Learning Object Module (LOM) Elements 4-1

Terminal Objective:

GIVEN NAVEDTRA 136 AND AIM LEARNING OBJECT MODULE (LOM) DEVELOP TRAINING MATERIAL USING LOM INSTRUCTIONAL SYSTEMS DESIGN STRUCTURE IAW NAVEDTRA 136

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CLASS TIME:LAB TIME:

PA TIME:

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SECTION 1: Develop training using different content types

Enabling Objective:

1. GIVEN A COMPLETED JOB DUTY TASK ANALYSIS (JDTA), FRONT END ANALYSIS (FEA) AND BUSINESS CASE ANALYSIS (BCA) DEVELOP TRAINING IN LEARNING OBJECT MODULE USING FIVE CONTENT TYPES TO POPULATE ELEMENT FIELDS IN LEARNING OBJECT MODULE

Trainee Preparation

A. Trainee Support Materials:

1. Review Concept Types.

2. Complete Develop Training in Learning Object Module.

B. Reference Publications:

1. Review NAVEDTRA 136, NAVEDTRA 136 - Integrated Learning Environment Course Development and Life-Cycle Maintenance Manual.

2. Scan AIM Video Help, AIM Video Help for NAVEDTRA development.

Instructor Preparation

A. Review Assigned Trainee Material.


1. AIM Video Help, AIM Video Help for NAVEDTRA development

2. ISBN-10: 0787988464 2007 3rd Edition, Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials

3. NAVEDTRA 136, NAVEDTRA 136 - Integrated Learning Environment Course Development and Life-Cycle Maintenance Manual

C. Training Materials Required:

1. Trainee Guide

2. References:

a. AIM Video Help, AIM Video Help for NAVEDTRA development

b. ISBN-10: 0787988464 2007 3rd Edition, Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials

c. NAVEDTRA 136, NAVEDTRA 136 - Integrated Learning Environment Course Development and Life-Cycle Maintenance Manual

3. Films/Videotapes/Videodiscs:

a. AIMEREON AIM LO MODULE HELP VIDEOS, Understanding Knowledge Content Types

b. AIMEREON AIM LOM MODULE HELP VIDEOS, Understanding Skill Content Types

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DISCUSSION POINT RELATED INSTRUCTOR ACTIVITY

1. CPM to LOM

There are five content types, fact, concept, process, principle, and procedure; one of these is assigned to each learning objective in CPM, and pushed forward into the LOM, where an outline is established for that objective based on the content type (FCPPP) that was chosen. If a course has already been imported, but changes were made to the course in CPM, then it is necessary to update the course in LOM.

The data that is imported from CPM includes section, lesson, module, and course outline structure, learning objectives and their links to JDTA data, plus default SCORM 2004 metadata auto-generated by CPM.

1. 1. Display slide Learning Object Module (LO)

Advise participants it would be beneficial at this point to watch the video on the AIMEREON website about the Instructional Design and Development Overview for CPM and LOM, to get insight into the LOM's capabilities:

http://aim.aimereon.com/AIMWikiDocuments/video%20help/AIM%20LO%20Module%20Overview/player.html. They should do this on their own time.

LOM overview pwrpt.

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2. FCPPP Definitions

Choosing the correct content type increases the instructional efficacy of the lesson.

Ruth Colvin Clark developed an ISD Methodology to standardize the way technical training is developed, using M. David Merrill's Component Display Theory. Where Merrill's Component Display Theory had four content types: fact, concept, procedure, and principle, Clark's had five; she added process. Rather than writing these out, they are sometimes identified in writing as FCPPP, as they will be in this section.

· Facts are specific and unique data

· A Concept is a category that includes multiple examples

· A Process is a flow of events or activities

· A Procedure is a task performed with step-by-step actions

· A Principle is a task performed by adapting guidelines

2. 1. Display slides Content Types

2. Direct participants to Information Sheet on Content Types, 1-7-1-4

AIMEREON AIM LOM MODULE HELP VIDEOS, Understanding Skill Content Types.

AIMEREON AIM LO MODULE HELP VIDEOS, Understanding Knowledge Content Types.

FCPPP 1 pwrpt.

FCPPP2 Pwrpt.

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3. Importance of Determining Content Type

The content type you chose for the learning objective in CPM carries forward into LOM, and dictates the outline you will get for the learning objective. Just as there are five content types, there are five outlines in LOM at the section level.

3. Show different content type trees in LO.

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4. Guidelines for FCPPP usage

The best types of interactions for training depends on the content type.

The best types of interactions for training depends on the content type.

If you are trying to convey facts , use the fact to complete a task. An example would be using a table to find the answer to a specific question.

If you are trying to convey a concept , identify an instance of the concept. An example would be the log on page for different webpages. They operate under the same concept, but have different log on rules.

If you are trying to teach a process , solve a problem. An example would be creating a log-on for a program.

If you are trying to teach a procedure , provide a task with steps, such as a job sheet for importing courses from CPM into LOM.

4. Display slide FCPPP Practice.

How to enter data into CPM is a __________ (procedure- you follow specific steps)

The E2E development system is a __________ (process-it can be described in a flowchart, it is how something works, in this instance, curriculum development for NETC)

Completing the media analysis of the FEA is a ______________ (principle, it requires you apply guidelines differently, based on the LO.)

FCPPP Practice pwrpt.

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If you are trying to convey a principle , perform a task by applying guidelines, such as creating a course based on guidance.

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5. Content Type Examples

Examples for Content Types: Fact-Statements of fact- "There are 24 hours in a day."Concept-Definitions, Examples, Non-examples, Analogies- What a URL isProcess-Animated diagrams, flowcharts-Flowchart showing branching of a courseProcedure-Demonstrations-How to use a Software ApplicationPrinciple-Guidelines, Varied content examples-How to name a link

5. Provide these additional examples if they are needed.

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6. Non-Example

Non-Examples of Content Types: Fact-Bloom's Taxonomy Concept-President Lincoln delivered the Gettysburg Address in November of 1863. Process-a step-by-step job sheet Procedure-a diagram showing the connection between a computer and a server. Principle-A software tutorial

6. Ask participants why each of these is a non-example.

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7. Review of Content Types

Content types are determined in CPM and brought forward into LOM when the course is imported. The elements provided for the content outline in LOM depend on what content type was chosen in CPM. The content types are fact, concept, process, procedure, and principle. Content types either inform, as facts, or are used for performing, such as procedures. Performance content types result in near transfer for procedure-based content, and far transfer for principle-based content.

7. 1. Display Practice on your Own. Participants may work in groups.

2. Direct participants to remaining Information Sheets for more information on Content Types and Learning:

1-7-1-5 Invariant Tasks

1-7-1-6 Procedure Using

1-7-1-7 Principle Using

1-7-1-8 What is understanding?

1-7-1-9 What is a Generic Skill?

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PA TIME:

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SECTION 2: Develop training using different delivery methods

Enabling Objective:

1. GIVEN A COMPLETED JOB DUTY TASK ANALYSIS (JDTA), FRONT END ANALYSIS (FEA), BUSINESS CASE ANALYSIS (BCA) AND TRAINING PROJECT PLAN (TPP) DEVELOP TRAINING USING DIFFERENT INSTRUCTIONAL DELIVERY METHODS

Trainee Preparation


1. Review.

B. Reference Publications:1. None



B. Reference Publications:1. AIM LO Tools, Blended Learning Content Development

With Updated AIM Tools

2. ILE HDBK 1C, NAVY ILE Content Developer's Handbook


1. References:

a. AIM LO Tools, Blended Learning Content Development With Updated AIM Tools

b. ILE HDBK 1C, NAVY ILE Content Developer's Handbook

2. IMI:

a. JDTA Completion Report, JDTA Completion Report

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1. Overview of Instructional Delivery Selection

Some will think, based on the learning objective "Develop

training using different delivery methods" that we will be

covering simple things like Instructor Led Training (ILT) or

Interactive Multimedia Instruction (IMI) or maybe just

different types of media selection. All of those decisions are

made during the FEA/BCA process and should be very solid

by the time they are being developed in LOM. This section

provides instruction on how to build effective training using

blended instructional delivery methods like brainstorming,

role-playing, and other ISD techniques. This will allow you

to develop more effective blended learning solutions that can

be assessed and evaluated for training effectiveness.

NETC's philosophy is that instructional design is much more

than ordering information or activities. Deliberate decisions

must be made to determine how a learner will interact with

the information. Each instructional piece (and the

environment in which it will be used) has its own

characteristics that impact how other instructional pieces

interact with it.

1. 1. Display slide Delivery Strategies

2. Ask participants what delivery strategies they have used to develop training, and discuss the pros and cons of each.

LOM Delivery Strategies pwrpt.

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2. Training Delivery Types

CPM allows the user to select from six delivery formats:

1. Interactive Multimedia Instruction (IMI) - Everything from PowerPoint to flight simulators, web-based, etc.

2. Instructor Led Training Class - traditional training with an instructor, tutor, or coach

3. Instructor Led Training Lab - traditional, but in a lab instead of classroom to conduct practical exercises

4. Instructor Led Training Onboard Training - traditional training done onboard, access to training aids may be limited

5. Blended - any combination of training types listed here

6. Electronic Performance Support System (EPSS) - A highly interactive IETM

With these six choices, almost any instructional delivery method may be developed in the lesson plan. For example, if the Recommendations and Solutions Statement from the FEA recommended a blend of ILT and IMI, the developer could use the Blended Learning Option in CPM, which would allow them to use instructor activities and job sheets as well as storyboards for IMI. An example of a blended learning solution for a class with 3 days might include mornings working on self-paced IMI, and afternoons in the

2. 1. Display slide CPM Delivery Methods.

2. Ask participants what kinds of delivery methods they have tried, and ask for a content example from one of their courses. Then, discuss different delivery strategies for that course. For example if the course is on radars, and the class is an Instructor Led with Lab, a strategy might be to role-play troubleshooting the faults before using the equipment, and then have other students evaluate the roleplay troubleshooting. This gives students time to consider faults and troubleshooting before getting to the lab, and helps with bottlenecks.

LOM delivery formats from CPM pwrpt.

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classroom or lab with the instructor.

If class time is limited or resources are limited for travel, send pre-training materials for the participants to do prior to coming to the course, especially if accessbile IMI can be developed.

a. There are MANY instructional delivery strategies out there. When developing content, it may be beneficial to look online for novel ways to present the material. It is also helpful to see what other instructors are doing.

TRADOC has compiled a matrix of recommended Instructional Strategies and Methods for Delivering Instruction, which is particularly useful as it includes the strategies, the optimal group size, and the interactivity level of the strategies.

a. Direct participants to review TRADOC's Instructional Strategies and Methods for Delivering Instruction:

http://www.atsc.army.mil/tadlp/content/docs/MATRIX_Instructional_Strategies.pdf

Ask them to consider ways they might integrate some of the strategies into their current training projects, and have them share ideas.

JDTA Completion Report, JDTA Completion Report.

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3. Principle Statement

Portraying or just presenting information (using PowerPoint, instructor lectures, or page turning CBTs) is not an effective instruction delivery format. Presenting non-engaging training,at the lowest levels of learning, ends up costing NETC more money, resources and training time; it also impacts fleet readiness. By following the E2E process, sound ISD analysis will lead to defined requirements and resources made available based on those requirements, so that proper instructional development can occur to support the creation of learning to meet that Fleet need.

3. Much 'research' has been bandied about that passive lectures only result in a learning retention rate of 5%. It is not clear if the research really supports this theory, as too many variables other than the delivery method confound the results, however it does seem likely, that even if this number were tripled, it would be too low of a percentage to countenance.

LOM Non Example pwrpt.

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4. Things to Remember about Training Delivery Modalities

Blended training solutions are often the best delivery modalities, as they allow the flexiblity of IMI and the face-to-face time with instructors and other students.

LO Module supports blended learning by allowing the developer to use ILT tools such as instructor activities with discussion points, and storyboarding for IMI.

Remember that the delivery format is chosen in CPM; it drives the template used in LOM, and affects the Course Master Schedule.

4. Bring up a section that has an IMI delivery format chosen, and a section with an ILT format, to show the differences in LOM between the two. The IMI does not have the instructor activity or job sheets.

5. Example

Recommendations and Solutions Statement (from NAVEDTRA 138, Chapter 9) It is recommended that a blended learning training solution be developed and implemented to provide training for the delivery of oscilloscope-unique knowledge and skills necessary to support occupational standards. The associated tasks and proposed learning content provide the basic framework to support the job tasks associated with requirements.

5. 1. Display slide What are some blended learning strategies for this scenario.

2. Review the Recommendations and Solutions Statement with participants. Discuss the delivery methods they might be able to use to meet these recommendations for the LOs. Some blended learning examples may be:

· (IMI and Instructor) Have an electronic classroom with an Instructor. Review the online IETM f by assigning teams to work on specific parts and develop their own lesson plans for teaching that section to the other groups.

· (IMI) Assign participants online homework (shorten the class day by 1-2 hours to facilitate this) to review factual and lower

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The blended learning training solution is the instructional strategy for these training tasks and supporting LOs as it provides maximum opportunity for overtraining. Based on media types and media delivery modes analysis the instructional strategy recommendations for the GPETE oscilloscope content module are for a blended learning solution media types consisting of:

· Instructor/tutor

· IMI with ICW/SIM/electronic management systems - CAI, LMS/electronic publications.

· Traditional print and digital materials.

· Trainers/training devices-component trainers

Knowledge interactivity components include:

· Problem-solving to synthesize lower levels of knowledge to resolve problems.

Media delivery modes:

· CBT (78.35%)

· ILT (55.27%)

· LAB (53.75%)

level information they need to know.

· (Instructor and Lab)Once the foundational knowledge is learned, have participants work together on a real GPETE oscilloscope, if it is available. When they get familiar with the equipment, provide them with troubleshooting problems to work on together.

3. Display slide Non Example of Training Strategies.

LOM Example Strategies.

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6. Section Review

In this section, the importance of blended delivery solutions was emphasized. A matrix of instructional strategies for delivery methods was provided, and participants discussed and practiced using a Recommendations and Solutions Statement from an FEA to identify some instructional delivery strategies.

6. 1. Ask if participants have any questions.

2. Display Practice on your Own slide. Participants should work in their groups.

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PA TIME:

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SECTION 3: Develop training using different cognitive Levels

Enabling Objective:

1. GIVEN A COMPLETED JOB DUTY TASK ANALYSIS (JDTA), FRONT END ANALYSIS (FEA) AND BUSINESS CASE ANALYSIS (BCA) DEVELOP TRAINING AT DIFFERENT COGNITIVE AND SKILL LEVELS TO MEET THE REQUIREMENTS DETERMINED IN THE ANALYSIS PHASE

Trainee Preparation


1. Read Cognitive, Psychomotor, and Affective Domains.


1. None





2. ILE HDBK 1C, NAVY ILE Content Developer's Handbook

3. MPT&ECIOSWIT-ILE-SPEC-1, Navy ILE Learning Objective Statements

4. NAVEDTRA 132, NAVEDTRA 132


1. Trainee Guide

2. References:


b. ILE HDBK 1C, NAVY ILE Content Developer's Handbook

c. MPT&ECIOSWIT-ILE-SPEC-1, Navy ILE Learning Objective Statements

d. NAVEDTRA 132, NAVEDTRA 132

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1. Cognitive Level-a Definition and Introduction to the Cognitive, Psychomotor, and Affective Domains

The word 'Cognitive' is an adjective. Its definition is: of, relating to, or involving conscious mental activities (such as thinking, understanding, learning, and remembering). In training, the cognitive level is the level of mental difficulty of the task. Bloom's Taxonomy, developed in 1956, is often used to assign cognitive levels to tasks, from tasks that don't require thinking beyond remembering them, to those that require analysis and evaluation. Similarly, the CPM currently uses 'Remember' and 'Apply' to indicate the cognitive level of an objective. 'Remember' means the task requires simple recall information, while 'Apply' requires the learner to take the information and use it.

In addition to Remember and Apply, the new NETC Instruction governing LOM development states that each objective should have its own proficiency level. These skill levels are based on Bloom's Taxonomy, which has six cognitive knowledge levels (recall, comprehension, application, analysis, synthesis and evaluation). Rather than just using 'Remember' for the knowledge domain, NETC uses an abbreviated form of Bloom's Taxonomy as their guidance for developing knowledge-based objectives. They reduce Bloom's six levels to a three level domain, referred to as Knowledge Proficiency Levels (KPLs) 1-3:

· KPL 1 - is the knowledge (recall)/comprehension level of

1. Display slide on Knowledge and Skill Levels

CPM Screenshot.

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cognitive learning. This is the lowest level of learning, but supports foundational learning of facts, rules, basic concepts, and procedures. At this level of instruction the action verbs of a learning objective might include state, identify, describe, define, list and recall.

· KPL 2 - is the application/analysis level of the cognitive domain. This is the target for most formal training development since it teaches the learner application and analysis level problem-solving, critical thinking and discrimination of tasks. Verbs at this level might include operate, troubleshoot, repair, and maintain. This level teaches the knowledge related to the procedures, principles and processes.

· KPL 3 - is the synthesis/evaluation level. If formal training requires undocumented procedures or evaluation to determine the proper course of action, this level of training is appropriate. Normally this training will be most appropriate to Journeyman and Master Level Sailors with experience. At this level of instruction the action verbs of a learning objective include create, evaluate and hypothesize.

NETC also assigns skill proficiency levels that are considered part of the psychomotor domain rather than the cognitive domain. Whereas the cognitive domain is about knowledge, the psychomotor domain is about skills. The psychomotor domain taxonomy that NETC refers to is R. H. Dave's, which has five skill levels (Imitation, Manipulation, Precision, Articulation and Naturalization). NETC uses an abbreviated

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form of Dave's Taxonomy as their guidance for developing skill-based objectives at the appropriate level. They reduce Dave's six levels to a three level domain, referred to as Skill Proficiency Levels (SPLs) 1-3:

· SPL 1 - Observing and patterning behavior after someoneelse. Performance may be of low quality.

· SPL 2 - Refining, becoming more exact. Performing a skill with precision without the presence of the teacher.

· SPL 3 - Mastering a high level performance consistently and with ease.

KPLs and SPLs will be applied to objectives in the upcoming versioning of CPM. The choice of KPL or SPL will dictate the type of testing that should be performed for the objective, either knowledge-based or skills-based.

There is a third domain related to training and learning, and

that is the affective domain, although it is not a priority of

NETC training since it is hard to develop, difficult to

measure and not discussed in the NAVEDTRAs. However,

as NETC training now is based on the E2E process, it is

recommended that the affective domain is considered and

analyzed during this process and factored into the

appropriate KPL and SPL levels, so that affective domain

requirements can be captured to help develop a good

assessment strategy. The affective domain (Krathwohl,

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Bloom, Masia, 1973) consists of five levels:

· Receiving Phenomena: Awareness, willingness to hear, selected attention.

· Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

· Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.

· Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.

· Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

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FEA Prototype KPL SPL Screenshot.

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2. Identifying the KPL or SPL of the LO is Important because...

As many who have witnessed "A" School training will attest, much Navy training is geared towards KPL 1 (which is recall/comprehension, the lowest level of training) with knowledge-based assessments that are easily passed by finding the word-for-word response in the technical manual or trainee guide. This does not help Sailors in the Fleet apply what they have learned, as they have not developed any critical thinking or problem-solving skills. That's a training gap, perhaps the most significant gap that NETC has resolved to fix. The NETC End-to-End (E2E) process has been developed to ensure that analysis is done prior to developing training, so that performance requirements are properly identified, using Subject Matter Experts. Once the performance requirements have been indentified, and objectives created, it is vitally important to correctly identify the KPL or SPL of the objective, and match the desired outcome assessment to that level, to ensure Sailors leave training with the ability to perform the work they will do in the fleet, not just knowledge of the task. NETC wants training that trains at the required level to support the requirement.

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3. Quick Guidelines for Remember and Apply

Currently in CPM, Remember and Apply are the only options for cognitive level.

· 'Remember' is normally reserved for KPL1 facts, simple concepts, or procedures. When the student needs to memorize or find a document that has the required information, this level is appropriate.

· 'Apply' should be selected if problem-solving is needed that requires the student to use information learned to solve real world problems. Apply is normally associated with the KPL2/3 and SPL levels of learning.

Cognitive-Knowledge

· Fact - Remember (KPL1)

· Concept (Simple) - Remember (KPL1)

· Concept - Apply (KPL1 / KPL2)

· Process - Remember or Apply (KPL1 / KPL2)

Psychomotor-Skill

· Procedure (step-by-step) - Remember (KPL1 / SPL1)

· Procedure (critical thinking) - Apply (KPL2 / SPL2)

Principle - Apply (KPL2 to SPL3)

3. 1. Display slides on Cognitive Domain, Knowledge Proficiency Levels, Example of KPL with FCPPP; and Psychomotor Domain, Skill Proficiency Levels; along with the slides on each set of proficiency levels.

2. Direct participants to the information sheet (1-7-3-2) in their TG which contains the information in this element, and review it with them. Involve them in the review by asking for examples of objectives from the various domains.

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NAVEDTRA 132 is the guidance for testing, but it also includes information on the KPLs and SPLs, and should be reviewed.

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4. Example

Troubleshooting a Radar Counseling a Sailor about substance abuse Learning a formula The steps to Detect to Engage

4. Read the examples provided to the participants. Have them identify the SPL or KPL levels and Remember or Apply.

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5. Proficiency Levels Review

In addition to Remember and Apply, the new NETC Instruction governing LOM development states that each objective should have its own proficiency level. NETC uses an abbreviated form of Bloom's Taxonomy as their guidance for developing knowledge-based objectives. They reduce Bloom's six levels to a three level domain, referred to as Knowledge Proficiency Levels (KPLs) 1-3. NETC uses an abbreviated form of Dave's Taxonomy as their guidance for developing skill-based objectives at the appropriate level. They reduce Dave's six levels to a three level domain, referred to as Skill Proficiency Levels (SPLs) 1-3. It is also recommended that the affective domain is considered and analyzed and factored into the appropriate KPL and SPL levels, so that affective domain requirements can be captured to help develop a good assessment strategy.

It is vitally important to correctly identify the KPL or SPL of the objective, and match the desired outcome assessment to that level, to ensure Sailors leave training with the ability to perform the work they will do in the fleet, not just knowledge of the task.

5. 1. Ask participants if they have questions.

2. Display slide Practice on your Own.

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PA TIME:

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60

SECTION 4: Develop training using different Learning Object Module (LOM) Elements

Enabling Objective:

1. GIVEN A COMPLETED JOB DUTY TASK ANALYSIS (JDTA), FRONT END ANALYSIS (FEA) AND BUSINESS CASE ANALYSIS (BCA) DEVELOP TRAINING USING DIFFERENT LEARNING OBJECT MODULE (LOM) ELEMENTS

Trainee Preparation


1. Complete Develop training using different Learning Object Module (LOM) Elements.


1. None






1. Trainee Guide

2. References:


3. Films/Videotapes/Videodiscs:

a. AIMEREON AIM LO MODULE HELP VIDEOS, Building a Section from Scratch

b. AIMEREON AIM LO Module Help Videos, Familiarization with Section and Element Tabs

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1. Overview of the LO Module Course Structure and Elements

The AIM LOM Course Structure is Course, Module, Lesson, Section. A section is the equivalent of one enabling learning objective, and contains:

· Element text (Discussion Points)

· Instructor activity text (Related Instructor Activity-RIA)

· Resources (from site RRL)

· Metadata

1. 1. Display slide Learning Object Module.

2. Have LO Open and point out these elements.

AIMEREON AIM LO Module Help Videos, Familiarization with Section and Element Tabs.

AIMEREON AIM LO MODULE HELP VIDEOS, Building a Section from Scratch.

LOM Structure pwrpt.

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2. LO Module Configuration

Each section is comprised of elements that correspond to the content type that was chosen in CPM: fact, concept, process, procedure, and principle. The outline that appears if a fact content type was chosen is different from the one that appears if a principle content type was chosen. Although most training development will occur by importing course information from CPM, it is possible to build a section from scratch in LOM .

The tabs in the right side of the window also differ, based on what type of instruction was chosen. If Instructor-led training (ILT) was chosen, the Instructor Activity tab will appear. It will not be available if Interactive Multimedia Instruction (IMI) is chosen. Job sheets are available if ILT is chosen, but not for IMI. If blended content is chosen in CPM, the same choices will be available as if ILT were chosen.

When developing content in the LO Module, it may seem difficult to adhere to the elements that are required according to the content type that was chosen, but if the content type was chosen correctly the required elements act as an anchor to ensure that instruction stays centered on the main idea of the section. For example, if the content type for a Principle is chosen, the Guidelines element reminds the developer that this is a learning object that is not linear. It requires the

2. 1. Display slide LO Basics

LOM Basics.

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application of guidance or the interpretation of some set of rules, and this element should contain some form or link to those guidelines.

LOM Basics 2.

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3. Developing for reuse

When discussing development in LOM, it is necessary to remind developers that content will ideally be developed that may be reused or repurposed.

The CPM supports the reuse and repurposing of content by

allowing searching of and reporting on tasks (to view

Existing Interventions), LOs, and associated data elements.

By starting with the highest level skill requirement and

working the development process backwards, R3 can be

achieved in the different lessons and sections that are being

developed together, but that should never be the main

requirement. If more time is spent designing effective

instruction and identifying the media requirements up front,

R3 will automatically be achieved as it is likely to be sound

instruction.

For guidelines about R3, refer to the NAVEDTRA Guidance

and ILE Guidance. For further guidance on developing

sections in LOM, refer to the AIMEREON Website for

various links to user guides and videos .

3. 1. Review the AIM Help Video entitled "Familiarization with Section and Element Tabs" under LO Module Help on the AIMEREON Website. Have participants answer knowledge check questions at end of videos .

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4. Completing a Principle Section in LOM

A section based on a Principle has the following required elements:

· Introduction

· Principle Statement

· Guidelines

· Practice

· Assessment

4. 1. Import a course into LOM with an ELO Content type of Principle. 2. Populate the following fields:

· Introduction

· Principle Statement

· Guidelines

· Example

· Analogy

· Section Review

· Practice

· Assessment

3. Demonstrate how to delete the other fields (Safety Information, Security Information, etc.)

4. Demonstrate how to add a resource to site RRL and then add it to the section. 5. Demonstrate how to add an assignment sheet. 6. Demonstrate how to add Instructor Activity text.

7. Demonstrate how to preview the section and the sheets.

While demonstrating the section assets, ask participants to help develop text, test items.

LOM Principle pwrpt.

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5. Developing Training in LOM Sections

We reviewed how to enter element information in a section.

The AIM LOM Course Structure is Course, Module, Lesson, Section. A section is the equivalent of one enabling learning objective, and contains:

· Element text (Discussion Points)

· Instructor activity text (Related Instructor Activity-RIA)

· Resources (from site RRL)

· Metadata

Much of the section outline in LOM was determined by choices that were made in CPM, such as the content type and the delivery method.

Sections in LO Module should be developed so they may be reused, if possible. That means keeping course context to a minimum. Before beginning development on a section, it may also be wise to search existing content to find sections from other courses that may be reused.

5. 1. Ask participants if they have questions.

2. Display slide Practice on your Own

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SUMMARY

Review:In this lesson we discussed four objectives to develop training in LOM:

1. using different content types (FCPPP, Apply and Remember)

2. using different delivery methods (Primarily ILT, IMI, and Blended, and instructional strategies for each)

3. using different cognitive levels (Apply and Remember, SPL 1-3, KPL 1-3)

4. using different Learning Object Module (LOM) Elements (Completing a section in LOM including job sheets, resources, test items, and content-based element types)

What to do next:

Start developing training in LOM! The best way to learn is to do.

Resource:

Remember that the Help Videos on the AIMEREON site are great sources for questions on using AIM LOM and finding NAVEDTRA Guidance.

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