Training

Summary

This pamphlet provides procedural guidance for managing the conversion of The Army Training System Courses (TATS-C) and courseware for distributed learning (DL).  It also provides guidance for implementing courseware for quota-managed and self-motivated instruction by DL means.

Applicability

This pamphlet applies to the U.S. Army Training and Doctrine Command (TRADOC) activities and The Army School System (TASS) Training Battalions responsible for managing or performing training development (TD) or TD-related functions, including evaluation/quality control of the training, products, and institutions that present the training.  It also applies to non-TRADOC agencies/organizations having Memorandums of Understanding, Memorandums of Agreement, and contracts for developing training or training products for TRADOC and TASS agencies/organizations.

Forms

The form prescribed by this pamphlet is found at the back of this pamphlet, and also on-line (http://www.atsc.army.mil/itsd/olcatform.asp).

Suggested

Improvements

The proponent for this pamphlet is the Deputy Chief of Staff for Operations and Training (DCSOPS&T).  Send comments and suggested improvements on DA Form 2028 (Recommended Changes to Publications and Blank Forms) through channels to Commander, TRADOC, ATTG-CF, 5 Fenwick Road, Fort Monroe, VA 23651-1049.  Suggested improvements may also be submitted using DA Form 1045 (Army Ideas for Excellence Program (AIEP) Proposal).

Availability

This publication is distributed through the TRADOC Homepage at http://www.tradoc.army.mil/tpubs/regndx.htm.  It is also available on the Training Development and Analysis Directorate (TDAD) homepage at http://www-dcst.monroe.army.mil/tdaa.

Contents

Paragraph

Page

Chapter 1

IntroductionChapter 1

PurposeIntroduction

1-1

ReferencesPurpose

1-21-1

5

Explanations of abbreviations and termsReferences

1-31-2

5

Systems Approach to Training (SAT) overviewExplanations of abbreviations and terms

1-41-3

5

Regulation, pamphlet, and job aids relationshipsSystems Approach to Training (SAT) overview

1-51-4

5

How to use this pamphletRegulation, pamphlet, and job aids relationships

1-61-5

6

The Army Distributed Learning ProgramHow to use this pamphlet

1-71-6

6

Distributed learning descriptionThe Army Distributed Learning Program

1-81-7

6

Distributed learning training designDistributed learning description

1-91-8

7

Distributed learning delivery mediaDistributed learning training design

1-101-9

7

Distributed learning policy guidanceDistributed learning delivery media

1-111-10

8

Department of the Army-directed/quota-managed training policiesDistributed learning policy guidance

1-121-11

9

Self-development trainingDepartment of the Army-directed/quota-managed training policies

1-131-12

9

Course priority at DL facilitiesSelf-development training

1-141-13

12

Course information, requirements, completion, and creditCourse priority at DL facilities

1-151-14

12

Management and tracking of DL courseware and productsCourse information, requirements, completion, and credit

1-161-15

13

Courseware testingManagement and tracking of DL courseware and products

1-171-16

14

Implementation of Army-directed and quota-managed coursesCourseware testing

1-181-17

15

The DL courseware production processImplementation of Army-directed and quota-managed courses

1-191-18

15

Quality control (QC) checksThe DL courseware production process

1-201-19

16

Quality control (QC) checks

1-20

17

Chapter 2

Distributed Learning Courseware Production, Pre-Award Phase

Distributed learning course production priorities

2-1

18

Requests to cancel or remove courses

2-2

19

Estimate DL production costs

2-3

19

Develop annual DL production plan

2-4

19

Submit Training Requirements Analysis System (TRAS) documents

2-5

20

Supplemental information 

2-6

20

Training strategy - phasing

2-7

23

Actions upon CAD receipt and acceptance

2-8

23

Submit programs of instruction

2-9

24

Actions upon POI receipt

2-10

25

Process TRAS documents

2-11

25

Fund DL courseware production

2-12

27

Waiver of DL XXI Contract support

2-13

28

Statement of work preparation

2-14

28

Internal roles and responsibilities

2-15

30

Provide GFI/GFM

2-16

30

Assemble GFI/GFM packages

2-17

31

Government furnished information certification

2-18

32

Post Award Meeting

2-19

33

Reserve Component support to the DL design process

2-20

34

Chapter 3

Distributed Learning Courseware Production, Development Phase

Design fundamentals

3-1

34

Minimum requirements

3-2

38

Course structures

3-3

44

Delivering DL

3-4

47

Media selection guidelines

3-5

49

Section 508 of the Rehabilitation Act of 1973

3-6

51

Sharable Content Object Reference Model compliance

3-7

52

Preliminary design products

3-8

57

Validation activities

3-9

58

Quality control

3-10

59

Chapter 4

Distributed Learning Courseware Production, Fielding Phase

Lesson deliverables

4-1

59

Quality control for DL courseware

4-2

60

Proponent school review

4-3

60

The SCORM certification and LMS review

4-4

61

Interactive Multimedia Instruction product review

4-5

61

Playability review

4-6

62

Final product review

4-7

62

Implement DL courseware

4-8

62

Chapter 5

Mission Immediate Distributed Learning

Mission immediate training

5-1

63

Determine mission immediate DL requirements

5-2

63

Develop/modify CMP

5-3

63

Approve training

5-4

64

Funding

5-5

65

Process courseware

5-6

65

Chapter 6

Managing Students in HQDA/Quota-Managed DL

Required training

6-1

65

Establish a training reservation

6-2

65

Distribute courseware/training support materials

6-3

66

Publish orders

6-4

67

Receive training

6-5

67

Procedures for BNCOC and ANCOC

6-6

68

Chapter 7

Managing Students in Self-Development DL

Self-development

7-1

69

Self-development training

7-2

69

Self-motivated training

7-3

69

Directed training

7-4

70

Student management

7-5

70

College credit for Army courses

7-6

71

Appendixes

A.  References

72

B.  TADLP Course Development Oversight Tasks

73

C.  Instructional Media Design Package/IMP/Test Package
      Requirements

75

D.  Sample Legal Clearance, Student Welcome Letter, and and
      Commander's Information Letter

E.  Section 508 Standards

85

F.  College Credit Recommendations

93

G.  Courseware Review Checklists

95

Table List

Table 1-1:  Course priorities within components 

12

Table 2-1:  Submit TRAS documents, QC checks

26

Table 2-2:  Perform activities upon document acceptance,
                    QC checks

27

Table 2-3:  Assemble GFI/GFM packages, QC checks

32

Table 2-4:  Post Award Meeting agenda

33

Table 3-1:  Notional DL course with resident phase

45

Table 3-2:  Notional DL course fully configured for DL

46

Table 3-3:  Notional resident course with DL phases/modules

46

Table 3-4:  Learning content object characteristics

54

Figure List

Figure 1-1:  TRADOC Pam 350-70-12 organization

8

Figure 1-2:  Training development policy and guidance

10

Figure 1-3:  Distributed learning course production sequence

18

Figure 2-1:  Synchronous instruction

21

Figure 2-2:  Asynchronous instruction model 1

22

Figure 2-3:  Asynchronous instruction model 2

22

Figure 2-4:  Sample request for waiver of DL XXI contract support

29

Figure 3-1:  The ADL vision

54

Figure D-1:  Sample legal clearance

77

Figure D-2:  Sample student welcome letter

79

Figure D-3:  Sample commander's information letter

83

Figure E-1:  Vertical plane relative to the operable control

91

Figure E-2:  Height of operable control relative to the vertical plane

92

Glossary

113

 Index

Chapter 1

Introduction

1-1.

Purpose.

The purpose of this pamphlet is to provide managerial guidance on the following areas of the production of distributed learning (DL) courses and courseware and their subsequent implementation:

    a.  Courseware production pre-award phase.

    b.  Courseware production development phase.

    c.  Courseware production fielding phase.

    d.  Standalone DL.

    e.  Managing students in Headquarters, Department of the Army (HQDA)/quota-managed DL.

    f.  Managing students in self-development DL.

1-2.

References.  The references for this pamphlet appear in appendix A.

1-3.

Explanations of abbreviations and terms.  Abbreviations and terms appear in the glossary of this publication. 

1-4.

Systems Approach to Training (SAT) overview.  In accordance with Army Regulation (AR) 350-1, the Army's training development (TD) process is the SAT process.  The SAT process is a systematic, iterative, spiral approach to making collective, individual, and self-development education/training decisions for the Army.  It determines whether or not training is needed; what is trained; who needs the training; how, how well, and where the training is presented; and the training support/resources required to produce, distribute, implement, and evaluate the required education/training products.  Training development is a vital component of TRADOC's mission to prepare the Army for war.  As such, it is the responsibility of every civilian and soldier in management and training-related roles in the TRADOC HQ, schools, field units, and supporting contractor offices.  Management at all levels needs both to have a working knowledge of the process and to ensure its efficient implementation.  Doing so will save scarce resources:  personnel, time, process, and unnecessary product development dollars.  The overview in TRADOC Pam 350-70-4 provides the context for producing successful TD projects.

1-5.

Regulation, pamphlet, and job aid relationships.  This pamphlet supports and provides managerial guidance on the policy established in TRADOC Reg 350-70, chapter II-9.  The regulation directs the use of this pamphlet in planning and producing DL courses and courseware.  This pamphlet is printable as a single document.

Organization

    a.  Figure 1-1 shows how this pamphlet is organized.  Guidance provided in some chapters supports other chapters.  Refer to each of these to manage the production and implementation of DL courses and courseware.

TRADOC Reg 350-70

    b.  Figure 1-2 illustrates the relationship of this pamphlet with TRADOC Reg 350-70.

1-6.

How to use this pamphlet.  The guidelines in this pamphlet are applicable to all individuals and organizations managing, or involved in, developing and/or implementing DL courses and courseware, to include:

    a.  Training developers in proponent schools during the production of DL courses and courseware.

    b.  Support contractors producing DL courseware under the DL XXI training development support contract.

    c.  Support contractors producing DL courses outside the DL XXI contract.

    d.  Contractors producing new equipment training (NET) courses for system acquisitions, using DL methods and technologies.

1-7.

The Army Distributed Learning Program.  The Army Distributed Learning Program (TADLP) is a HQDA-funded Chief of Staff, Army (CSA)-approved program.  It-

    a.  Provides near-term and long-range planning and funding for infrastructure and hardware the Program Manager (PM) Distributed Learning System (DLS) acquired.

    b.  Provides near-term and long-range planning and funding for the production of courses and courseware for delivery to soldiers and Department of the Army Civilians (DAC) anytime, anywhere, using DL means.

    c.  Delivers standardized training to soldiers, DACs, and units anywhere, at anytime, using multiple delivery means and technologies, which provides the capability to enhance and sustain Army readiness.

    d.  Leverages technology and training design efficiencies to provide cost-effective and efficient training.

    e.  Fully supports individual training (including leadership and self-development), Army Modernization Training (AMT), and unit training.

1-8.

Distributed learning description.  Distributed learning provides the means to leverage proven training design principles and technology and deliver structured progressive and sequential training anytime, anyplace.  The TADLP includes training provided for completion at home, in a Digital Training Facility (DTF), at a post or Reserve Center, or in a unit deployed at an operational site.

1-9.

Distributed learning training design.  A fundamental principle in the design of DL training is that individuals learn most effectively on their own when following a structured, guided training program.  Effective DL training designs include branching (that is, basing the student's next step on the last response or pattern of responses), to account for differences in student learning abilities and the lack of immediate access to an instructor, and use of diagnostic pretests to reduce or eliminate instruction the learner does not require.  TRADOC Reg 350-70, chapters VI-6, VI-7, and VI-8 and TRADOC Pam 350-70-2 provide minimum design requirements.

Figure 1-1.  TRADOC Pam 350-70-12 organization

1-10.

Distributed learning delivery media.  Media used for delivering DL enable the course designer to provide structured and sequenced training.  Distributed learning delivers instruction via a variety of media.  This offers learners opportunities to apply their personal learning skills to master the required training.  Delivery media technologies include-

    a.  Interactive Multimedia Instruction (IMI) delivered on the Internet via the World Wide Web (WWW), that is, web-based training (WBT), as asynchronous or synchronous instruction.

    b.  Interactive Multimedia Instruction delivered via compact disk-read only memory (CD-ROM) as asynchronous instruction.

    c.  Synchronous instruction delivered via video teletraining (VTT) courses, modules, and lessons.

    d.  Networked simulations (for example, virtual and constructive simulations).

    e.  Legacy Army Correspondence Courses Program (ACCP), courses, phases, and subcourses (modules) delivered as paper-based materials or digitized for delivery via WBT or CD-ROM. 

1-11.

Distributed learning policy guidance.  The HQDA Deputy Chief of Staff for Operations and Plans (DCSOPS) provided initial DL policy guidance in a DAMO-TRI E-mail message, subject:  Implementation of the Army Distance Learning Program, December 2000.  This message assigned TRADOC the responsibility for providing regulatory guidance for the design, development, and implementation of DL courseware and appropriate delivery methods.  The following paragraphs restate DL policy guidance letters and messages promulgated by HQDA and Headquarters (HQ) TRADOC.

1-12.

Department of the Army-directed/quota-managed training policies.

Place of duty

    a.  Commanders establish the DL facility as the soldier's place of duty during DL training for Department of Army (DA)-directed/quota-managed training.  A DL facility is any location where the capability exists for the soldier to receive the course as designed.

Student availability

    b.  Commanders ensure students are available for DL training and have no command-directed conflicts that will interfere with their scheduled training for DA-directed/quota-managed training.

Duty day

    c.  Commanders adjust the duty day, as required, for individuals participating in DA-directed/quota-managed training.  For example, students participating in synchronous classes via VTT may adjust their duty hours to harmonize with students and instructors located in other time zones.

Training at home station

    d.  When the required training is available at a DL facility at the soldier's home station, schedule the soldier for training at that facility.  Note:  The home station includes the geographical area within 50 miles radius, or 90 minutes commute, from the soldier's unit of assignment.

Figure 1-2.  Training development policy and guidance

Exceptions

    e.  Consider exceptions to home station training on a case-by-case basis (for example, if the requirement cannot be satisfied due to the nonavailability of DL training at home station, or if the mandated training is not available to satisfy a time-critical requirement for reassignment or promotion).  Exemption authority rests with the major Army command (MACOM) commander.

MTSA funds

    f.  The use of the Military Training Specific Allotment (MTSA) to fund temporary duty (TDY) at a DL facility other than home station is authorized only if-

        (1) The course is identified as an MTSA-funded course in the Army Training Requirements and Resource System (ATRRS).

        (2) The soldier is unable to satisfy the course/phase training requirement at home station and requires travel outside a 50-mile radius.

        (3) The cost of attending all phases of the course does not exceed the cost of sending the soldier to the proponent school to complete the resident course.  

Scheduling

    g.  The MACOMs determine the most efficient scheduling, given the availability of TDY and travel funds and available training seats, especially in cases where there is minimum capacity for a given class/location combination.

Multiple phases

    h.  The ATRRS may schedule soldiers for multiple phases at different locations, provided costs of this option do not exceed the costs of sending soldiers to the proponent school for the full resident course.  The Learning Management System (LMS) schedules smaller instructional units (for example, modules, lessons).

Note:  See phasing guidance in paragraph 2-7.

Soldier duty status

    i.  Schedule soldier participation in DA-directed training, delivered via DL, during the soldier's normal duty day, or in accordance with (IAW) the published class schedule for the course.  To help commanders gauge the number of duty hours required to complete a specific DL course within a specified time, the course administrative data (CAD) for DL courses include the number of academic hours and the maximum allowable time to complete the instructional unit (see para 2-6).

1-13.

Self-development training.

Duty time

    a.  Allotting duty time for completion of self-development training is at the commander's discretion.  Commanders are encouraged, but currently not required, to provide soldiers the opportunity during the duty day to complete self-development training.

Location

    b.  Soldiers may complete self-development courses in a DL facility.

1-14.

Course priority at DL facilities.

Priority one

    a.  Priority one is mission-immediate training required for mobilization, activation, deployment, or other critical time-sensitive requirements for all components.

Priority two

    b.  Priority two is HQDA-directed/quota-managed training. 
Table 1-1 shows the priority within components.

Priority three

    c.  Priority three is additional skill identifier (ASI)/special qualifications identifier (SQI) Reserve Component (RC) courses and Department of Defense (DOD) civilian employee training.

Priority four

    d.  Priority four is functional training courses for all components.

Priority five

    e.  Priority five is self-development courses for all components.

Priority six

    f.  Priority six is training courses provided to civilian communities in Army National Guard (ARNG) facilities under the National Guard Bureau's (NGB) concept of shared use.

1-15.

Course information, requirements, completion, and credit.

ATRRS

    a.  The ATRRS is the DA system of record for individual training.  Distributed learning course information is available in ATRRS.

Timing

    b.  Total training time to complete all phases of DL training generally does not exceed 12 months for AC soldiers and 24 months for RC soldiers.

Student requirements

    c.  Commanders, school commandants, and quota managers ensure that soldiers scheduled for training-

        (1) Meet all course prerequisites.

        (2) Comply with Army height and weight standards.

        (3) Are informed of individual equipment and materials required for course attendance.

Course completion

    d.  Graduation or course completion requirements for training certification purposes should comply with the student evaluation plan prepared for each course.  Students complete all training requirements to satisfactorily complete the course.

Course credit

    e.  Individuals from all components who satisfactorily complete courses, as described in paragraph 1-15d, are granted credit for successfully completing training provided through The Army School System (TASS) training battalions, proponent resident schools, or DL facilities.

Diplomas

    f.  Documentation in soldiers' military personnel records will not differentiate between instruction modes.  Successful completion of a DL course carries the same credit as training completed in resident schools.  Promotion and evaluation boards will not discriminate against soldiers that complete their required professional military training through DL means.  Diplomas, certificates of completion, or DA Form 1059 (Service School Academic Evaluation Report) will not reflect "nonresident", "DL", "Reserve Component", or other similar remarks.

Records

    g.  Successful completion of DL training is officially recorded in ATRRS as part of the individual's permanent training history.  Enter/update all training mandated IAW AR 350-1 in the official personnel file.  Issue school-generated certificates of completion and ATRRS-generated DA Forms 1059 to soldiers through the mail or the DL facility facsimile (FAX) capability.  These documents are used as source documents for promotion points.

1-16.

Management and tracking of DL courseware and products.

Courseware development, status, and

disposition

    a.  The U.S. Army Training Support Center (ATSC) manages the development and tracks the tasks, status, and disposition of all Army DL courseware and products.  This includes DL courseware and products TRADOC schools and other MACOMs produce and/or distribute.  See appendix B for development tasks.

Funds

    b.  Direct funds identified for DL courseware development to ATSC for disposition. 

Development

    c.  Produce all TADLP-funded DL courseware either within the proponent school training development cell or under the DL XXI contract.  The TRADOC Assistant Deputy Chief of Staff for Operations and Training (ADCSOPS&T) approves exceptions to this policy IAW paragraph 2-13.

Notification and product disposition

    d.  Commanders and school commandants:

        (1) Notify ATSC (ATIC-ITSC-CM) of the date production of a DL product begins and subsequent milestone dates.

        (2) Provide copies of final DL products to ATSC (ATIC-ITSC-CM) IAW TRADOC Pamphlet 350-70-2, paragraph 7-8.

Products

    e.  Include the following products in this requirement:

        (1) The Army Training System (TATS) courseware including supporting administrative materials; training support package phases, lessons, modules, subcourses, and any prerequisite/integrated DL components (that is, WBT, CD-ROM, VTT, simulations) developed, configured, and compiled IAW TRADOC 350-70, chapter VI-8. 

        (2) Distributed learning courseware and products supporting TRADOC Common Leader and Common Core training.

        (3) Distributed learning products supporting individual and unit-based sustainment training, not included in formal courses.

        (4) Military and civilian employee professional development and any other special purpose DL training products.

        (5) Army Correspondence Course Program courses and subcourses:

               (a) Designed to support specific critical tasks, and their supporting skills and knowledge, required for completion before, during, or after a resident instructional unit of a TATS course.

               (b) Made available for self-development to support career model recommendations.  See TRADOC Reg 350-70, chapter VI-9.

        (6) Legacy DL courseware and products (for example, non web-based DL products developed prior to 2001, that do not meet Sharable Content Object Reference Model (SCORM) and current standards, and are not superseded). 

1-17.

Courseware testing.

Contract support

    a.  The requirement exists for all courseware developed for DL to run on DLS student workstations.  This requirement applies to contractor and proponent school-produced courseware using in-house resources.  Statements of work (SOW) for contract support include this requirement.  Information concerning the basic configuration of DLS workstations is available on-line (http://www.tadlp.monroe.army.mil/DTF%20Configuration.htm).

    b.  Proponents conduct early prototype tests of courseware in DTFs to verify technical playability.  They may validate courseware in DTFs, TRADOC Classroom XXI classrooms, and National Guard Distributive Training Technology Project (DTTP) classrooms, to verify educational sufficiency.

Certification

    c.  When the final product is sent for replication/distribution, proponent schools provide ATSC with written certification that the courseware tested successfully in a DTF.

DTF unavailability or problems

    d.  If no DTF is available to support courseware testing, proponent schools may contact the DLS PM for assistance (757-728-3863/
DSN 826-3863).  Proponents may also contact the DLS PM when encountering problems that may require modifications to DTF configuration.  Modifications are allowed within certain parameters, and with sufficient justification. 

1-18.

Implementation of Army-directed and quota-managed courses.

Course documents

    a.  In order for HQ TRADOC Training Operations Management Activity (TOMA) analysts to completely and accurately document courses that are DL or contain DL, schools submit comprehensive course-design data and supplemental information stated in paragraph 2-6 with the CAD; an updated individual training plan (ITP), if applicable (see paragraph 2-5); and a program of instruction (POI) for all DL courses.  Schools ensure that the course documents are submitted and accepted prior to implementing training courses.

Release of funds

    b.  Schools submit the CAD, supplemental information, and updated ITP to TOMA prior to the ATSC releasing funds to the school for courseware production under contract.  In addition, ATSC reviews and certifies the availability of suitable government-furnished information (GFI) and government-furnished materials (GFM) for contractor use, prior to releasing funds.  TOMA analysts use the CAD to ensure the ATRRS identifies the proponent's course strategy and plan for utilizing the courseware to support Army training requirements.

1-19.

The DL courseware production process.  The process for producing courseware under the DL XXI contract is adaptable for proponent school in-house developers and contractors outside that contract vehicle to use.  This process promotes standardization among all DL developers and ensures all Army DL courses are compatible with DLS software and hardware.  The process consists of a series of activities grouped into four phases:  Pre-award, Development, Fielding, and Sustainment.  These phases are described below and addressed in the chapters that follow.  The tasks and procedures ATSC uses to oversee and support the production process are in appendix B.

Pre-award Phase

    a.  The Pre-award Phase precedes the awarding of a delivery order (DO) for the production of a DL course or courseware.  During the Pre-award Phase, proponent schools, ATSC, and HQ TRADOC perform administrative and coordinating activities to ensure that funds are available, a viable production strategy exists, and the DL instructional unit is entered in the ATRRS.  Pre-award contractual activities include the delivery and approval of an updated ITP and CAD or POI, providing the supplemental information in paragraph 2-6, developing a course-specific SOW, and assembling required GFI/GFM.  Based on the accomplishment of pre-award activities and ATSC's review of GFI/GFM and other pertinent information (for example, CAD and ITP), the ATSC advises the HQ TRADOC Office of the Deputy Chief of Staff for Operations and Training (ODCSOPS&T) on the readiness of the school to proceed to contract award.

Development Phase

    b.  The Development Phase of the process begins following the selection of a TD contractor and the award of a production DO.  This phase requires continuous communication and cooperation between the Government (that is, proponent school and ATSC) and the contractor.  Close coordination during a series of meetings helps ensure that the contractor understands completely the Government's requirements and expectations concerning the DL courseware.  An ATSC review team certifies that GFI/GFM is sufficient to enable the contractor to perform the task successfully.  The contractor prepares, and submits to the Government for approval, a milestone schedule, a validation plan, a test and evaluation plan, a student evaluation plan, an Instructional Multimedia Design Package (IMDP), and a prototype lesson, demonstrating understanding of the educational and technical requirements.  Once these deliverables are approved and the technical approach agreed upon, the contractor proceeds to produce the courseware.  The contractor delivers lessons to the Government as they are completed.  The lessons receive quality assurance (QA), technical reviews, and corrections as required.  After passing these reviews, the DL course is validated for educational sufficiency and tested in a DTF to ensure courseware compatibility with DLS equipment.  The Fielding Phase may include operational tryouts during the first iteration of training.  Upon satisfactory completion of all reviews and tests, the Government accepts and prepares the courseware for release to the field.  

Fielding Phase

    c.  The Fielding Phase involves entering the completed DL course or module into the LMS, the ATRRS, and completing TRADOC Form 350-70-12-1 (Input Form for the On-line Card Catalog) to register the course/module with the Reimer Digital Library (RDL).  Schools submit the Universal Resource Locator (URL) address for web-based courses.  The RDL uses the URL to point to the location where the courseware resides.  Determine packaging requirements from a school-furnished Basis of Issue Plan (BOIP) and student enrollment applications.  Replicate the CD-ROMs and supporting paper products, when required, to meet these requirements. 

Sustainment Phase

    d.  Proponent schools maintain courses to reflect current doctrine, procedures, and equipment.  The Sustainment Phase follows the SAT process of analysis, design, development, implementation, and evaluation.  The proponent schools review and update training materials periodically IAW their Training Development Plan, or whenever a significant change to doctrine, procedures, or equipment occurs, to ensure they remain up-to-date and relevant to Army missions, functions, and skills.  Proponent schools identify requirements to revise courseware, as soon as possible. They include these requirements in their planning, programming, budgeting, and execution process.  Figure 1-3 illustrates the sequencing of the course production process.

1-20.

Quality control (QC) checks.  Each chapter in this pamphlet includes QC checks for the courseware production and implementation in the form of performance measures.  Meeting these checks assures all levels of management of the successful implementation of DL training.

Figure 1-3.  Distributed learning course production sequence

Chapter 2

Distributed Learning Courseware Production, Pre-Award Phase

2-1.

Distributed learning course production priorities.  TRADOC Reg 350-70, chapter II-9 provides DL course production policy.  The overarching requirement to improve the readiness of the force requires that the DL production effort focus on individual training courses that support the Military Occupational Specialty Qualification (MOSQ) levels of active and RC units.  The MACOMs, including the Chief, NGB, and the Chief, Army Reserve, report specific training needs to the TRADOC Program Integration Officer (TPIO) for TADLP.  The TADLP Campaign Plan, Annex B, paragraph B.6.3, describes the procedure for nominating courses for production.  The TPIO TADLP reviews nominations, establishes priorities, and incorporates them into the Master DL Priority List.  The Priority List also includes the following CSA-designated requirements:

    a.  Courses that support Army transformation, to include the Stryker Brigade Combat Teams and the Stryker Armored Vehicle.

    b.  Courses that reduce MTSA and Trainees, Transients, Holdees, and Students accounts.

    c.  Courses that support transformation of the institutional Army.

    d.  Courses that support the Army National Guard Division Redesign Study.

    e.  Courses that support leader development.

    f.  Officer Education System courses.

2-2.

Requests to cancel or remove courses.  When a proponent school requests cancellation or removal of a course from the Master DL Priority List, the school commandant, or designated representative, signs and forwards the request to the TRADOC TPIO with supporting rationale that justifies removal.  The TPIO forwards the request to the DSCOPS&T or ADCSOPS&T, with a recommendation to approve or disapprove the request.  The TPIO adjusts the Priority List, if appropriate.

2-3.

Estimate DL production costs.  The TPIO TADLP coordinates with the proponent schools to determine how to produce courses on the DL Master Priority List for DL.  The schools identify the approximate number of hours DL will deliver, and estimate how to allocate these hours among the available delivery media.  The TPIO TADLP develops the annual production resource requirement by calculating the estimated cost to produce DL courseware for each course on the list, based on the percentage of hours allocated to each medium and the hourly cost per medium.  The ATSC prepares an Independent Government Cost Estimate as part of the acquisition package for each course contracted for production.

2-4.

Develop annual DL production plan.  The annual target goal of DL courseware production progressed from 31 courses per year, in the fiscal year (FY) 98 - 02 timeframe, to 47 courses per year beginning in FY03.  Annually, the TPIO TADLP develops a proposed DL courseware production list following command guidance and Army needs in selecting the courses.  The TPIO applies the estimated per-course production costs against the resources the Army Program Objective Memorandum provides for this purpose.  The list includes courses to the extent that available funds permit.  The TPIO submits the proposed list to the DCSOPS&T/ADCSOPS&T for approval, and notifies the appropriate schools and ATSC of the approved courses.

2-5. 

Submit Training Requirements Analysis System (TRAS) documents.  The TRADOC TOMA documents quota-managed courses in the ATRRS using course design data the schools provide via the CAD.  Upon notification by the TPIO TADLP of courses selected for DL production, TOMA directs the proponent schools to submit the appropriate CAD and supplemental information.  The schools prepare, coordinate, and submit to TOMA a separate CAD for each DL course and course phase, IAW TRADOC Reg 350-70, chapter II-8-4d.  If the CAD generates the need, the school updates and submits the related ITP with the CAD.  In order to ensure the availability of resources at the start of training, TRADOC Reg 350-70, chapter II-8-3e requires submitting CAD at least 36 months prior to the FY in which a new or revised course is implemented.  Therefore, schools begin CAD preparation as soon as they are notified that their courses are on the approved DL production list.  The CAD identifies coordinated training start dates, optimum class sizes, course or phase lengths, estimated instructor contact hours (ICH), and equipment and ammunition requirements, if any.

2-6.

Supplemental information.  TRADOC Pam 350-70-8 requires proponent schools and centers to submit supplemental information (formerly known as "the 14 questions") along with the CAD, for courses or phases scheduled for DL partial or total delivery.  Proponents review the DL models illustrated in figures 2-1 through 2-3 to help determine training paths, sequences, and DL strategies.  They provide answers to the following questions, for each DL course or phase, in the 'Remarks' section of the CAD, or in a separate document-

    a.  Does a phase require completion before attending the next phase?  (That is, does Phase 1 require completion before attending Phase 2, or is sequencing immaterial?)

    b.  Can the student take/enroll in more than one phase at a time?  (Is one phase a prerequisite for another, or may learners enroll in both phases simultaneously?)

    c.  How is each course/phase delivered?  (For example, WBT, hybrid WBT/CD-ROM, simulation, VTT, paper/book.)

    d.  Does the course/phase require courseware distribution to the student?  If so, does it include read-ahead materials?  Are they tested before the learner enters the course or phase?

    e.  Is the training synchronous, asynchronous, or both?

  f.  Is the training conducted in a DTF or in the learner's home or unit?

    g.  What is the maximum allowable time, in days, for the learner to complete the course or phase in order to schedule follow-on phases?

    h.  How many academic hours are in the course or phase?

    i.  How many total hours (academic hours plus administrative hours)?  (See Job Aid Compute "Academic Time" and "Maximum Time for Completion" for Self-paced Instruction.) 

    j.  What is the maximum delay time (in days) allowable between completing one phase and starting the next, to prevent skill decay?

    k.  If this is a quota-managed or HQDA-directed training course, can students take it as self-motivated stand-alone training, that is, for sustainment, refresher, or self-development training?  If yes, how many promotion and RC retirement points are awarded?

    l.  Does this course or phase replace a course or phase taught in residence?  If yes, identify the course or phase and state if both courses or phases must remain in the ATRRS, and for how long.

    m.  Is this course or phase exempt from the provisions of Section 508 of the Rehabilitation Act of 1973 (Public Law 93-112) as amended in 1998?  If so, state the category that makes it exempt.  If not, describe the strategy to make the training accessible to learners with disabilities.

    n.  Does the DL course/phase require any special equipment, such as a wide-mouth FAX machine required for the Battle Staff Noncommissioned Officer (NCO) Course?  If so, state the requirements.

Figure 2-1.  Synchronous instruction

Figure 2-2.  Asynchronous instruction model 1

Figure 2-3.  Asynchronous instruction model 2

2-7.

Training strategy - phasing.  The management of requirements, quotas, enrollments, courseware distribution, and student progression through multiple instructional units (that is, modules and phases) is resource intensive for managers at all levels.  Additionally, as the number of phases in a course increases, the likelihood of timely completion of the course decreases.  Therefore, insofar as effective design permits, schools limit courses to no more than three phases.  Base exceptions to this policy, as well as exceptions to the requirement of completing training within the timelines in paragraph 1-15b, on the school's specific determination that learners cannot accomplish effective training in three or fewer phases.  A phase requires a determination that the learner has mastered course materials and is ready to progress to the next phase.  Consider the models in figures 2-1 through 2-3 when designing course phases and flow.  Also, see sample TATS course structures in TRADOC Reg 350-70, chapter VI-6-7.

2-8.

Actions upon CAD receipt and acceptance.  Once the CAD is received and accepted, perform the following actions:

Funding

    a.  Fund DL courseware production (see para 2-11e, below).

Course data

    b.  The TOMA provides ATSC Individual Training Support Directorate (ITSD) the CAD, supplemental information, and the training strategy/phase map. 

Identify distribution requirements

    c.  The ATSC uses this information and the milestone schedule agreed to at the Post Award Meeting (see table 2-4) to monitor progress of the DL courseware production process and identify read-ahead materials or other training support materials that are reproduced, assembled, packaged, and mailed to learners enrolled in the DL course or phase. 

Enter course data in ATRRS

    d.  The TOMA analysts enter course or phase data, and supplemental information, into the ATRRS, and identify the appropriate select codes for DL:

        (1)  DL -  Shown as (DL) behind the course number, for cataloging and administrative purposes, to identify DL courses and/or phases. (This code does not appear on student completion certificates or records of training.)

        (2)  BK - DL course/phase with ATSC-distributed and managed courseware.

        (3)  BH - Prerequisite DL courseware, with a test, which ATSC distributes.

        (4)  BR - Read ahead DL courseware, without a test, which ATSC distributes.

        (5)  BS - DL courseware that the proponent school distributes and manages. 

Examples:

·        DL prerequisite course or phase, tested:  (DL) + BK + BH (ATSC distributes courseware and prerequisite materials).

·        DL read ahead, not tested:  (DL) + BK + BR (ATSC distributes courseware and read-ahead materials).

·        DL course/phase without read ahead:  (DL) + BS (school distributes courseware).

Reporting instructions

    e.  The TOMA analysts also enter reporting instructions into the ATRRS to provide information for units use in preparing orders that assign soldiers to training:

        (1)  The locations where training is delivered.

        (2)  Logistical information (that is, billeting arrangements, per diem allowances, and rental car authorizations).

        (3)  The DTF locations, including addresses or building numbers, and facility manager telephone numbers.  (Note:  See http://www.dls.army.mil/ (click on 'Installations,' then 'DTFs & DL POCs') for DTF addresses and managers' numbers.)

        (4)  The URL for the DL course or phase.

2-9.

Submit programs of instruction.  In accordance with TRADOC Reg 350-70, chapter II-8-3e, proponent schools prepare, or update, and submit the POI to TOMA for each DL course, at least 6 months prior to its planned implementation date.  The proponents coordinate with TOMA to establish:

    a.  The training starting date.

    b.  The optimum class size.

    c.  The course length, in weeks.

    d.  Training time (average training hours), that is, the amount of time expected for the majority of students to complete each phase.

    e.  The maximum time (days) allowed for completing training.

    f.  Instructor contact hours, for example, synchronous training or subject matter expert (SME) mentoring.

    g.  Equipment and/or training device requirements.

    h.  Ammunition requirements (if applicable).

2-10.

Actions upon POI receipt.  When TOMA analysts receive POIs, they code the course or phase as a valid DL instructional unit in the ATRRS.  The TOMA also provides a copy of the approved POI to ATSC to inform them of the final course configuration and requirements for training support and read-ahead materials.

2-11.

Process TRAS documents.

Submit TRAS documents

    a.  The TD staffers perform the following activities:

        (1)  Update and assemble the TRAS documents required to support DL course/courseware production, develop supplemental information, and submit documents to HQ TRADOC (TOMA) as soon as possible.

        (2)  Ensure that the CAD and ITP reflect the latest information.  Provide the supplemental information described in paragraph 2-6, above.  Update the POI to establish the requirements in paragraph 2-8, above.

    b.  The TD staffer follows the steps below (performed in any order):

        (1)  Locate and retrieve the original ITP, CAD, and POI for the course produced for DL.

        (2)  Review the DL course models illustrated in figures 2-1 through 2-3, and TRADOC Reg 350-70, chapter VI-6-7.

        (3)  Select the appropriate model for the course at hand.

        (4)  Revise the CAD to support the course model selected.

        (5)  If appropriate, revise the ITP to reflect changes in the CAD.

        (6)  Submit the ITP, CAD, and supplemental information to HQ

TRADOC (TOMA) at least 36 months prior to the FY in which the new DL course is implemented.

        (7)  Coordinate with TOMA to establish the requirements shown in paragraph 2-8, above, and revise POI.

        (8)  Submit the revised POI to TOMA at least 6 months prior to the planned implementation date for the new DL course.

QC checks:  Submit TRAS documents

    c.  The TD staffer performs all of the QC checks in table 2-1 (in any order).

Perform activities upon document acceptance

    d.  The TOMA analysts perform the following activities:

        (1)  Upon receipt and acceptance of the CAD, with supplemental information, and the POI, provide course data to ATSC (ITSD).

        (2)  Enter complete course or phase data and supplemental information in the ATRRS and identify appropriate select codes for DL.

Perform steps

    e.  The TOMA analysts perform the steps below (in any order):

        (1)  Review the updated ITP, CAD, and supplemental information received from the proponent school, to ensure the documents contain all of the required elements.  Accept the documents when all elements are satisfactory.

        (2)  When the training strategy documentation is complete, recommend to the ODCSOPS&T Program Management Directorate (PMD) and ATSC (ITSD) to release DL funds.

        (3)  Provide the CAD, supplemental information, and the training strategy/phase map to ATSC (ITSD).

        (4)  Enter course or phase data into the ATRRS.

        (5)  Identify the appropriate select codes for DL, as shown in paragraph 2-8d, above, into the ATRRS.

        (6)  Enter reporting instructions, as shown in paragraph 2-8e, above, into the ATRRS. 

        (7)  Receive and review the POI for completeness.

        (8)  Notify the proponent school when the POI is accepted so they can complete their requirements for the POI.

        (9)  Provide a copy of the POI to ATSC (ITSD); advise them of the final course configuration and requirements for training support and read-ahead materials.

QC checks

    f.  The TOMA analysts performs all performance measures shown in table 2-2 (in any order).

Table 2-2

Perform activities upon document acceptance, QC checks

No.

QC Check

GO  

NO/GO

1

Review and accept CAD and ITP.

2

Notify PMD and ATSC (ITSD) to release funds.

3

Provide CAD, supplemental information, and strategy/phase map to ATSC (ITSD).

4

Enter course or phase data into the ATRRS.

5

Identify appropriate DL select codes in ATRRS.

6

Enter reporting instructions into ATRRS.

7

Review and accept POI.

8

Notify proponent.

9

Provide POI and training support materials requirements to ATSC (ITSD).

2-12.

Fund DL courseware production.  The DCSOPS&T Training Development and Analysis Directorate (TDAD) coordinates with the Deputy Chief of Staff for Resource Management (DCSRM) to release funds for DL courseware production.  The DCSRM provides funds via a Fund Allowance Document (FAD) to the Commander, ATSC to procure contractor TD support under the DL XXI Contract.  The ATSC coordinates with TOMA to ensure TRAS documentation for individual courses is received and accepted.  The ATSC releases funds to schools when TOMA confirms receipt and acceptance of these materials, and GFI/GFM is certified as sufficient.

2-13.

Waiver of DL XXI Contract support.

Waiver request

    a.  By exception, and on a case-by-case basis, school commanders may submit a request to waive DL XXI Contract support and accomplish DL courseware production using internal TD resources or sole-source contractor support.

Waiver format

    b.  Proponents submit waiver requests by E-mail to HQ TRADOC TDAD using the format in figure 2-4.  They include statements explaining why sole-source support is in the best interest of the Army and how the contractor intends to meet requirements of the DL XXI contract SOW.

TDAD forward request

    c.  The TDAD coordinates the waiver request with ATSC for input on the requestor's courseware development history and a recommendation.  The TDAD then forwards the request to the ADCSOPS&T recommending approval or disapproval.

Approval

    d.  If the waiver is approved, TDAD directs ATSC to distribute the appropriate funds to the approved school as described in
paragraph 2-12, above. 

Standards

    e.  The TDAD advises the school of the waiver approval (or disapproval) and instructs the school to meet all of the standards and specifications contained in the latest version of the DL XXI SOW and provide copies of all deliverables required by the SOW to ATSC IAW TP 350-70-2, paragraph 7-8.

School POC

    f.  The school identifies a point of contact (POC) to work with the ATSC courseware manager to track progress of the production effort.

2-14.

Statement of work preparation.

DL XXI SOW template

    a.  The DL XXI SOW template for course production DOs is available at: http://www.atsc.army.mil/itsd/imi/SOW.asp.  The template contains basic standards applicable to all DOs.  It serves as a model to aid in developing SOWs for the production of courseware for DL IMI, and provides the capability to insert unique requirements the proponent school identifies.  The SOW establishes contractor performance criteria and deliverable requirements for the production of DL courseware under the DL XXI Contract vehicle.  These criteria and deliverable requirements also apply to sole-source contractors IAW paragraph 2-13, above.  Schools use the template to provide variable data that identifies the school, the applicable course, GFI/GFM, and unique design specifications, when applicable.  A design specification template is available with the SOW.  It provides proponents the capability to identify unique courseware requirements not included in the basic SOW template.  When requested, HQ TRADOC (TDAD) and ATSC (ITSD) assist in tailoring the template to meet other specific or unique production requirements, as needed.  (Note:  Schools keep the SOW current until award of the DO.  The ATSC notifies the field of updates to the SOW template; however, proponents periodically check the SOW web site for any changes.)

Figure 2-4.  Sample request for waiver of DL XXI contract support

VTT delivery

    b.  While the majority of courses are designed for IMI, the DL XXI Contract also provides for the development or configuration of training materials for VTT delivery.  The standards, performance criteria, and deliverables for VTT differ from those applicable to IMI.  Therefore, upon the schools request, HQ TRADOC (TDAD) and ATSC (ITSD) assist in developing SOWs geared toward VTT delivery. 

2-15.

Internal roles and responsibilities.  Schools will find early agreement among staff departments, on the assignment of supporting roles and responsibilities, helpful to the courseware production process.  Use internal memoranda of agreement or understanding among key personnel to establish priorities; identify who is responsible for providing and assembling GFI/GFM; and who will fill the role of SME to respond to contractor questions, review contractor deliverables, and consolidate and send comments back to the contractor.

2-16.

Provide GFI/GFM.

Provide GFI/GFM

    a.  Provide GFI and GFM to the TD contractor no later than the Post Award meeting.  It is essential that proponent school personnel begin to collect and assemble the appropriate materials as soon as notification is received that one of their courses was selected for production.

Completeness crucial

    b.  Complete and relevant GFI/GFM are crucial to the development of high quality courseware.  Failure to provide correct or sufficient materials can seriously impede the production effort, or halt it entirely.

Contractor use

    c.  The Government furnishes information and/or materials to the contractor to enable him to design a courseware development strategy and perform the contractual services.  Government furnished information and GFM may include documents, equipment, software, facilities, and services.

Description

    d.  Government furnished information and GFM is described below.

(1) Training analyses (from the Automated Systems Approach to Training (ASAT) database, read only).

               (a) Mission analysis (Command-approved Critical Collective Task List).

               (b) Critical Collective Task Analysis Report (one for each task).

               (c) Job analysis (Command-approved Critical Individual Task List).

               (d) Critical Individual Task Analysis Report (one for each task).

        (2) Training strategies.

               (a) Long-range individual training strategy (the ITP for the applicable MOS, area of concentration (AOC), etc.).

               (b) Short-range individual training strategy for the job being trained (MOS/skill level, AOC/skill level).

        (3) Education/training products.

               (a) Training support package (TSP) that contains current courseware (that is, lessons and lesson plans).  Note:  Advise contractors that lesson plans, when included, are provided as supplemental materials.

               (b) Tests, practical exercise sheets, and solutions.

               (c) Student handouts and reading materials.

               (d) The approved CAD, POI, and supplemental information required in paragraph 2-6.

               (e) Course Management Plan (CMP).

               (f) Course map.

               (g) Student Evaluation Plan.

               (h) Computer software containing instructional materials.

               (i) Graphic training aids, maps, artwork, and video presentations.

               (j) Training aids, devices, and simulations.

               (k) Publications and blank forms or applicable Internet links (for example, field manuals, technical manuals, pamphlets, and regulations).

               (l) Policy letters and memoranda.

2-17.

Assemble GFI/GFM packages.

Assemble GFI/GFM packages

    a.  The TD staffers perform the following actions in assembling GFI/GFM packages to deliver to TD support contractors:

        (1)  Provide GFI/GFM to the TD contractor no later than the Post Award Meeting.

        (2)  Provide complete and relevant information to ensure development of high quality courseware.

Perform steps

    b.  The TD staffers follow the steps below:

        (1)  Upon notification that a particular course is selected for production, identify appropriate source materials.

        (2)  Retrieve source materials and determine their relevancy to the production effort.

        (3)  Remove irrelevant materials and assemble remaining materials into packages for delivery to the TD contractor.

        (4)  Deliver GFI/GFM packages to the TD contractor at the Post Award Meeting.

QC checks:  Assemble GFI/GFM packages

    c.  The QC checks identified in table 2-3 and in paragraph 2-11, above, provide the required level of QC for processing course planning documents, entering course and reporting data into the ATRRS, and assembling relevant GFI/GFM packages for DL courseware production.  The TD staffers perform all of the QC checks in table 2-3.

2-18.

Government furnished information certification.

Certification teams

    a. Before ATSC releases funds for TD contractual support, school-furnished documentation and GFI require certification as adequate to enable the contractor to perform the tasks stated in the SOW.  Certification teams, comprised of ATSC courseware managers and quality assurance personnel, and proponent-identified SMEs, review and verify the quality and completeness of GFI assembled for the contractor.

Reviews

    b.  Certification team reviews take place, either on-site at the proponent school or at ATSC, as both parties mutually agree.  In the event that the team evaluates GFI as indequate to support contract requirements, the certification team leader advises the command element of the proponent school, and the Commander, ATSC, who recommends appropriate action to the HQ TRADOC, DCSOPS&T.

2-19.

Post Award Meeting.

Kick-off event

    a.  After the award of a DO to a TD contractor, a Post Award Meeting between the contractor and the Government kicks off the TD project.  Government representatives normally include the Contracting Officer's Representative (COR), an ATSC courseware manager, the technical representative, and school personnel.  Other ATSC personnel may attend to assist the contractor in understanding development standards and requirements.  A primary goal of the meeting is to ensure complete, mutual understanding of the project and to establish a cooperative relationship between the contractor and school personnel.  All parties approach the project as a team effort.

Agenda

    b.  Successful completion of the production effort requires complete understanding of the SOW requirements.  The purpose of the meeting is not to rewrite the SOW, but to execute the SOW on the table.  Table 2-4 shows suggested agenda items and sponsoring agencies for the meeting.

Minutes

    c.  The contractor records and submits the minutes of the meeting to all attendees for comment.  After receiving comments, the contractor prepares and distributes final minutes to all attendees.

2-20.

Reserve Component support to the DL design process.  Subject matter experts from ARNG or United States Army Reserve (USAR) TASS training battalions may be available to support the DL design process.  Reserve Component participation in the design process helps ensure that courseware applies to the RC as well as the AC environment.  Coordinate RC support, when available, through the senior ARNG or USAR advisor at the proponent school.

Chapter 3

Distributed Learning Courseware Production, Development Phase

3-1.

Design fundamentals.

Design goals

    a.  Distributed learning trainers and training designers address the needs of learners as well as obstacles to achieving effective learning through DL means.  This paragraph identifies fundamental principles for DL courseware and provides a goal for proponent schools to achieve in designing effective and efficient courseware.  These principles are not hard and fast rules; rather they provide guidance for designers to follow in applying their own imagination, creativity, and intuition to the courseware design process.  Proponent and contractor designers and QA reviewers should follow this guidance.  (See TRADOC Pam 350-70-2 for detailed IMI design guidance.)

Interactivity

    b.  The interaction of learners with the courseware is a key factor in both the cost and effectiveness of IMI.  TRADOC Pam 350-70-2, paragraph 2-11, describes four levels of interactivity ranging from low-level to real-time simulations.  Proponent schools specify the required level of interactivity in SOWs developed for contractor support.

Fundamentals of adult learning

    c.  Keep in mind the following fundamental requirements when preparing courseware aimed at adult learners.  Adult learners need to:

        (1) Comprehend why they should learn what is taught.

        (2) Direct their time and activities.

        (3) Share their experiences.

        (4) Use what they have learned.

        (5) Use a problem-centered approach to learning.

        (6) Have confidence in their ability to perform the skill or task taught.

Obstacles to effective DL

    d.  The major challenge to achieving effective learning through DL means is the ability to gain and sustain learner attention throughout the training session.  The primary obstacles to sustaining learner attention are:

        (1) Distance learners have fewer opportunities to provide and receive feedback from trainers.

        (2) Learners conditioned to watch television passively might bring that passivity to DL, especially synchronous instruction.

        (3) Learners may lose track of where they are in the instruction.

        (4) Distance learners are often told how to do something rather than shown.

Norm categories

    e.  These design norms are intended to seize and hold the attention of distance learners by relaxing and making the learners alert to the learning stimuli.  The norms are categorized as follows:

        (1) Motivation.

        (2) Involvement.

        (3) Show, rather than just tell.

        (4) Structure.

Motivate learners

    f.  The following actions motivate learners:

        (1) Design DL courses to grab the learners' attention and stimulate curiosity within the first two minutes of instruction.

        (2) Communicate to the learners why they need to know the trained task or skill.

        (3) Influence the learners' attitudes concerning the subject and identify what they should know or do.

        (4) Give learners control.  Enable learners to:

               (a) Branch to different sections, exit a lesson and reenter at a specific segment of instruction, and move backward in the lesson for review.

               (b) Manage the pace of presentation.

               (c) Choose from among practical exercises and optional test questions.

        (5) Demonstrate a high level of enthusiasm for the subject matter.

        (6) Challenge learners, but at the same time give realistic expectations for success.

        (7) Use both male and female voices to hold learner interest, especially for asynchronous instruction.  (See TRADOC Pam 350-70-2, paragraphs 4-5 and 4-9.)

Involve learners

    g.  Use the following actions to involve learners:

        (1) Include active, meaningful learner involvement at least 30 percent of the time for synchronous instruction, and between 40 and 50 percent of the time for asynchronous instruction.  Allocate the time in short segments throughout the lesson.  (See TRADOC Pam 350-70-2, para 4-11.)

        (2) Actively involve learners during the middle of the instructional period (when recall is at its lowest point) by including a mix of learner-learner, learner-content, and learner-instructor interactions.

        (3) Include multisensory activities, that is, visual (seeing), auditory (speaking and hearing), and kinetic (moving, writing, and working in groups).

        (4) Involve learners in role-playing scenarios, problem solving, and case studies designed to grab and hold attention.  Follow the experience with periods of reflection that ask the questions, "What did I learn?" and "What will I do with it?"

        (5) Provide feedback that:

               (a) Is prompt.

               (b) Is frequent and available when the learner needs it.

               (c) Tells or shows why a response was correct or incorrect.

               (d) Indicates improvement since the learner's last evaluation.

               (e) Is followed by new action.  (See TRADOC Pam 350-70-2, para 4-14.)

Show learners, rather than just tell them

    h.  Use the following DL course design techniques to illustrate, demonstrate, or visualize learning objectives by:

        (1) Using graphics, pictures, animation, or video to illustrate or demonstrate action, rather than using text or a talking head.

        (2) Using animation to demonstrate processes that are difficult to visualize from verbal descriptions, or too costly, too dangerous, or impractical to videotape.

        (3) Using video to demonstrate procedures requiring motion and stimulate critical thinking and discussion.

        (4) Triggering image visualization by telling stories, relating examples of action, and using analogies.

Course design presentation

    i.  Course design guidelines for presentation:

        (1) The letter font and size combination is the most important attribute of text legibility on video displays.  Use light to medium-colored backgrounds with a text color that yields a text-to-background contrast ratio in the range of 8:1 to 10:1 to enhance legibility.

        (2) Pleasing colors on a video display include any shade of medium blue background with white or yellow text.  Other desirable medium-tone background shades include green, salmon, medium purple, gray, and tan. 

        (3) Combinations of complementary colors of the same value are difficult to read and annoying to viewers.  Examples include blue/orange, red/green, and yellow/violet.  Avoid combinations of red and green because male-pattern color blindness is most prevalent in distinguishing between these two colors.  (See TRADOC Pam 350-70-2, paragraphs 4-15 and 4-19.  Also see appendix E, below, for technologies that assist

access to DL instruction for individuals with disabilities that would impede regular access.)

Structure the learning experience

    j.  The following techniques provide structure to the learning experience.  Ensure DL courseware designs:

        (1) Introduce the lesson by presenting its full context, that is, what came before, what comes now, what comes next, and why this subject is important.

        (2) Have consistency between the learning objective, the lesson content, examples, exercises, and test items, to build learner trust and confidence in the course materials.

        (3) Improve learner performance on final tests by beginning lessons with recall pretests, for example, essay exam, fill-in-the blanks, and matching.  Performance on recall pretests often exceeds that involving recognition, that is, multiple-choice exams.  Note:  Currently, there is no software to grade essay exams.

        (4) Relate the learning objective to the context of the total subject.  Present instruction using a whole-part-whole sequence to result in quicker learning than presentations that use a part-whole sequence (that is, starting with details and building to the general topic).

        (5) Begin the lesson with a practice session that calls for a response to a situation.  End the lesson with a discussion of the theory involved.

        (6) Provide indicators of where the learner is in the lesson and in the course to reduce problems that occur when distance learners lose track of their place in electronic instruction.

        (7) Include periodic review sessions, for example, after an hour, a day, a week, or a month.

        (8) Conclude the learning experience by providing for a transfer of the knowledge, skill, or task learned to the learners' jobs.   

(See TRADOC Pam 350-70-2, para 4-16.)  

3-2.

Minimum requirements. 

Background

    a.  The Secretary of the Army Spring 2000 Training Technology Subcommittee performed an extensive review of Army courseware, resulting in specific recommendations concerning the minimum requirements for IMI courseware.  TRADOC documented and

incorporated these recommendations into the IMI Implementing instructions.  They were subsequently incorporated into the SOW template for the DL XXI Contract.

Application

    b.  The minimum requirements apply to IMI courseware developed for delivery by WBT and CD-ROM.

Requirements categories

    c.  Interactive Multimedia Instruction requirements are categorized as follows:

        (1) Cover information (CD-ROM only).

        (2) Introduction.

        (3) Instructional activities.

        (4) Closing. 

Note:  The requirements for each category are summarized in paragraphs d through g, below.  (See TRADOC Pam 350-70-2, app H for detailed instructions.)

Cover information

    d.  The cover for IMI courseware delivered on CD-ROM includes:

        (1) The title of the course, phase, module, and lesson, as appropriate.

        (2) The Defense Instructional Technology Information System (DITIS) release number and ATRRS number.

        (3) Courseware version number and date produced.

        (4) Notice indicating whether or not the courseware is usable for self-motivated, self-development training.

        (5) Security classification and foreign disclosure notice.

        (6) Proponent's name and address.

        (7) System requirements.

               (a) Minimum computer system capabilities.

               (b) Any specific display requirements.

               (c) All required plug-ins listed.

The Introduction

    e.  The Introduction provides an overview of the instructional unit and includes the following information:

        (1) The purpose and scope of the course, phase, module, or lesson.

        (2) The intended target audience.

        (3) Prerequisite training requirements.

        (4) A course/phase/module/lesson map.

        (5) The average time that it takes to complete the instructional unit and the maximum time allowed.

        (6) An overview of the help and navigation features.  Describe:

               (a) The help function and its contents.

               (b) Navigation tools and buttons.

               (c) How to access more help.

               (d) The bookmark feature.

        (7) Available resources (linked and not linked).

        (8) A motivator that:

               (a) States the relevance and significance of the instructional unit.

               (b) Gains the learner's interest and focus on learning.

               (c) Explains the importance of the learning objective.

               (d) Explains the job or battlefield application of the learning objective.

               (e) Describes the consequences of nonperformance of the objective.

        (9) A menu that::

               (a) Allows the learner to easily navigate throughout the courseware.

               (b) Includes links to pre- and post-training tests, a help menu, individual lessons, and (optionally) subtopics. 

        (10) A statement of the terminal learning objective (TLO) for each lesson.

               (a) The action that the learner must perform.

               (b) The conditions under which the action is performed.

               (c) The performance standard (that is, action or score) that the learner must achieve to receive credit for the training.

        (11) Safety cautions, notes, and warnings:

               (a)  May be required, if equipment other than a computer is used in the instructional unit.

               (b) Concerning equipment operation or procedures included in the lesson content are identified at the beginning of lessons, as applicable.

               (c) Concerning equipment operation or procedures used are included in lesson content, as applicable.

        (12) A risk assessment may be required if equipment other than a computer is used in the instructional unit.

               (a) The risk level of equipment operation or procedures included in the lesson content, and measures to take to reduce that level, are identified at the beginning of lessons, as applicable.

               (b) Safety notes, cautions, and warnings concerning equipment operation or procedures used are included in lesson content, as applicable.

        (13) A statement of environmental considerations may be required if equipment other than a computer is used in the instructional unit.  Actions that reduce environmental impacts are identified in lesson content, as applicable.

        (14) An introduction to the SEP that:

               (a) Informs learners how their performance of TLOs is evaluated.

               (b) Indicates if the evaluation is conducted as part of the subject lesson or a subsequent one.

                (c) States the remediation policy for failure to perform the subject TLO to standard.

        (15) An instructional lead-in that:

               (a) Introduces the lesson.

               (b) Ties the TLO to previous training, when applicable.

Instructional activities

    f.  Lessons include the following instructional activities:

        (1) Pre-training tests that measure learners' levels of knowledge.  Successful scores may allow them to test out of all, or part of the lesson, and proceed to the post-training test, at the school's option.

        (2) Enabling learning objectives (ELO), if appropriate, that identify:

               (a) The action the learner performs that supports performance of the TLO.

               (b) The conditions under which the action is performed.

               (c) The performance standard that earns the learner a "GO."

        (3) Learning steps that:

               (a) Consist of as many activities as are necessary to cover each learning objective.

               (b) Require active interaction between the learner and the courseware.

               (c) Avoid passive interaction, for example, simple page turning. 

               (d) Meet all lesson design requirements.

        (4) Checks on learning that:

               (a) Include frequent questions to assess learners' level of understanding of instructional content.

               (b) Provide informal feedback to learners on their progress.

               (c) Provide positive feedback for performance to standard.

               (d) Provide a branch or loop back to specific lesson content based on responses to the checks.

        (5) Practice that includes:

               (a) Scored and unscored performance of either the objective task or actions that lead to task performance.

               (b) Performance feedback, either delayed or immediate.

        (6) A review of the lesson/TLO that covers all teaching points.

        (7) An evaluation that:

               (a) Requires learners to perform the objective action, under prescribed conditions, to established standards.

               (b) Either tests the actual performance of the TLO or determines that learners can perform the TLO to standard without demonstrating actual performance (that is, performance-based testing).

               (c) Includes feedback to learners on the results of the test.

               (d) Forms a part of either the subject lesson or a subsequent lesson.

        (8) Remedial instruction that:

               (a) Focuses only on the material for which the learner requires additional instruction.

               (b) Presents the instructional material in different terms and does not merely loop back to previous instruction.

               (c) Includes opportunities for practice.

               (d) Provides feedback on performance.

The closing

    g.  The features of the closing follow. The closing:

        (1) Reiterates the main points taught in the lesson.

        (2) Summarizes the information provided and the objective completed in the instructional unit.

        (3) Identifies any follow-on actions required, when applicable.

        (4) Includes a transition that relates the subject lesson to follow-on training, when applicable.

3-3.

Course structures.

Instructional techniques and delivery media

    a.  When designing courseware for DL, training developers may use a mix of instructional techniques and delivery media.  Examples of notional course structures using these techniques are shown in the following paragraphs and in tables 3-1 through 3-3.  Note:  Include read-ahead materials, as appropriate. 

Notional course with resident phase and DL techniques

    b.  The course structure shown in table 3-1 includes two DL phases followed by a third resident phase that includes DL techniques.  This structure is typically used for basic and advanced NCO courses (Basic Noncommissioned Officer Course (BNCOC)/Advanced Noncommissioned Officer Course (ANCOC)) in which the first DL phase is common core and the second is specialty technical training.  The resident phase brings students to a central location for hands-on training on unique equipment, or for a training activity that requires direct student-student or student-instructor interface. 

        (1) The DL instructional units include various delivery media and tests.  The delivery media are:

               (a) Untested read-ahead materials delivered via WBT or CD-ROM.

               (b) Interactive Multimedia Instruction delivered via WBT.

               (c) Videotape.

               (d) Video teletraining or platform instruction.

        (2) The resident phase includes DL techniques, student-centered, instructor-controlled instruction, and an equipment/hardware-oriented practical exercise.  Options for presentation include in-person at a proponent school, or via VTT at a TASS Battalion DTF.  There is a performance-based test in Phase II and a performance test in Phase III in which the learner demonstrates actual performance.

Note:  Shaded areas in the tables denote resident training at proponent schools or TASS battalions.

Notional course fully configured for DL

    c.  Table 3-2 illustrates a two-phase course that contains VTT supported by individual self-paced IMI study.  Consider scheduling the VTT during consecutive days for AC soldiers, and during IDT or annual training/ADT for RC soldiers. 

        (1) Phase I consists of two modules:

               (a) Module A is prerequisite IMI delivered via CD-ROM that is tested.