A look at the NETC End-to-End (E2E) Process using the Content Planning
Module (CPM) / Learning Object (LO) Module
NETC E2E Process
• It is about …..– resources and funding– connecting requirements to learning objectives– making training better and faster to update– all about assessments and evaluation
• It is not about …..– driving you crazy.– creating more work.
It should make training better
AIM FRB Specific Topics• Tool to manage active projects and identify projects at risk.• Better ways to manage ECP’s or action items.• Use of existing resources • AIM LO Module TG produces a non-intelligent PDF• No content repository or link to CPM• Ability to link to outside analysis documents• CPM Projects link to JDTA needs work, should also be able to link
task, sub-task and KSATR (KSATR different color)• Outline Sheet needs references added and should automatically
populate section outline.• Does the tool reflect the process• How do we make the process better
E2E TriggerEvent
TSD
IPRD
JDTAPrep work to start JDTA
Create IMP / IMS
JDTAWorkshop
Lesson / 5 Content TypeStoryboards
JDTA ApprovalProcess
FEASteps 1-5
IMRD
FEASteps 6-9
ActuallyApprove
JDTA in CPM
R3 and organize JDTA data to support
Requirement
Course Conversion from CTTL or PPP Table
Identify skills (note some skills are miss labeled in
CTTL’s)
1
1CreateIMDP
ConductBCA
Create TPP
COA
Populate CPM Projects Tab
Export toEDE
Create PWS
Create EvaluationAssessmentPlan (EAP)
2
2
If you can’t identify existing JDTA data to link, conduct JDTA
If it is an emerging requirement contact NETC for assistance (assistance is not a Wavier)
3
3
One
One
Export toEDE
Course
Module
Lesson
Section
Overview
Summary
Lesson / 5 Content Type Storyboards
Practice
Base Elements
Elements that can be added
Storyboards
Instructional Resources (RRL)
Assessment
ISD ConsiderationsCourse Outline of Instruction (COI)
JDTA defines thework that’s required
FEA / CPMProjects defines
The Learning Objectives and Assessment Strategy
AIM LO creates the learning to allow practice and
assessment to measure the meeting of those objectives
Evaluate Learning / Measure Effectiveness
Section(s)
Interactive Multimedia
Instruction (IMI)Tools
QuestionMarkPerception
(QMP)
Future Content Repository and link to JDTAexisting interventions
Will be your lesson.
Introduction Importance Prerequisites Scenario
Review Next Step
Section
Section
Section
Overview
Summary
Section Evaluate Ends, Ways and MeansIdentify PESTONI Resource Pillars
Use RKC Meth Component Tools
Identify Stakeholders
Lesson Construct
Principle Content TypeFact Content TypePrinciple Content Type
Fact Content Type
Guidelines Elements
Fact(s) Elements
While all sections are stand-alone. One section maybe the primary skill based section in a lesson. Starting here first will ensure that other sections are developed to meet these specific requirements, no more, no less. See next figure for a Section level example.
Resource
Learning CenterJDTA Data
Introduction Safety Security Fact PrincipleStatement
Guidelines Example Example Non-Example Analogy
SectionReview Practice Assessment Glossary
Principle Content Type
Remove
From the KSATR’s:1) Pestoni Resource Pillar2) RKC Framework3) ?
Additional Elements?
Maybe something else (that’s why we storyboard, to see were it fits)1) RKC Framework, Matrix and Process Maps2) ?
Since these can be Fleet Issues, does it make them classified or restricted handling?
3 Things, See brief on RKC Introduction and Overview, Slide 8
Scenario, Example, Exercise, etc… Goal is to put the training into a realistic thing that the student can connect learning too.
Key take away of the lesson. In some cases should be completed first since it will set the stage for the Training Requirement.
Questions the allow the student to get experience and reach the desired proficiency level (SPL1 to SPL2 for example)
No more, no less then a test, practical exercise to measure the Learning Objective. A second item needs to be developed as a backup or A and B test, or remediation.
Scenario that went wrong, or something that the student can you that is wrong
All terms go here. Can be moved up if required.
Works best if the student has to develop an example. Adult learning mombo jumbo
Learning Objective (Section Level)Given Fleet Readiness problem (Condition)using the RKC process (Non-Equipment)Evaluate (Note change to Action Verb)Ends, Ways and Means (Behavior)Provide the most cost effective solution (Standard)
45 MIN
40 MIN
30 MIN
20 MIN
10 MIN
NextSection
Start of Class
Instructor Introduction and Review
QMPReport
Instruction-Based(LEARN)
Learner-Based(PRACTICE)
Review
ReviewBreak
5 MIN
50 MIN
Blended Instruction/Learner-Based(EXPLORE)
LearnerPrep for next
Section
QMPReport
QMP / Polling Device
(as appropriate)
PrinciplePrinciple
IntroductionIntroduction
SafetySafety
SecuritySecurity
FactFact
Principle Statement Principle Statement
GuidelinesGuidelines
ExampleExample
Section ReviewSection Review
PracticePractice
AssessmentAssessment
GlossaryGlossary
Read-Ahead (night before)Read-Ahead (night before)
KPL1 > KPL2
KPL1
KPL2 > SPL1
SPL1 > SPL2(NOTE: Assessment is to the level required, it will occur
as appropriate to the Course
Testing Plan)
KPL2 > SPL2
Instructor Facilitated Blended Learning Section
(Lesson Plan (LP))
Related instructional level and assessment
requirement
Classroom / InstructionalView
Supportive
NOTE: Times are notional
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