Chapter 2 Distributed Learning (DL ... - TRADOC - Army.mil

Department of the Army *TRADOC Pamphlet 350-70-
12
Headquarters, United States Army
Training and Doctrine Command
Fort Eustis, Virginia 23604-5700 3 May 2013 Training and Education THE ARMY DISTRIBUTED LEARNING (DL) GUIDE
FOR THE COMMANDER: OFFICIAL: MARK MACCARLEY
Major General, U.S. Army
Deputy Chief of Staff
[pic]
CHARLES E. HARRIS, III
Colonel, GS
Deputy Chief of Staff, G-6 History. This publication is a major revision. It supersedes U.S. Army
Training and Doctrine Command (TRADOC) pamphlet (TP) 350-70-2, dated 26
June 2003, and TP 350-70-12, dated 29 March 2004. The portions affected by
this revision are listed in the summary of change. Summary. This pamphlet provides managerial guidance on the development of
distributed learning (DL) content and courseware; explains the planning,
analysis, design, development, and delivery of DL products; and explains
the various roles involved in the management of DL development. Applicability. This pamphlet applies to TRADOC activities and One Army
School System training battalions responsible for managing, developing, and
implementing learning products. It also applies to non-TRADOC agencies and
organizations possessing memoranda of understanding, memoranda of
agreement, and contracts for developing learning products for TRADOC and
One Army School System agencies and organizations. Proponent and exception authority. Army Regulation (AR) 350-1 assigns the
commanding general, TRADOC the responsibility for Army learning (training
and education) guidance and procedures contained herein. The proponents of
this pamphlet are the Combined Arms Center
This pamphlet supersedes TRADOC Pamphlet 350-70-2, dated 26 June 2003 and
TRADOC Pamphlet 350-70-12, dated 29 March 2004.
(CAC); Army Training Support Center (ATSC); and TRADOC Capability Manager,
The Army Distributed Learning Program (TCM-TADLP). The proponent is the
authority to approve exceptions or waivers to this pamphlet consistent with
controlling law and regulations, unless otherwise designated. Exceptions
are granted on an individual basis. The commander or senior leader of the
requesting activity must endorse all waiver requests before forwarding them
through higher headquarters to the policy proponent. Requests must include
requestor contact information; type of request (initial, extension,
modification, appeal, or cancellation); specific line items requested for
waiver; unit, institution, or center/school affected; proposed alternative;
justification; impact; expected benefits; anticipated effective dates; and
duration requested. The proponent continually seeks innovation and process
improvement. Significant process improvements and global exceptions will
be considered for addendum to policy prior to the next revision. Suggested Improvements. Submit changes for improving this publication on
Department of the Army (DA) Form 2028 (Recommended Changes to Publications
and Blank Forms) through channels directly to the office of TCM-TADLP,
ATSC, Building 2112 Pershing Avenue, Joint Base Langley-Eustis, VA 23604.
Suggested improvements may also be submitted using DA Form 1045 (Army Ideas
for Excellence Program Proposal). Individuals and organizations are
authorized to send comments electronically. Distribution. This TRADOC pamphlet is available only on the TRADOC Website
http://www.tradoc.army.mil/tpubs.
[pic] Summary of Change TP 350-70-12
The Army Distributed Learning (DL) Guide This major revision dated 3 May 2013 incorporates the following changes
throughout: o Adds guidance on the planning, analysis, design, development, and
delivery of distributed learning products formerly contained in United
States Army Training and Doctrine Command pamphlet 350-70-2. o Updates procedures that support policy in United States Army Training
and Doctrine Command regulation 350-70. o Applies administrative restructuring. Table of Contents
Page
Chapter 1 Introduction 7
1-1. Purpose 7
1-2. References 7
1-3. Explanation of abbreviations and terms 7
1-4. Scope 7
Chapter 2 Distributed Learning (DL) Management Overview 8
2-1. The Army Distributed Learning Program (TADLP) 8
2-2. TADLP defined 8
2-3. DL description 8
2-4. TADLP support to Army Force Generation 9
2-5. TADLP support to the training domains 9
2-6. Operational domain 9
2-7. Institutional domain 10
2-8. Self-development domain 10
2-9. Nomination and prioritization process for DL development 10
Chapter 3 Planning of DL Products 14
3-1. The Army Learning Model (ALM) 14
3-2. DL empowered by the ALM 15
3-3. Interactive Multimedia Instruction (IMI) 15
3-4. DL and ADDIE process 17
3-5. Planning for DL 17
3-6. Planning for IMI 18
3-7. Planning multimedia elements 20
3-8. Planning visual elements 22
3-9. Planning audio elements 25
3-10. Planning text elements 26
3-11. Planning for development time 27
3-12. Planning for Sharable Content Object Resource Model (SCORM)-
conformant content 40
3-13. Planning for accessibility - Section 508 of the Rehabilitation Act of
1973 40
3-14. Planning for IMI QC 42
Chapter 4 Analysis 44
4-1. Analysis overview 44
4-2. Needs analysis 44
4-3. DL analysis 45
4-4. SCORM analysis 47
Chapter 5 Design 48
5-1. Design overview 48
5-2. Instructional media design package (IMDP) 51
5-3. Content chunking design 52
5-4. Mobile learning: Learning with a mobile Internet device 52
5-5. Assessment strategies 53
5-6. Assessment in IMI 54
5-7. Storyboarding 54 Chapter 6 Development 57
6-1. Development overview 57
6-2. Course structure 57
6-3. Content structuring and sequencing for delivery on the Army Learning
and Content Management Capability (ALCMC) platforms 59
6-4. Instructional strategy (technical implementation of assessment
strategy) 60
Chapter 7 Implementation 60
7-1. Implementation overview 60
7-2. Choosing an implementation platform 63
Chapter 8 Evaluation 64
8-1. Courseware validation 64
8-2. End-of-course survey 65
8-3. Test security 65
8-4. Target areas for evaluation and assessment 65
Chapter 9 Contracting for DL 66
9-1. Contract overview 66
9-2. Performance work statement (PWS) preparation 66
9-3. Contract basics 67
9-4. The IMDP process goal 68
9-5. Deployment guidelines 69
9-6. DL contractor development process 70
9-7. Period of performance 72
9-8. In-house development 74
Appendix A 77
Appendix B TADLP Course Development Oversight Tasks 80
Appendix C Minimum Essential Requirements 83
Appendix D Student Control, Navigation, and Interaction 93
Appendix E SCORM 99
Appendix F Multimedia Element Guidelines 106
Appendix G Technical Specifications and Guidelines 116
Appendix H End-of-Course Survey Sample 120
Appendix I Components of the IMDP Process 127
Appendix J Advanced Distributed Learning Registry (ADL-R)/Army Content
Repository 131
Appendix K Compact Disc-Read Only Memory (CD-ROM) Production 134
Appendix L Section 508 Standards 145
Glossary 153 Table List
Table 3-1 Estimated hours to develop one hour of IMI 28
Table 3-2 Factors affecting development 29
Table 3-3 Degree of effort associated with changes 30
Table 3-4 Presentation categories 32
Table 3-5 Development team QC responsibilities 43
Table 7-1 Implementation platforms 63
Table 9-1 Authoring system advantages and disadvantages 74
Table C-1 Minimum essential requirements for DL course/lesson structure
83
Table C-2 Minimum essential requirements for introduction of instructional
unit 85
Table C-3 Minimum essential requirements for LSAs 88
Table C-4 Minimum essential requirements for instructional activities
within a lesson 90
Table C-5 Minimum essential requirements for closing an instructional unit
92
Table C-6 Minimum essential communication requirements 92
Table E-1 Metadata examples 104
Table G-1 Approximate download times 118
Table I-1 Common IMDP components 127
Table J-1 SCORM-related definitions 133 Figure List
Figure 2-1. The TADLP process 11
Figure 3-1. Interactive multimedia instruction (IMI) examples 16
Figure 3-2. Factors' impact on development example 31
Figure 3-3. Presentation category selection example 34
Figure 3-4. Category 1 low-grade presentation 36
Figure 3-5. Category 1 high-grade simulation presentation 37
Figure 3-6. Category 2 medium-grade presentation 37
Figure 3-7. Category 2 medium-grade presentation 38
Figure 3-8. Category 3 high-grade simulation presentation 39
Figure 3-9. Category 4 high-grade simulation presentation 39
Figure 4-1. Course structure example 46
Figure 4-2. Lessons become topics in computer managed instruction (CMI)
47
Figure 5-1. Storyboard version 1 55
Figure 5-2. Storyboard version 2 55
Figure 6-1. Course Map Example 58
Figure B-1. TADLP course development oversight tasks 83
Figure D-1. Level 1 interactivity 95
Figure D-2. Level 2 interactivity 96
Figure D-3. Level 3 interactivity 97
Figure D-4. Level 4 interactivity 98
Figure E-1. SCO granularity 102
Figure E-2. Reusable SCOs in the content repository 105
Figure F-1. Interactive graphic with text on bottom 107
Figure F-2. Visual element relating to text 108
Figure F-3. Incorporate safety warning in graphic 109
Figure F-4. Screen showing one procedure 110
Figure F-5. Screen text incorporated in graphic 111
Figure G-1. Determining window size 117
Figure J-1. Advanced Distributed Learning's (ADL's) high-level attributes
for all DL environments 131
Figure J-2. ADL-R content registry system 132
Figure K-1. General CD-ROM label layout 139
Figure K-2. CD-ROM front cover information 140
Figure K-3. CD-ROM rear cover information usin