• The FEA has been completed, the BCA has been done and it is time to go into CPM and approve the JDTA and finish building the objectives.
• The ISD Considerations must be completed in the Project Tab.
• The TCCD and IMDP are both generated once the information has been entered in CPM.

Objective:
• Given an IMDP Report from CPM and a
Word Processing Program, develop an IMDP to NETC’s Specifications outlined in the SOP.
• What does the IMDP add to the End-to-End
Process?
• Where is it in the End-to-End Process?

• The Instructional Media Design Package
(IMDP) is to detail and demonstrate the design intent for each module and lesson within a course and to describe how the course will achieve the intended learning.
• The IMDP is a living document, and will probably change, even after you submit it for review.
• A course prototype will be developed with the
IMDP.

• We have to start building the blueprint for the course in CPM. This is really part of the
AIM CPM/LOM Training Class, but we will go through the major steps to foster an understanding of the process leading to the
IMDP.
• We will enter the ISD Considerations in the
Project Tab, after we enter our learning objectives. These are taken from our FEA
Worksheet.

• The IMDP starts pulling the course together, and allows the designer to communicate decisions that will have an impact on both the quality and cost of the course.
• Developing the IMDP starts with the report generated from AIM CPM. Data is added to the report as needed to communicate the design of the course and according to guidance.
• The required fields for the IMDP are taken from the DiD Instructional Media Design Package, DI-
SESS-81520B.

IMDP Sections that need to be added to CPM
Output:
– Summary Description of Training- 2-2, I to O
– Course Design Strategy- The complete section 2.3
– Lesson Design Strategy- The complete section 2.4
– Courseware Logic Flow – all of 2.5

Why do a course prototype?
A course prototype helps with risk management and to get a feeling for how the course will actually present.
What is in the course prototype?
The course prototype should be a representation of the IMDP, and should include storyboards, metadata, and assessments, at the section or the element level.

Working in your groups: complete section 2.4.4 of The Instructional
Media Design Package, 81520B, letters a through d.

• Who will probably be reviewing the IMDP?
• What should that person be reviewing it for?
• If you were writing a job description for an
IMDP Reviewer, what requirements would you list as needed for this position?
• What are the consequences of approving a ‘bad’
IMDP?

• When reviewing the IMDP, remember that the goal or big picture is to ensure that the project has been properly scoped. Does the course fit within the time, technical, and delivery constraints that are being suggested? Are the ISD considerations appropriate for the learning objectives?
• Both the DI-SESS-81520B (Instructional Media
Design Package Acquisition Guidance) and the sample IMDP available in Appendix F of the ILE
Handbook should help to identify gaps in the
IMDP.

Imagine you are the Project Lead or LSO for the
LC. Review IMDP #2 for any additional problems
(other than the software discrepancy already identified). Notate any problem areas you find on a separate document.

• The IMDP has already been reviewed, so approving the IMDP is really about considering the financial ramifications. Before approving an IMDP, it is vitally important to consider cost.
• It is sufficient for the LSO or the Project Lead to send an email approving the IMDP and
Prototype, which is likely a project deliverable.

Once the IMDP has been approved, it is time to move the project from the EDE to the
Learning Object Module.

Using Job Sheet 1-7- 1-2, Import a course into the Learning Object Module from the EDE.

• The LO Module is where course development begins.
• Much of the development in LO depends on choices that were made in CPM. For example, content types, delivery method, and skill or knowledge proficiency level were chosen in
CPM.
• This section is about content types: Facts,
Concepts, Processes, Procedures, and
Principles, referred to sometimes as FCPPP.

The best types of interactions for training depends on the content type.
• If you are trying to convey facts, use the fact to complete a task. An example would be using a table to find the answer to a specific question.
• If you are trying to convey a concept, identify an instance of the concept. An example would be the log on page for different webpages. They operate under the same concept, but have different log on rules.
• If you are trying to teach a process, solve a problem.
An example would be creating a log-on for a program.

• If you are trying to teach a procedure, provide a task with steps, such as a job sheet for importing courses from CPM into LOM.
• If you are trying to convey a principle, perform a task by applying guidelines, such as creating a course based on guidance.

• How to enter data into CPM is a __________
• The E2E development system is a __________
• Completing the media analysis of the FEA is a
______________
• Open-ended questions are a__________
• Abraham Lincoln was the 16 th President of the
United States is a ______________

• Review the content typing you did for your
FEA Objectives. Explain why you chose those content types.
• Then, develop at least two new examples of each content type. Be prepared to explain why you identified each content type example the way you did.

• What are some delivery strategies?
• This section offers suggestions on how to build effective training using instructional delivery strategies like brainstorming and role-playing.
• NETC's philosophy is that instructional design is much more than ordering information or activities.
Deliberate decisions must be made to determine how a learner will interact with the information.
• Each instructional piece has its own characteristics that impact how other instructional pieces interact with it.

1. Interactive Multimedia Instruction (IMI) - Everything from PowerPoint to flight simulators, web-based, etc.
2. Instructor Led Training Class - traditional training with an instructor, tutor, or coach
3. Instructor Led Training Lab - traditional, but in a lab instead of classroom to conduct practical exercises
4. Instructor Led Training Onboard Training - traditional training done onboard, access to training aids may be limited
5. Blended - any combination of training types listed here
6. Electronic Performance Support System (EPSS) - A highly interactive IETM

Based on media types and media delivery modes analysis the instructional strategy recommendations for the content module are for a blended learning solution media types consisting of:
• Instructor/tutor
• IMI with ICW/SIM/electronic management systems – CAI,
LMS/electronic publications.
• Traditional print and digital materials.
• Trainers/training devices–component trainers
Media delivery modes:
• CBT (78.35%)
• ILT (55.27%)
• LAB (53.75%)

• Portraying or just presenting information
(using just PowerPoint, instructor lectures, or page turning CBTs) is not as an effective instruction delivery format as more engaging presentations.
• Is it possible, that presenting non-engaging training, at the lowest levels of learning, ends up costing NETC more money, resources and training time; as well as impacts fleet readiness?

This is the recommendations and solutions statement for a course that is currently taught through formal ILT training. Determine some methods for presenting instruction that might be congruent with the recommendations.
RECOMMENDATIONS AND SOLUTIONS:
It is recommended that multiple DL and ILT style resources be used to provide supplemental training to the formal course. These resources would supplement current training without interfering with current formal course content.

• What is the cognitive domain NETC bases its proficiency levels upon?
• What is the psychomotor domain?
• What are Remember and Apply?
• What are the Proficiency Levels?

In training, the cognitive level is the level of mental difficulty of the task. Bloom's Taxonomy, developed in 1956, is often used to assign cognitive levels to tasks.
Bloom’s cognitive levels are condensed to three for training :
1.
Recall/Comprehension: define, duplicate, list, memorize, recall, repeat, reproduce. discuss, explain, identify
2.
Application/Analysis: choose, demonstrate, employ, illustrate, schedule, write, discriminate, distinguish, examine
3.
Synthesis/Evaluation: appraise, argue, defend, judge, select, support, value, evaluate, assemble, construct, create, design, develop, formulate

• KPL 1 – is the knowledge/comprehension level of cognitive learning. This is the lowest level of learning, but supports foundational learning of facts, rules, basic concepts, and procedures.
• KPL 2 – is the application/analysis level of the cognitive domain. This is the target for most formal training development since it teaches the learner application and analysis level problem-solving.
• KPL 3 – is the synthesis/evaluation level. If formal training requires undocumented procedures or evaluation to determine the proper course of action, this level of training is appropriate.

The Knowledge
Dimension
Remember Understand Apply Analyze Evaluate Create
Facts list
Concepts recall
Processes outline paraphrase explains estimate
Procedures reproduce give an example classify demonstrate produce relate outline contrast diagram identify
Principles state converts solve rank criticize defend critique plan differentiates conclude revise categorize modify design

Whereas the cognitive domain is about knowledge, the psychomotor domain is about skills. The psychomotor domain taxonomy that NETC refers to is R. H. Dave's (1975), which has five skill levels that have been condensed to three:
1. Imitation/Manipulation: copy, follow, mimic, act, execute
2. Precision/Articulation: calibrate, demonstrate, adapt, construct
3. Naturalization: design, naturally, perfectly

• SPL 1 – Observing and patterning behavior after someone else. Performance may be of low quality
• SPL 2 – Refining, becoming more exact.
Performing a skill with precision without the presence of the teacher
• SPL 3 – Mastering a high level performance consistently and with ease.

The AIM LOM Course Structure is Course,
Module, Lesson, Section. A section is the equivalent of one enabling learning objective, and contains:
• Element text (Discussion Points)
• Instructor activity text (Related Instructor
Activity-RIA)
• Resources (from site RRL)
• Metadata

Each section is comprised of elements that correspond to the content type that was chosen in CPM: fact, concept, process, procedure, and principle.
The tabs in the right side of the window also differ, based on what type of instruction was chosen.

A section based on a Principle has the following required elements:
• Introduction
• Principle Statement
• Guidelines
• Practice
• Assessment

IN LO Module, develop one job sheet, one instructor activity, 2 different test items, and list one resource.