US Special Operations Command
SOFTS: Solutions for
Synchronous Training for
Geographically Separated
Learners of Low-Density
Languages
Mr. Mark Roemer
Mr. Daniel Thornhill
Special Operations Forces Language Office
AFPAK LEARN Conference
18 May 2010
The Problem

SOF Operators who need to learn and maintain lowdensity languages are spread out over a wide area

Good instructors are difficult to find

Sending them to attend courses or sending instructors to
them is costly

Sending them to attend courses separates them from
their families

Having online language training is the obvious solution
 Online courses have issues that training officers and coordinators
must address
 Online language courses are largely asynchronous
J7/9-KC-SOFLO
2
The Problem

Learners like asynchronous online courses and materials
 They can self-pace
 They enjoy working on their own
 They enjoy the flexibility

This approach does not fully meet our needs
 SOF Operators are not (crypto)linguists or translators, they need
speaking primarily
 Our missions include building rapport with, influencing, and
advising foreign partners and counterparts
 SOF must have a synchronous component so they can learn to
function in conversations in the target language
 They must build discourse and strategic competence
J7/9-KC-SOFLO
3
How We Solved It

The Special Operations Forces Teletraining System
(SOFTS)
 We use several commercial and Government programs to
deliver real-time language & culture training
 Students can be anywhere in the world
 It’s geared toward students unable to attend traditional classes
at traditional training institutions

It consists of the registration page, the synchronous
Collaborative Learning Environment (CLE), and
asynchronous training tools
J7/9-KC-SOFLO
4
Some Statistics

406 total classes have run from SOFTS’ inception in 2006

Around 60 classes in 14-18 key languages are in progress at any
given time

Approx. 700 SOF train per year plus others on a space available
basis

Approx. 30 people collaborate to manage the courses by:








Setting up and scheduling new classes
Training new instructors and students to use the platform
Tracking and distributing hardware and materials
Monitoring classes for technical difficulties
Observing classes for quality assurance reporting
Professionally developing the instructors
Managing instructor-student conflicts
Results on DLPT and OPI are comparable to a traditional, physical
classroom
J7/9-KC-SOFLO
5
https://www.softsonline.org
J7/9-KC-SOFLO
6
Requirements

DSL or cable internet access

Ethernet (wired) connection
 At least 256 Kbps Upstream
 At least 1.5 Mbps Downstream

Windows-enabled PC with 2.4 GHz processor and 2 GB
RAM

Webcam

Headset with microphone

We provide hardware to SOF as needed
J7/9-KC-SOFLO
7
The CLE

The CLE is a simple learning management system
through which students access their virtual classroom

Instructors and CLPMs can upload assignments, POIs,
and other documents to it

Learners can contact each other, their instructors, and
the Help Desk
 The Help Desk monitors the CLE anytime training is in progress to
correct technical issues
 The Help Desk can record training for quality assurance purposes
 The Help Desk also trains all SOFTS participants prior to
beginning their language training
J7/9-KC-SOFLO
8
Collaborative Learning Environment
Students access the virtual classroom by clicking
on the link here to the right
J7/9-KC-SOFLO
9
The CLE Virtual Classroom

The CLE virtual classroom is almost identical to a
physical classroom

Synchronous video and audio interaction

Chat
 Instructors can chat with the whole class or with particular
students in order to give hints or definitions

The whiteboard
 Students can write on the virtual whiteboard by opening a textbox
and typing or freehand using a mouse or stylus

Sharing
 Annotation tools can be used to write comments on anything the
instructor shares
J7/9-KC-SOFLO
10
LIVE DEMO
Mr. Mark Roemer, Deputy Chief
SOFLO
http://vconnect.pecinc.com/join.html?dn=SOFLO&password=participant
J7/9-KC-SOFLO
11
Benefits: Cost

No building construction or maintenance costs
 We have an unlimited number of classrooms with minimal
physical architecture

No travel or per diem costs for students or instructors

One supervisory structure can administrate a large
program without having a centralized, physical location
J7/9-KC-SOFLO
12
Benefits: Flexibility

Classes can start sooner, more often, and from anywhere
 We can assemble sufficient students to start a class from across
all of USSOCOM
 Instructors can teach from anywhere

Students in remote areas who would otherwise have
gotten no training at all are now able to be trained

Students can train and still continue their current duties
if necessary

Students do not have travel to an installation education
center, an off-site office, or any other training site
J7/9-KC-SOFLO
13
Benefits: Flexibility

Students can train from home prior to lengthy
deployment, which prevents further separation from
family

SOFTS provides direct links to authentic, current media
content from the internet

SOFTS provides direct links to other entities, like Joint
Language University

Students can keep all materials and training notes
instantly by saving it to their hard drives

Our training remains state of the art
 We have contracted the concept, not a specific software
 As the technological landscape changes, so does SOFTS
J7/9-KC-SOFLO
14
Benefits: Control

Classes can be observed for quality assurance purposes
from anywhere with minimal interference

Classes can be recorded

The Help Desk maintains a log for EVERY hour of
language training that can be used to pinpoint and
correct issues

The Help Desk maintains an attendance log for every
training session detailing who is absent and the reason.

The whereabouts and performance of all students are
tracked and available for review at all times

All students receive a certificate of completion at the end
of training
J7/9-KC-SOFLO
15
Questions?
SOF Language Office
(sofclo@socom.mil)
J7/9-KC-SOFLO
16