FY26 ATTACHMENT E - Level 3 Interactivity.pdf
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- 36C10X26Q0124
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This document is an appendix from MIL-HDBK-29612-3A that presents Table 25, which outlines interactivity levels and their associated learning outcomes across knowledge, skills, and attitudes domains.
The table details two interactivity levels: Level 3 (Complex Participation) and Level 4 (Real-Time Participation). Level 3 provides complex branching paths based on student selections, emulates complex procedures with equipment operation explanations, and includes computer evaluation of intellectual and procedural performance with time and error scoring capabilities. Learning outcomes for Level 3 encompass procedure learning, discrimination learning, problem-solving, continuous movement, perception, readiness, guided response, mechanism, adaptation, and origination across the knowledge and skills domains. Attitudes developed include innovation, receiving, responding, valuing, and competence in response to normal, abnormal, and emergency operational cues. Level 4 (Real-Time Participation) advances these capabilities with real-time simulation in operational settings and state-of-the-art technology for simulation and communication. Level 4 focuses on discrimination learning and problem-solving in the knowledge domain, with skills emphasizing mechanism, adaptation, origination, and continuous movement. Attitudes at this level center on receiving, responding, and valuing operational cues, with emphasis on situational awareness in actual operational conditions.
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Other files
| File | Type | Posted |
|---|---|---|
| Instructions to Offeror 06252026.docx | DOCX document | |
| 36C10X26Q0124 0001 06252026.docx | DOCX document | |
| ATTACHMENT B PRICE COST SCHEDULE 06252026 ked.xlsx | XLSX spreadsheet | |
| 36C10X26Q0124 RFQ_ 6252026 Updated ked for the Attachment PWS.docx | DOCX document | |
| ATTACHMENT D RFQ 36C10X26Q0113- - combined questions 6826 - ked 6252026.docx | DOCX document | |
| ATTACHMENT C SECURITY REQUIREMENT.docx | DOCX document | |
| ATTACHMENT A PAST PERFORMANCE QUESTIONAIRE (PPQ).docx | DOCX document | |
| ATTACHMENT B PRICE COST SCHEDULE.xlsx | XLSX spreadsheet | |
| ATTACHMENT D RFQ 36C10X26Q0113- - QUESTIONS ANSWERS TEMPLATE Amendment 1.docx | DOCX document | |
| 36C10X26Q0124 RFQ_ 6022026.pdf |
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INTERACTIVITY
LEVEL
DESCRIPTION OF
LEVEL
KNOWLEDGE SKILLS ATTITUDES
LEVEL 3
INTERACTIVITY
COMPLEX
PARTICIPATION
Capable of providing complex branching paths based on student selections and responses.
Capable of presenting or emulating complex procedures with explanations of equipment operation.
Capability for student participation in emulation of psychomotor performance and extensive branching capability
Capability for limited real-time simulation of performance in the operational setting.
Computer evaluation of student intellectual skills and performance by computer-based performance and predictive test items.
Computer evaluation of student procedural performance includes the capability to generate time and error scores for performance test items.
Procedure Learning.
Learning to perform step by step actions in the proper sequence.
Discrimination Learning.
Learning to group similar and dissimilar items according to their distinct characteristics.
Problem-Solving.
Learning to synthesize lower levels of knowledge to resolve problems.
Continuous Movement.
Learning to track or make compensatory movements based on feedback.
Perception (Encoding).
Perception of sensory stimuli that translate into physical or mental performance.
Readiness.
Learning to have readiness to take a particular action.
Guided Response.
Learning of a complex physical or mental skill by copying a demonstration.
Mechanism.
Learning to perform a complex physical or mental skill with confidence and proficiency.
Adaptation.
Learning to modify a complex physical or mental skill to accommodate a new situation.
Innovation. Learning and demonstrating the mental preparedness to make decisions by generating the results expected upon completion of prioritized strategies or tactics in response to normal, abnormal, and emergency cues associated with the performance of an operational procedure, and the ability to generate new actions in response to abnormal or emergency cues.
Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency cues associated with the performance of an operational procedure.
Situational Awareness of operational cues.
Responding. Learning and demonstrating the mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure.
Valuing. Learning and demonstrating the ability to judge the worth or quality of normal, abnormal, and emergency cues associated with the performance of an operational procedure
Competence. Learning and demonstrating the mental preparedness to make decisions by using prioritized strategies and tactics in response to normal, abnormal, and emergency condition cues associated with the performance of an operational procedure.
Attachment E
MIL-HDBK-29612-3A
TABLE 25. Interactivity levels and associated learning levels - Continued.
MIL-HDBK-29612-3A
TABLE 25. Interactivity levels and associated learning levels - Continued.
INTERACTIVITY
LEVEL
DESCRIPTION OF
LEVEL
KNOWLEDGE SKILLS ATTITUDES
LEVEL 3
INTERACTIVITY
COMPLEX
PARTICIPATION
(continued)
Origination.
Learning to create a new complex physical or mental skill to accommodate a new situation.
LEVEL 4
INTERACTIVITY
REAL-TIME
PARTICIPATION
Capability for real-time simulation of performance in the operational setting.
Computer evaluation of student performance and intellectual skills by computer-based predictive and performance test items.
Computer evaluation of student procedural performance includes the capability to generate time and error scores for performance test items.
Employs state-of-the-art technology for simulation and communication.
Discrimination learning.
Learning to group similar and dissimilar items according to their distinct characteristics.
Problem-Solving.
Learning to synthesize lower levels of knowledge for the resolution of problems.
Mechanism.
Learning to perform a complex physical or mental skill with confidence and proficiency.
Adaptation.
Learning to modify a complex physical or mental skill to accommodate a new situation.
Origination.
Learning to create a new complex physical or mental skill to accommodate a new situation.
Continuous Movement.
Learning to track or make compensatory movements based on feedback.
Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency cues associated with the performance of an operational procedure. Situational Awareness of operational cues.
Responding. Learning and demonstrating the mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure.
Valuing. Learning and demonstrating the ability to judge the worth or quality of normal, abnormal, and emergency cues associated with the performance of an operational procedure.
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