Atch (1)_APPENDIX C Terms and Definitions_22May23.docx

06 March 2023 APPENDIX C: Ready Relevant Learning (RRL) Content Conversion Terms and Definitions

The following terms and definitions apply to this SOW.

Instructional Systems / Multimedia Terms and Definitions:

Terms and definitions related to interactivity, level of interactivity, level of interactive courseware, ICW level, augmented/mixed/virtual reality, immersive virtual environment, mobile, and simulation supersede similar and obsolete terms in MIL-HDBK-29612 by offering expanded definitions that reflect current and forward-looking computing technology, multimedia development, and training delivery practices.

Actual Equipment (a.k.a. Operational Equipment) Actual equipment is fielded in the Fleet, used in the operational environment, and has not been altered for use in training. . It is normally referred to as Technical Training Equipment (TTE) or an Actual Equipment Trainer and can normally be procured through Navy stock system channels. Actual Equipment is distinguished from that equipment designed only for, or modified for, training purposes.

Actual Equipment Trainer An actual system or subsystem component modified to allow for training of personnel. Once modified for training purposes, it cannot be used in the Fleet without being modified back.

Adaptive Branching Technique Any of several techniques used in scheduling to accommodate individual differences. It may permit the student to bypass material they already know or may provide them with additional instruction as needed.

Advanced Skills Management (ASM) Fleet web-based training management tool that supports the identification and completion of job-related tasks, provides real-time assessment, identifies training deficiencies and provides access to training tools to track technical training across an individual's military career, and the validation of knowledge and skills.

Agile Methodology (Agile) Agile is a structured and disciplined process that encourages an incremental approach to design and delivery. For RRL, the Agile methodology is the combination of techniques, values, and principles a contractor takes to guide and improve how development teams work together to deliver training materials and updates, in this context it is a “hybrid” approach to Agile methodologies. Agile Methodology is not restricted to software development only. The core requirements for an Agile RRL program:

· Foster a paradigm shift from a waterfall to an Agile approach in training systems solutions.

· Encourage incremental approaches to planning, designing and delivering.

· Provide continuous elaboration of requirements and design.

· Expect daily collaboration between Government and contractor cross-functional teams. In this, Government is embedded as part of the contractor workflow, product backlogs and sprint cycles.

· Develop mutually agreed-upon definition of done for a sprint/release cycle, and metrics informing the Government about the quality of capability developed and delivered allowing the Government to continually assess contractor performance toward achieving program outcomes.

· Demonstrate of Minimum Viable Products (MVP) to identify capabilities that will be deployed.

Assignment Sheets An instruction sheet designed to identify required reading material and pose questions the trainee must answer specific to the corresponding task.

APP

(See Hybrid Mobile App, Mobile Web App, Native App.)

Augmented Reality (AR) (Also see Mixed Reality, Virtual Reality, and Immersive Virtual Environment.)

The integration of digital information with the user’s environment in real time. AR systems use camera-captured video of the real world, and then overlay virtual content on top it, for example using a head-mounted display (HMD). The user then interacts with the virtual objects using gesture- or voice-based interactions. Unlike virtual reality, which creates a totally artificial environment, augmented reality uses a wide range of devices to superimpose computer-generated images, information, and data over the real-life surroundings. The main distinction between AR and Mixed Reality (MR) is that MR provides the ability for the virtual and real world to interact in real-time.

Blended Systems A blended system contains elements of both closed and opened systems where some components maybe closed to updates due to proprietary licenses.

Checklist A job aid that lists the steps of a task to be carried out. Can be electronic, mobile, or paper-based. Typically used with Performance Support or Structured-On-The-Job-Training. A checklist may include a static or interactive list used for training, performing tasks, or following a process. A checklist may take on several different types of presentations and devices. A checklist can include a list of items, names or tasks for comparison, verification, or checking purposes. When used for SOJT purposes, a checklist may require signature by supervisors observing or assessing trainee performance.

Closed Systems A closed system is a computer or system of computers that are not connected to an environment outside its domain. The closed system uses an air gap to provide updates if allowable. May not have access to up to date drivers.

cmi5 A specification that includes an xAPI Profile and allows all of the functionality of Sharable Content Object Reference Model (SCORM®) with the benefits of xAPI. The cmi5 specification replicates SCORM functionality, with the intention of replacing SCORM as the de-facto format of online courses and traditional computer-based training. Products that fully support cmi5 will also support xAPI. Additional information and resources are available at the cmi5 Project on GitHub (https://aicc.github.io/cmi-5_Spec_Current/).

Complex Media See Augmented Reality, Composite Trainer, Immersive Virtual Environment, Mixed Reality, Mockup, Part Task Trainer, Simulation, Simulator, Trainer, Virtual Reality and Virtual Simulation. Complex Media is any one or more of these software and hardware solutions.

The characteristic that most distinguishes Complex Media (the software component) from Interactive Multimedia Instruction (IMI) courseware is whether the software is primarily developed using an authoring system to manipulate multimedia objects (i.e. IMI), or whether it is programmed or coded using logic, math models, and a software architecture (i.e. Complex Media), especially when using game engine architecture (i.e. a set of component modules and interfaces such as a graphics module, logic module, animation module, data management module, etc.). Authoring IMI is inherently different from programming a dynamic software application.

Complex Media with Hardware For RRL Content Conversion purposes, Complex Media in combination with hardware includes but is not limited to any or a combination of the following:

· A new training device (e.g. Composite Trainer, Mockup, Part Task Trainer) and the curricula/scenarios (e.g. Lesson Plans, Trainee Guides, Assignment Sheets, etc.) to go with it. Also, a hardware device with software that emulates an actual system (normal operation, fault conditions, and degraded modes of operation).

· A new computer simulation (e.g. Virtual Simulation (VSIM), Augmented Reality, Mixed Reality, or Virtual Reality (AR/MR/VR)) that also uses hardware such as a controller or haptic device, and the curricula/scenarios to go with it.

· A new training device using modified actual equipment (e.g. an H-60 maintenance trainer repurposed from a real H-60 aircraft and modified to become a training device, e.g. add fault insertion capabilities, connection to an instructor operator station (IOS), etc.), and the curricula/scenarios to go with it. (See Actual Equipment Trainer.)

· Modifications to an existing training device and/or computer simulation (e.g. add new capabilities, insert new fault conditions, modify software routines, update existing scenarios, etc.) and the curricula/scenarios to go with it.

· New or modified curricula/scenarios (only) used with

· An existing training device.

· An existing computer simulation (VSIM, AR/MR/VR) that also uses hardware such as a controller or haptic device.

· Training events that use actual (operational) equipment.

Composite Trainer A training device designed as a replica of several systems that are included on a given aircraft or weapon system. Most of the outer surface or hull or both is eliminated to permit viewing of component location and operation. Normally, both the instructor and the student have operating capabilities, wherein the instructor may assign tasks or problems and impose malfunctions for students to analyze, identify, correct or otherwise gain knowledge, skill, or proficiency in their tasks.

Computer Assisted Instruction (CAI) The use of computers to support the delivery of instructor-led instruction. Often referred to in conjunction with Instructor Led Training as ILT-CAI.

Note: There is no traditional Instructor-led Training Computer Assisted Instruction (ILT-CAI) media type or instructional strategy in the RRL Content Conversion effort; rather, the contractor shall design and develop interactive multimedia (IMI) for use as Instructor-Facilitated Interactive Training (IFIT) that meets the requirements for being hosted in Navy eLearning (NeL).

Computer Based Training (CBT) Instruction delivered with the aid of a computer. Commonly referenced as Level 1, 2 or 3 CBT and often used interchangeably with ICW and IMI. Differs from ILT-CAI in that it is self-paced, or student-led rather than instructor-led. In context for Ready Relevant Learning, “IMI” is the preferred term and shall be interpreted generically as electronic media, replacing “CBT,” “ICW” and “ILT-CAI” as terms. (See entry for each “Level.”)

Configuration Management A systems management process used to ensure that modifications made in either hardware or software of the learning content are IAW system standards and are compatible with the operation of other system components.

Content Conversion (CC) (a.k.a. RRL Content Conversion) The effort to modernize existing training products by designing, developing and delivering training and performance support materials to meet the philosophy of “right place, right time, and right means” in support of the RRL three phased approach:

· Block Learning – Rather than delivering all accession training at the onset of the Sailor’s career, Block Learning distributes accession training across three or more separate installments (Block 0, Block 1 and Block 2-X) slated for delivery prior to the Sailor’s first three tours.

· Enhanced Accessible Learning – Where possible, blocks of learning will be distributed outside of the schoolhouses and delivered at the waterfront using modernized delivery systems to simplify a Sailor’s access to training.

· Anytime, Anywhere Learning – Training content accessible in the operational environment (on the ship, sub, and flight line) to the maximum extent possible and available on-demand for delivery at the time of need.

The CC effort includes decomposing existing training materials to their fundamental elements using the Instructional Performance Requirements Document (IPRD), Instructional Media Requirements Document (IMRD), Functional Requirements Document (FRD), and the Requirements Data Workbook (RDW) as a basis, and then designing, developing and delivering improved training products that meet the concepts of innovative instructional systems design and modernized technologies. CC is far more involved than simply converting existing media from one format to another (e.g. converting Flash files to HTML5) and includes correcting errors and resolving discrepancies in legacy content, if that content is provided as GFI, as part of the effort.

Content Delivery Mode See Instructor-Facilitated Interactive Training (IFIT), Self-Directed Interactive Training (SDIT), Structured On-The-Job Training (SOJT), and Performance Support (PS).

Course A complete integrated series of modules (phases), terminal objectives, and enabling objectives, including assessments, identified by a common title and/or number.

Course Structure Format (CSF) CSF is made up of elements, blocks, Sharable Content Objects (SCOs), and objectives in a hierarchy that includes substructure (rating, path(s), block(s), course(s), modules, lessons, and assessments), sequencing, global properties, and metadata tagging convention. CSF provides a means for moving a course from one Learning Management System (LMS) to another and reducing or eliminating dependency of a course on a particular LMS implementation. (See Global Properties, Sequencing, and Training Structure.)

Courseware An actual instructional package (including content and technique).

Courseware Hour (a.k.a. Instructional Hour, Training Hour, Classroom Hour, Classroom Period, Hour of IMI) The 50-minute period during which either an instructor-facilitated lesson or a self-directed computer-based lesson is completed. For the purposes of RRL, each contract line item number (CLIN) includes all of the labor and materials necessary to develop all of the training content (audiovisuals, documents, IMI, assessments, etc.) for use during that hour of instruction. Courseware hour is the base unit for such CLINs.

Course Outline A detailed chronological listing of modules (phases) with estimated times of coverage in sequential order with the learning objectives they support.

Decision Tables Tool to aid in decision-making of a task that shows all possible decisions and consequences. Commonly used for complex tasks. Can be electronic, mobile, or paper-based. Typically used with Performance Support or Structured-On-The-Job-Training.

Delivery System (See Instructional Delivery System.)

Desktop Simulation / Desktop Trainer (See Virtual Simulation.)

Demonstration Animation Animated video that shows the dynamics of a task that cannot be seen naturally with the human eye. Can be electronic or mobile. Typically used with Performance Support, Structured-On-The-Job-Training, or Instructor-Facilitated Interactive Training.

Demonstration Video Video that shows how a task is completed or orients the Sailor to job environment and/or equipment. The video uses real humans and real equipment. Can be electronic or mobile. Typically used with Performance Support, Structured-On-The-Job-Training, or Instructor-Facilitated Interactive Training.

Diagram Sheets An instruction sheet designed to provide the trainee with illustrative materials that depict a chalkboard sketch, instructional media materials, or any diagram or schematic deemed important to the trainee’s ability to performance a task.

Electronic Computer-based training product, as opposed to paper-based or mobile device. Electronic includes media accessible via laptop, desktop, and CD-ROM.

Electronic Performance Support System (EPSS) An orchestrated set of technology-enabled services that provide on-demand access to integrated information, guidance, advice, assistance, training, and tools to enable high-level job performance with a minimum of support from other people

Engaging Instructional Strategies Instructional strategies that use meaningful learning experiences to motivate learners to practice higher-level critical thinking skills. Instructional strategies include (but aren’t limited to) storytelling, gaming, questioning, demonstration, problem solving, collaboration, simulation, presentation, drill/practice, flipped classrooms, team based learning, and directed studies. They follow M. David Merrill’s First Principles of Instruction;

1. Provide realistic field-based problems for students to solve,

2. Give students analogies and examples that relate their relevant prior knowledge to new learning,

3. Offer clear and complete demonstrations of how to perform key tasks and solve authentic problems,

4. Insist on frequent practice opportunities during training to apply what is being learned (by performing tasks and solving problems) while receiving corrective feedback, and

5. Require application practice that includes part task (practicing small chunks of larger tasks) but also whole tasks (applying as much of what is learned as possible to solve the complex problems that represent challenges encountered in operational environments) both during and after instruction.

Engaging instructional strategies are overlaid by motivational strategies that follow the theories of John Keller’s ARCS Model of Motivation (Attention, Relevance, Confidence, and Satisfaction).

Experience Application Program Interface (xAPI) (Also see Innovative, Learning Record Store, Mobile Learning, and Modernized Technologies.)

xAPI is a free, open source specification that allows tracking micro-behaviors, state, and context (i.e., any formal, informal, or operational experience), such as:

· Reading an article or interacting with an eBook

· Watching a training video, stopping and starting it

· Training data from a simulation

· Performance in a mobile app

· Chatting with a mentor

· Physiological measures, such as heart-rate data

· Micro-interactions with e-learning content

· Team performance in a multi-player serious game

· Quiz scores and answer history by question

· Real-world performance in an operational context xAPI is meant to succeed SCORM, allowing training activities to deploy several new capabilities not supported with SCORM, such as:

· Taking e-learning outside of the web browser

· E-learning in native mobile applications

· More control over learning content

· Solid security using OAuth

· Platform transition; e.g. start e-learning on a mobile device, finish it on a computer

· The ability to track games and simulations

· The ability to track real-world performance

· Team-based e-learning

· Tracking learning plans and goals xAPI enables nearly dynamic tracking of activities from any platform or software system—from traditional Learning Management Systems (LMSs) to mobile devices, simulations, wearables, physical beacons, and more.

Fat Client A fat client is a networked computer with most resources installed locally, rather than distributed over a network, as is the case with a thin client. It typically provides rich functionality independent of the central server.

Free Play Free play in simulations (i.e. modeled systems) allows the user to operate a simulated system in all the ways a real system can be operated within actual system tolerances, including normal operation (fault-free) and fault conditions of system components. In contrast, free play in Level 1, 2, and 3 IMI allows the user to navigate through a lesson in a nonlinear fashion.

Functional Requirements Document (FRD) Summarizes and documents requirements that are carried through design, development, implementation and integration within the training environment. The approved Rating Domain Analysis (RDA), Media/Fidelity Analysis (M/FA), and training system fielding considerations serve as inputs to the FRD. The FRD establishes the:

Distribution of LOs across the Sailor’s Career-Long Learning Continuum Delivery strategy(ies) Media attributes and fidelity requirements (i.e. IMI Levels) Courseware hours (i.e. instructional hours or training time) Delivery environment

Gaming / Gamification Activities On the low end, courseware with learning activities presented in a game-like fashion where there is an element of chance or risk, typically inserted into a linear navigation path as a learning activity with tailored feedback/remediation. On the high end, full simulation with free play, and virtual worlds (fully immersive experience) where content presentation is dependent on software engines (i.e. game engines) to generate scenarios, graphics, and navigation paths while tracking the user’s progress through the activity (see Virtual Simulation).

Global Properties Overarching properties which integrate or support the learning, the students, and the instructors into a cohesive unit. For the purposes of RRL, global properties are methodological or technological in nature. The effectiveness and appropriate selection and use of the global properties are supported in instructional design literature.

Hybrid Mobile App Work across platforms and behave like native apps. Users can install it on their device like a native app but it is actually a web app. These types of apps are built with JavaScript, HTML, and CSS and run in Webview. A hybrid app consists of two parts. The first is the back-end code built using languages such as HTML, CSS, and JavaScript. The second is a native shell that is downloadable and loads the code using Webview.

Immersive Virtual Environment (IVE) (Also, see Augmented Reality, Mixed Reality, and Virtual Reality.)

A combination of Virtual Simulation and courseware that immerses trainees in a realistic 3-D virtual environment to train job tasks in settings that more closely align with real-life scenarios.

Note: Any design for training with this type of complexity will follow a blended Systems Engineering (SE) and Instructional Systems Design (ISD) process, and will therefore require a linked combination of specific SE and ISD CDRLs.

Innovative (Instructional Systems Design, Systems Engineering, and Assessment Approaches) (Also see Experience Application Program Interface (xAPI), Learning Record Store, Mobile Learning, and Modernized Technologies.)

In context of RRL, with emphasis on design and engaging instructional strategies, innovation is a deviation from the standard practice (traditional instructor-led, direct instruction) that achieves greater learning outcomes for the students and provides instructor support greater than the standard practice (traditional lesson plan) given equal (or lesser) amount of time and resources. Executing this design by developing instructional materials that leverage current and forward-looking instructional delivery systems, technologies and protocols such as mobile learning and xAPI.) Innovation may be methodological, technological, or both. (Also see Modernized Technologies

Instructional Delivery System (a.k.a. Delivery System) Instructional delivery systems such as training devices, training equipment, training aids, and/or Interactive Multimedia Instruction (IMI), which are used to convey the instruction.

Instructor Facilitated Interactive Training (IFIT) A content delivery mode where content is deployed in limited capacity via more traditional environments (e.g. classroom) or in mobile training systems. This content is presented by a facilitator (instructor or experienced sailor) in live or virtual settings. IFIT can take the form of labs (i.e., equipment-based or virtualized simulations) and can be established at fleet concentration centers, LCs, or other locations that are immediately accessible to stationed sailors without relocation costs.

Intelligent Tutoring System A computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher.

Interactive Courseware (ICW) Computer controlled courseware that relies on trainee input to determine the pace, sequence, and content of training delivery using more than one type medium to convey the content of instruction. ICW can link a combination of media to enhance the learning process. Commonly referenced as Level 1, 2 or 3 ICW and often used interchangeably with CBT and IMI. Differs from ILT-CAI in that it is self-paced, or student-led rather than instructor-led. In context for Ready Relevant Learning, “IMI” is the preferred term and shall be interpreted generically as electronic media, replacing “CBT,” “ICW” and “ILT-CAI” as terms. (See entry for each “Level.”)

Interactive Multimedia Instruction (IMI) IMI is a term applied to a group of predominantly interactive, electronically-delivered training and training support products. IMI products include instructional software (i.e. content) and software management tools (i.e. learning management system (LMS), learning record store (LRS)) used in support of instructional programs. Commonly referenced as Level 1, 2 or 3 IMI and often used interchangeably with CBT and ICW. In context for Ready Relevant Learning, “IMI” is the preferred term and shall be interpreted generically as electronic media, replacing both “ICW” and “ILT-CAI” as terms regardless of whether the product is instructor-led or student-led, and including considerations for software management tools (e.g. LMS, LRS). (See entry for each “Level.”)

Instructor Guides A course-level electronic publication designed to provide the administrator of instructional materials with information about the objectives of the materials, the procedures involved in their development suggestions for their optimal use, and descriptions of what might be expected from the materials, e.g., questions, possible answers, etc.

Instructor Led Training (ILT) Instructor-led training involves classroom presentation of the training content. It assumes that the instructor has full access to presentation media, such as a computer and projection system. Student participation ranges from passive reception to active participation. Often referred to in conjunction with Computer Assisted Instruction as ILT-CAI. (See Instructor Facilitated Interactive Instruction.)

Note: There is no traditional ILT-CAI media type or instructional strategy in the RRL Content Conversion effort; rather, the contractor shall design and develop interactive multimedia instruction (IMI) for use as IFIT that meets the requirements for being hosted in Navy eLearning (NeL).

In-Process Review (IPR) A meeting, either in-house or between the customer and the provider to review program status. Periodic evaluations/assessments held at specific points in the stages of the project’s progress.

Information Sheets An instruction sheet designed to provide the trainee with additional, amplifying, or background information essential for the trainee but not contained in the technical manuals or other official documentation.

Job Aid (JA) A source of information (checklist, procedural guide, decision table, worksheet, algorithm, etc.) used by job incumbents to aid in task performance.

Job Sheet An instruction sheet that provides the student with the step-by-step procedures required for the performance of tasks or functions. Job sheets also provide the student with the objective(s) to be accomplished, a list of references and equipment required, and provides self-test questions.

Large Touch Screen A touch screen, larger than 10 inches, that is a computer display screen that serves as an input device. When a touch screen is touched by a finger or stylus, it registers the event and sends it to a controller for processing.

Lead Integrator A Lead Integrator is a Contractor who provides management oversight of subcontractor(s), ensuring integration, standardization, and uniformity of Government requirements within a large scale contract, totaling approximately $10M annually, focusing primarily on instructional systems design and systems engineering products providing training support products and courseware delivered via traditional methods and using software-based delivered methods.

Learning Management System (LMS) LMS is a software application for the administration, documentation, tracking, reporting, and delivery of educational courses, training programs, or learning and development programs.

Learning Record Store (LRS) (See Experience Application Program Interface (xAPI).)

LRS is the implementation of the server-side requirements associated with the xAPI specification. It is the endpoint or enabling system for xAPI. The LRS is the application interface for storing, accessing, and often visualizing the data about learning experiences, activities, and performance. LRSs can exist on their own but they are more likely to be components within traditional learning management systems (LMSs).

Level of Complexity (LOC) (See Complex Media, Level of IMI, Level of Interactivity, Navigation Structure, Virtual Simulation.)

A term used in RRL acquisition to align media recommendations with contract line item numbers (CLINs) in a baseline that calibrates the expectations of analysts, instructional designers, stakeholders, development contractors, and acquisition professionals. Known as Level 1 IMI, Level 2 IMI, Level 3 IMI, and Complex Media, each represents ALL of the relevant considerations that make up each level of complexity, including:

· Instructor Interaction with the delivery system (if applicable)

· Student Interaction with the delivery system (direct and continual two-way communication between the student and the delivery system)

· Audiovisual Media (characteristics)

· Navigation Menus/Paths (i.e. student participation, feedback, pacing, and instructional sequence)

· Learning Activities

· Comprehension Checks

Analysts assign each learning objective a level of complexity that aligns with the RRL acquisition strategy for the media to be developed, taking into account instructional method, instructional strategy, and media selection. Definitions of “Levels” communicate the implied intent regarding the combination of these considerations:

· Delivery system – considers both hardware (i.e. networked or standalone PC, tablet, mobile device, etc.) and software (i.e. operating system, browser, or proprietary software).

· Authoring Format – considers the development and delivery software (authoring or coding) such as MS PowerPoint, HTML5, Adobe Animate CC, JavaScript, Action Script, DirectX, Adobe Captivate, and emerging formats as well as browser plugins.

· Graphics (or audiovisual media) – considers the complexity, fidelity, and resolution or realism of audiovisuals (e.g. audio, photos, 2D line art, 2D or 3D images, 3D models, video, animated 2D signal flow, animated 3D, avatars, etc.) as well as whether they are customer or vendor supplied and whether they require production and postproduction (i.e. initial development, editing, rebuilding, etc.).

· Navigation structure – considers the use of Interactivity Types and Interaction Design Patterns that establish the flow of the user’s experience, whether the path through the material is linear or whether there are opportunities for nonlinear sequences (see Navigation Structure).

Level 1 IMI (i.e. ICW-1, Level 1 CBT) NOTE: Given current technology and training practices there is almost no practical situation where student-controlled Level 1 IMI would apply. This level would more likely apply to instructor-facilitated presentation of mostly linear training material.

Instructor Interactions: Low to moderate; performs basic interactions with the delivery system (e.g. paging through content).

Student Interactions: Passive to limited participation; may perform basic interactions with the delivery system as directed.

Audiovisual Media: Text; photos; video/audio (if customer-supplied or if minimal production and postproduction is required, e.g. can be recorded using simple device and little or no editing necessary); 2D/3D Graphics (not complex): repurposed or customer-supplied complex graphics (where no editing or revision is necessary): interactive GUI (menus, submenus); minimal hyperlinks/hotspots; customer-supplied animations; simple animations of parts/equipment/process flows; check-on-learning animations.

Menu/Path Includes: Navigation is primarily linear with occasional menus/ submenus to one or two paths and then return (e.g. moving page-to-page by clicking on the “Next” button or on objects that advance the presentation in a linear path (i.e. page-turner)); however, may be designed for the user to be able to respond to instructional cues (i.e. objects on the screen such as point-and-click objects, rollover objects, and drag-and-drop objects). Using hotspots or blue robs to advance the screen is the same as clicking "Next" to advance (still essentially a linear progression). Designed as an Information-Only or an Information-Plus-Demonstration strategy.

Learning Activities: (Include but are not limited to) Practice activities with feedback are limited to recall of information presented or are separately directed as lab activities.

Comprehension Checks: (Include but are not limited to) Multiple choice, matching, etc. with immediate instructor feedback or system-generated feedback as appropriate.

Level 2 IMI (i.e. ICW-2, Level 2 CBT) NOTE: Given current technology and considering the most basic computer use, almost all self-paced IMI falls into Level 2, which relies heavily on Level 1 elements e.g. mostly linear presentation and menus to one or two paths) but with audiovisual elements developed at a more complex level. The exception would be Level 2 IMI with embedded Level 3 learning activities (e.g. uses simulations to perform procedural skills, or application of principles such as tactics). In such cases, the Level 3 learning activity elevates to an IMI 3. Level 2 often provides the knowledge component as prerequisite to a lab activity).

Student (or Instructor) Interactions: Moderate to complex participation; performs moderate to complex interactions with the delivery system.

Audiovisual Media: Video/audio (if minimal production and postproduction is required, e.g. can be recorded using simple device and little editing necessary); 3D Graphics; interactive GUI (menus, submenus); hyperlinks/hotspots; animations of parts/equipment/process flows; check-on-learning animations. Active object modeling that includes all the features of static models and that includes motion to react and function as they would in a live setting, with the correct speed, acceleration, trajectory, etc. Interaction with active models at the IMI 2 level allows manipulating the model and/or interacting with it in a demonstration mode, e.g. to identify components and their locations, identify controls and indicators, etc. and to see their basic functions in normal operation mode.

Menu/Path Includes: Navigation is based on instructional cues (i.e. student prompts, presentation of stimulus). The learner responsds to instructional cues and interacts with objects on the screen such as point-and-click objects, rollover objects, and drag-and-drop objects (i.e. item selection, procedural response). Interaction offers feedback and remediation. The learner has more control over navigation with two or three menu/path capability. Designed as an Information-Only or an Information-Plus-Demonstration strategy.

Learning Activities: (Include but are not limited to) Procedural skills demonstrated by the courseware and procedural skills via previously unencountered scenarios, both with immediate feedback.

Comprehension Checks: (Include but are not limited to) Multiple choice, matching, etc. with immediate system-generated feedback, and previously unencountered procedural skills scenarios.

Level 3 IMI (i.e. ICW-3, Level 3 CBT) Student Interactions: Complex participation; performs complex interactions with the delivery system.

Audiovisual Media: Video/audio; 2D/3D Graphics (complex); interactive GUI; coded activities (e.g. embedded as an interactive event within a sharable content object (SCO) – such as guided practice, emulation, games, simulation of parts of systems, animations, and Check on Learning. Can also be a standalone executable rather than embedded within a SCO. Also, nonlinear instructional activities which use emulation/stimulation/actual system software.

Menu/Path Includes: This level of interactivity most often applies to specific embedded learning activities within an otherwise Level 2 lesson (e.g. a learning activity developed in gaming engine software and embedded as an executable within a linear lesson) to perform procedural skills, or application of principles such as tactics. Involves simulated activities such as a how-to guide for learning software; simulated activities depicting diagnostic procedures; simulated operational procedures; and simulated activities for maintenance, troubleshooting and repair. The learner controls the learning experience by responding to instructional cues (i.e. presentation of stimulus) which may involve multi-path navigation. The learner is encouraged to branch (test out or otherwise skip content already mastered), make decisions, and alter paths, and receives constructive feedback. The learner uses varied techniques in response to instructional cues involving complex concepts, procedures, and evaluation. Also, nonlinear instructional activities which use emulation/stimulation/actual system software. A lesson may present complex Operation and Maintenance procedure scenarios. Designed as an Information plus Demonstration plus Application strategy, or as a Whole Task-Centered with Demonstration Application strategy.

Learning Activities: (Include but are not limited to) Practice with immediate feedback are mostly application of procedural skills, with ample opportunities to practice, but not with free-play.

Comprehension Checks: (Include but are not limited to) Testing with tailored remediation; and adaptive branching based on pretest performance. There should be few, if any, recall of information questions in a Level 3 learning activity.

Level 4 IMI (i.e. ICW-4, Level 4 CBT) (See Complex Media, Complex Media with Hardware, Immersive Virtual Environment, Virtual Simulation, and Augmented/Mixed/Virtual Reality.)

Note: Realistically, Level 4 IMI does not exist. Given current technology, any design for training with this complexity would more accurately be designated as full simulation or an immersive virtual environment and not likely as self-paced instruction; thus it could not accurately be called IMI (or ICW). In context of RRL, any reference to a variant of “ICW 4” shall be interpreted to mean either, or a blend of, Augmented/Mixed/Virtual Reality, Immersive Virtual Environment, and Virtual Simulation.

Level of Interactivity (LOI) (Also see Instructional Delivery System.)

NOTE: While often used interchangeably with the generic term “Level of ICW,” Level of Interactivity is actually a subcomponent of the full intent of “Level of ICW,” addressing only the student participation element and not the media complexity.

A two-way communication in which stimuli/response between the student and the instructional delivery system is direct and continual. Interactivity describes the degree of student involvement/ interactivity with the delivery system in the instructional activity. The four levels are:

1 - Passive. The student acts solely as a receiver of information presented by the delivery system (e.g. watching a video, observing an instructor-led presentation).

2 - Limited participation. The student makes simple responses to instructional cues presented by the delivery system.

3 - Complex participation. The student makes a variety of responses using varied techniques in response to instructional cues presented by the delivery system.

4 - Real-time participation. The student is directly involved in a life-like set of complex cues and responses presented by the delivery system.

Mixed Reality (MR) (Also see Augmented Reality, Virtual Reality, and Immersive Virtual Environment) The merging of real and virtual worlds in real time to produce new environments and visualizations where physical and digital objects co-exist and interact (e.g. integrating digitized objects into the real world that users can interact with, and which can occlude the real-world objects that are hidden behind them). Typically used with Instructor-Facilitated Interactive Training. The main distinction between AR and MR is that MR provides the ability for the virtual and real world to interact in real-time. Like VR, MR systems also use head-mounted displays; however, the field of view is typically constrained to around 100 degrees.

Mobile/Mobile Device A portable computing device that can conduct training. Mobile includes media accessible on mobile devices (tablet, phone) via app and browser that are mobile friendly, mobile ready, and/or mobile optimized.

Note: Although frequently shortened to “Mobile” or “App,” terminology related to mobile technology generally falls into two interrelated but different areas, mobile websites and mobile apps. (See Mobile Friendly/mobile Ready Website, Mobile Optimized Website, Responsive Design Website, Hybrid Mobile App, Mobile Web App, and Native App.)

Mobile Friendly/Mobile Ready Website Content displays accurately between a desktop/laptop computer and a mobile device. While it will appear smaller on a phone and may not work perfectly on a touchscreen tablet, a mobile friendly website will be perfectly functional.

Mobile Learning (M-learning) (Also see Experience Application Program Interface (xAPI), Innovative, Learning Record Store, and Modernized Media.)

A type of education that occurs through mobile learning devices, such as handheld and mobile technologies and its hardware, through the use of portable electronic devices or wireless devices like cell phones, smartphones, iPods, personal digital assistants (PDAs), and wireless laptop computers. Also defined as any learning that occurs when not at a fixed, predetermined location. The main difference between E-learning and M-learning is connectivity, expense and location of the learning. A user of E-learning tends to use a tethered (connected to something) style of learning with the intent of learning something or acquiring a specific knowledge or skill. E-learning also offers learning in a formal and structured manner. Mobile learning is described mostly as untethered informal or opportunistic, as well as private, situational, and unstructured. In many cases mobile learning is used to support, or as an element of, E-learning. Mobile learning is less restrictive because it allows learning to occur anywhere and anytime.

Mobile Optimized Website The site will reformat itself for a list of handheld or tablet devices. Larger navigation buttons, reformatted content, and differently optimized images appear when the user is on an iPhone or other device.

Mobile Web App Internet-enabled apps that have specific functionality for mobile devices and require either a cell signal or Wi-Fi to function. Typically, web apps are built in JavaScript, CSS, and HTML5 and are accessed through the mobile device’s web browser (e.g. Chrome, Safari, or Firefox). They do not need to be downloaded and installed on the device. Instead of being installed on the home screen, the user creates a bookmark to the specific web app page.

Mockup

(1) A physical representation, often full size, of a training device constructed of inexpensive material. It shows from both the maintenance and operational standpoints, the location of the device components and assemblies for study and evaluation with relation to physical appearance and accessibility. (2) A model, full-scale or scaled-down, of a structure machine or apparatus constructed for the purpose of training personnel. The mockup can be a cutaway model and may be capable of disassembly or operational simulation.

Modernized Technologies (Modernized Media) (Also see Experience Application Program Interface (xAPI), Innovative, and Mobile Learning.)

In context of RRL, current and forward-looking instructional delivery systems, technologies and protocols that go beyond the limitations of SCORM, browser-based training materials and traditional instructor-led classroom systems. Such technologies embrace the xAPI profile, cmi5 profile specification, mobile learning (e.g. develop once, use many), simulations and virtual environments. These forward-looking technologies guard against near-term obsolescence and emerging security vulnerabilities.

Native App Developed essentially for one particular mobile device (e.g. smartphone, tablet, etc.) and is installed directly onto the device. In most cases it can work with no internet connectivity. Users typically acquire these apps through an online store or marketplace. Native apps are built for specific platforms and are written in languages that the platform accepts, for example, Swift and Objective-C for iOS apps and Java for native Android apps.

Navigation Structure Considers the use of Interactivity Types and Interaction Design Patterns that establish the flow of the user’s experience, whether the path is linear or there are opportunities for nonlinear sequences presented via;

· minimal menus and paths – mostly linear presentation with basic menus/submenus, limited paths (still mostly linear and which lead back to the main path), and practice with immediate feedback/remediation,

· complex menus and paths – menus/ submenus to two or more paths (still mostly linear and which lead back to the main path), guided practice with tailored feedback and remediation, etc.,

· simulated learning activities – guided and controlled simulated activities for part of a system (differs from full simulation of the system with free play), typically inserted into a linear navigation path as a demonstration or practice activity with tailored feedback and remediation, etc.,

· gaming/gamification activities – on the low end, linear courseware with learning activities presented in a game-like fashion with an element of chance or risk (differs from high end gaming where content presentation is dependent on software engines to generate scenarios, graphics, and paths), typically inserted into a linear navigation path as a practice activity with tailored feedback and remediation, etc.

Navigation Structure vs. Branching The term “Navigation Structure” differs from the term “Branching” in that it assumes there is a linear path through mandatory content. The learner may have opportunities to view some of the material in a nonlinear fashion, but the learner must view all of the material. All learners have the same beginning and end points.

With “Branching” (i.e. “Programmed Learning”), the courseware is designed to allow the learner to skip material (lessons, modules, and even courses) that he/she tests out of in a pretest or otherwise demonstrates mastery of the content. Branching in this sense requires forethought and design that considers all possibilities for learner progression through the material. Each learner can have different beginning and end points. “Branching” also occurs in high-end gaming (where software engines generate scenarios, graphics, and paths), full simulation with free play, and virtual worlds (fully immersive experience).

Interactivity Types are common interactions that most users do not even think about while navigating through material, unless its poor design makes it a distraction, such as electronic page-turning, main menu, hyperlinks, generalized “Help,” buttons or other metaphors, component objects manipulated by the learner to achieve specific goals, and others. By itself, using one or more of these now-common types of interactivity does little to help define “Level,” but it does affect the definition when combined with other considerations.

Interaction Design Patterns (or paths) are well-established, repeatable designs for interactions and navigation paths that make cost-efficient development possible via templates. These patterns influence decisions about the number and complexity of menus/submenus, navigation through (and interaction within) content and learning activities, and the design of comprehension checks and end-of-lesson tests. Some of the more common interaction patterns are:

· Single Event: No path (e.g. playing a video or animation as part of a lecture)

· Linear Sequence: Fixed single path (electronic page-turner)

· Indexed: Menu of choices leading to one response and then return to menu

· Circular Sequence: Fixed single path without start or end

· Linear with Side Menu: Primarily linear sequence with occasional menu opportunities that return to the main sequence

· Menu of choices: Each menu choice leads to next event which then leads to its own menu of next level choices until either ending or reverting back to original set of choices

· Menu with Dead Ends: Only certain choices in the path allow deeper investigation

· Hypermedia: Each event allows access to all other events at all times

Navy eLearning (NeL) Online learning management system that delivers standardized computer-based learning courses. You may complete NeL courses in the connected environment (via the Internet) or in the disconnected environment (provided by the shipboard NIAPS server).

Navy/Marine Corps Intranet (NMCI) The Navy/Marine Corps Intranet (NMCI) is a United States Department of the Navy program which was designed to provide the vast majority of information technology services for the entire Department, including the United States Navy and Marine Corps.

Navy Information Application Product Suite (NIAPS) NIAPS delivers maintenance, logistics, administrative, training and management applications to users at sea. NIAPS is designed to maximize the use of limited bandwidth by providing afloat units with access to applications while disconnected from the internet.

Open Systems A design concept that implements specifications maintained by an open, public consensus process for interfaces, services, and support formats. The purpose of an open system is to enable properly engineered components to be utilized across a wide range of systems with minimal change, to inter-operate with other components on local and remote systems, and to interact with users in a manner that facilitates portability.

Operational Equipment (a.k.a. Actual Equipment) Actual equipment designed for use by operational units to accomplish their mission, as distinguished from that equipment designed only for training purposes (See Actual Equipment Trainer).

Outline Sheets An instruction sheet designed to provide the trainee with an outline of the topic’s major teaching points to allow the trainee to follow the progress of a topic, take notes as desired, and retain for future reference.

Paper/Paper-based Training product that contains information on paper, rather than on a computer or mobile device.

Part Task Trainer (PTT) A device that permits selected aspects of a task to be practiced independently of other elements of the task.

PC Simulation / PC Sim (See Virtual Simulation.)

Performance Support (PS)…