PWS 2 2 - NGC Curriculum Development CONOPS.pdf

UNCLASSIFIED//FOUO

NATIONAL GEOSPATIAL-INTELLIGENCE AGENCY (NGA)

NATIONAL GEOSPATIAL-INTELLIGENCE COLLEGE (NGC)

FORT BELVOIR, VA 22060-5921

U-003-06/HDNPC 23 January 2009

National Geospatial-Intelligence College (NGC) Curriculum Development Concept of Operations (CONOPS)

CurriculumDevelopmentCONOPS_Final.doc

Record of Changes

Revision Description of Change Date of

Change Initials

Draft Initial Draft 5/22/08 IEP

Draft Version 7 06/13/08 IEP

Draft Update to reflect comments of reviewing committee. Narrow scope of CONOPS to NGC

9/22/08 BPF

Draft Updated content, format and edits.

Added Appendices and Annexes

11/18/08 LJO

Draft Added comments from SLPD 12/23/08 LJO

Draft Added comments from CMB 1/23/08 LJO

UNCLASSIFIED//FOUO

Table of Contents

Section Page

1.0 (U) INTRODUCTION

1.1 (U) PURPOSE AND SCOPE

1.2 (U) AUTHORITY

1.3 (U) APPLICABILITY

1.4 (U) DEFINITIONS

1.5 (U) RESPONSIBILITIES

1.6 (U) Policy

1.7 (U) ASSUMPTIONS

2.0 (U) CURRICULUM DEVELOPMENT

2.1 (U) CURRICULUM STANDARDS

2.2 (U) NGC CURRICULUM DEVELOPMENT PROCESS

APPENDIX 1 (U) GLOSSARY OF ACRONYMS

APPENDIX 2 (U) GLOSSARY OF TERMS

APPENDIX 3 (U) DEPARTMENT OF DEFENSE INSTRUCTION 3305.10

APPENDIX 4 (U) COUNCIL ON OCCUPATIONAL EDUCATION STANDARDS 2 and 11

APPENDIX 5 (U) NGC TRAINING REQUIREMENTS PROCESS

APPENDIX 6 (U) REFERENCES

ANNEX 1 (U) NGC CURRICULUM DEVELOPMENT PROCESS

ANNEX 2 (U) REQUIRED DOCUMENTATION MATRIX

Table of Figures

Figure 1 (U) PADDIE Model

1.0 (U) INTRODUCTION

(U) This National Geospatial-Intelligence College (NGC) Curriculum Development (CD) Concept of Operations (CONOPS) provides a high-level view of the NGC curriculum development framework and process. It describes the practical guidance for curriculum development and geospatial intelligence (GEOINT) mission-related education and training.

The NGC curriculum development practices outlined in this CONOPS reflect the overarching guidance established by the United States Department of Defense (DoD), the Office of the Director of National Intelligence (ODNI), and the Council on Occupational Education (COE) Standard 2 and 11.

1.1 (U) PURPOSE AND SCOPE

(U) The purpose of the NGC CD CONOPS is to establish an operational framework and process for curriculum development of all GEOINT mission-related training including leadership and professional development created by NGC Schools and offices to fulfill the NGC mission – deliver quality learning programs in geospatial intelligence, leadership, and professional development for the GEOINT community. It reflects guidance from DoD, ODNI, COE, and Academia to ensure that there is consistency with governing standards; and currency and quality of GEOINT mission-related curriculum. This CD CONOPS derives its purpose from the National System for Geospatial Intelligence (NSG) CONOPS for 2015 and is intended to serve as the capstone document around which subsequent related and more-detailed CONOPS, annexes and plans will be built.

1.2 (U) AUTHORITY

(U) The NGC receives direction from the Director, National Geospatial-Intelligence Agency (D/NGA), the NSG principal imagery advisor and functional manager for GEOINT, as stated in the NSG CONOPS for 2015. The DoD Instruction 3305.10 designates the Director, of NGC (D/NGC) with functional management responsibility to issue guidance and to prescribe the standards for GEOINT mission-related education and training. Under the authority of the D/NGC, the Office of the NGC Provost has responsibility to oversee and to publish the written guidance and standards for NGC curriculum development and its long-term management.

1.3 (U) APPLICABILITY

(U) This CD CONOPS is applicable to all offices within NGC that are responsible for planning, analysis, design, development and/or delivery of GEOINT mission-related training as designated by the D/NGC.

1.4 (U) DEFINITIONS

(U) Terms are generally defined as they are used throughout this CONOPS. A complete glossary of terms is provided in Appendix 2.

CurriculumDevelopmentCONOPS_Final.doc

1.5 (U) RESPONSIBILITIES

(U) The NGC Curriculum Management Branch (CMB) and the head of each of the NGC Schools, and the Training Requirements Branch (TRB) have the following responsibilities.

1.5.1 (U) The NGC Curriculum Management Branch

(U) The NGC Curriculum Management Branch (CMB), under the authority of the NGC Provost Office, is responsible for providing written policies, guidance and oversight of curriculum development practices to ensure consistency of delivery; congruency of governing standards; and currency and quality of GEOINT mission-related curricula. The CMB will:

• (U) Define and maintain the standards and processes used to develop GEOINT mission-related curricula.

• (U) Provide consultation on Instructional Systems Design practices (ISD) for Schools and Programs within the NGC and external partners throughout NSG.

1.5.2 (U) The Schools

(U) The head of each of the NGC Schools and Programs is responsible for:

• (U) Execution and operational management of curriculum development activities in accordance with this CONOPS and the NGC CD Process (Annex 1).

• (U) Adherence to the curriculum development policies, standards, processes and practices in accordance with this CONOPS.

• (U) Compliance with minimum documentation requirements as detailed in the required documentation matrix. (Annex 2).

1.5.3 (U) Training Requirements Management Branch

(U) The Training Requirements Branch (TRMB) assesses requirements to validate alignment with the college’s mission to provide GEOINT-specific technical skills training, mission-essential systems training and NGA workforce leadership development and intelligence professional education.

1.6 (U) POLICY

(U) All new courses, and significant revisions (i.e. changes in scope) of existing courses, in support of the GEOINT mission, shall be developed in accordance with the ISD approach for curriculum development, as outlined in this CONOPS. Adherence to the ISD practices described herein will ensure that the NGC curriculum development is consistent, promotes effective learning outcomes and provides learners with the highest quality of GEOINT education and training.

1.7 (U) ASSUMPTIONS

(U) The following assumptions have been established:

• (U) A valid training requirement for curriculum development has been approved through the NGC Training Requirements Process (Appendix 5).

• (U) When new courses, or significant revisions to existing courses, have been developed in accordance with the policies, practices and guidance in this CONOPS, they will be considered potential additions to the NGC Course Catalog.

2.0 (U) CURRICULUM DEVELOPMENT

(U) Curriculum development is a dynamic and continuous process by which NGC designs and develops its curricula in a coherent and systematic manner. Curriculum guides the instructional and learning process by defining what is to be learned, how it is to be delivered, and how it will be assessed. To be highly effective, the curriculum must be focused on a common set of competency-based objectives. The curriculum must also be flexible enough to allow for creativity, enhancement and critical monitoring of effective learning strategies.

NGC's curriculum development is based upon a systems approach that ensures an effective and cost efficient training solution shall be applied to address operational shortcomings caused by a lack of knowledge, skills, and/or attitudes in the workforce.

(U) The goal of NGC’s approach to curriculum development is to increase the effectiveness and efficiency of education and training by systematically:

• (U) Linking instruction to competency-based job performance requirements.

• (U) Developing learning methods and approaches to meet the needs of learners with diverse learning styles.

• (U) Meeting the needs of the GEOINT practitioner.

• (U) Meeting the needs of the manager or leader operating in the NGA or NSG environment.

2.1 (U) CURRICULUM STANDARDS

(U) Consistent with our status as an accredited institution, the NGC adheres to the published DoD, ODNI, and COE educational standards. Alignment with these standards ensures the continued quality of NGC’s educational programs and its curriculum; and enables the overall continuous improvement of the NGC. All course curriculum supporting GEOINT mission-related training and education shall adhere to the COE Standard 2 - Educational Programs and the COE Standard 11 – Distance Learning (Appendix 4).

(U) NGC’s curriculum development standards provide a systematic framework by which NGC Schools and offices develop a consistent and congruent GEOINT mission-related curriculum. Application of NGC curriculum standards brings an added dimension to the NGC curriculum development process, through the establishment of objective criterion and standardized documentation requirements that must be met. The NGC curriculum standards shall apply to all learning curricula. NGC’s curriculum standards published in this version of the CD CONOPS supersede all others previously published.

2.1.1 (U) NGC Curriculum Standards

(U) The two curriculum standards applied to NGC courses are discussed below.

2.1.1.1 (U) Curriculum Standard I (CS1)

(U) CS1 is the primary curriculum standard for NGC courses. CS1 requires specific documentation and procedural requirements to assure consistency, congruency, currency, and quality of the curriculum supporting the GEOINT mission. To comply with CS1, course content to be developed shall follow instructionally sound ISD principles and shall remain consistent for a minimum of two years from the date entered into the NGC Course Catalog.

The documentation requirements for CS1 are outlined in the Required Documentation Matrix

(ANNEX 2).

(U) Adherence to CS1 will ensure:

• (U) Maximum reusability of the curriculum in sharable content objects (SCOs)

• (U) Adequacy, consistency and stability of course materials

• (U) Absolute alignment with approved training needs of the partner or sponsor organization

• (U) Content is aligned to competency-based job performance requirements

• (U) Congruency with DoD, ODNI and COE guidance

• (U) Quality-based Instructor-led and/or Distributed Learning curriculum

2.1.1.2 (U) Curriculum Standard II (CS2)

(U) CS2 is the secondary curriculum standard for NGC courses. CS2 applies to time sensitive, mission critical, technology driven, vendor-provided and/or software-dependent course materials that require ongoing revision. To comply with CS2, course content developed must follow instructionally sound ISD principles. The documentation requirements for CS2 are outlined in the Required Documentation Matrix (ANNEX 2).

(U) Adherence to CS2 will ensure:

• (U) Flexibility for development of and revision to selective course materials

• (U) Maximum reusability of the curriculum in sharable content objects (SCOs)

• (U) Adequacy, consistency and currency of course materials

• (U) Absolute alignment with approved training needs of the partner/sponsor organization

• (U) Content is aligned to competency-based job performance requirements

• (U) Congruency with DoD, ODNI and COE standards

• (U) Quality-based Instructor-led and/or Distributed Learning curriculum

2.2 (U) NGC CURRICULUM DEVELOPMENT PROCESS

(U) The curriculum development process describes how NGC creates and fields new curricula. The process consists of specific activities led by project managers and performed by curriculum developers. NGC courses proceed from one phase to another within the ISD cycle. Curriculum development within the NGC is not a checklist approach to developing training. Developers use a dynamic, systematic method to create instruction that meets the increasingly demanding needs of the adult learner. The following paragraphs describe the ISD developmental phases.

2.2.1 (U) Instructional Systems Design (ISD)

(U) The ISD method is a systems approach to the process and procedures of developing solutions to training needs and priorities. It has been proven to assist practitioners in efficiently and effectively establishing what those training needs and priorities are, implementing the means to meet them, and assessing the degree to which learning outcomes were successful. ISD is a continuous, cyclical process whereby each phase builds upon the previous phase, and improvements are constantly being identified and implemented.

(U) Figure 1 represents the cyclical ISD method utilized at NGC. The PADDIE model is the acronym representing the six phases of the ISD method: Planning, Analysis, Design, Development, Implementation and Evaluation. The description of each phase is provided below.

Figure 1 (U) PADDIE Model

2.2.1.1 (U) Planning Phase

(U) Planning the development project and functions includes determining the CD process management, establishing roles, responsibilities and expectations, and estimating resource requirements and constraints. Curriculum developers and project managers within NGC use the planning phase to gather all of the information needed to move forward with the NGC CD process. This includes activities such as defining the scope of the training need, identifying project stakeholders, defining the project scope and drafting a project management plan. The planning phase, as used by NGC, is initiated once an approved training requirement is submitted to the Schools via the Training Requirements Process, and ends with the project kickoff.

Planning is a foundational component of the NGC CD process and occurs throughout.

2.2.1.1.1 (U) Planning Phase Criteria

(U) The Training Requirements Management Branch (TRMB) manages and processes requirements for new courses and significant revisions to existing courses. Upon receipt, the TRMB conducts a preliminary need assessment (PNA) to determine whether or not there is a need for training. Assessing instructional need is a critical activity that is performed before any other planning occurs or additional resources are committed to a project. A needs assessment indicates if the “need” can be satisfied with instruction or may require some other solution such as policy change, new procedures, better working conditions, or others which are normally solved by management.

(U) Once a PNA is completed and a determination is made to deploy NGC curriculum development support, the Schools then designate a project manager to oversee the development of a Project Management Plan (PMP) and schedule a planning kick-off meeting. The PMP is the framework for the development, management and implementation of the curriculum from a project management perspective. This document serves as tool that is used to coordinate all project planning activities and help guide a project’s execution and controls.

(U) The project kick-off meeting is the forum where all project stakeholders discuss the project schedule, deliverables and activities. The kick-off meeting also addresses how the project will be managed, executed and any expectations set by all parties involved.

2.2.1.2 (U) Analysis Phase

(U) The Analysis Phase is commonly referred to as the data-gathering phase. In essence, the goal of this phase is to ensure that training meets the partners’/sponsors’ requirements and that they are implemented at the appropriate level of instruction intended for the designated audience. During this phase, curriculum developers conduct various forms of analyses. The nature and scope of each curriculum development project determines which of the various analyses should be conducted. Instructional materials that are developed or revised based upon objective, valid and reliable analyses are more accurate and appropriate than those that are not.

2.2.1.2.1 (U) Analysis Phase Criteria

(U) Prior to development of new courses and major revisions of existing courses, an analysis of the requirements for a course shall be conducted to ensure that training will be developed to address a clear and validated need. During the analysis phase, an effort is undertaken to identify pre-existing training and alternatives for training that may satisfy the need. As a product of this analysis, broad learning outcomes are developed and the scope of the training identified (e.g., target audience, course length, instructional setting, delivery system).

• (U) Overarching learning outcomes shall be clearly derived from the analysis phase and shall align to competency-based job performance requirements.

• (U) Methods used to conduct analysis shall be clearly explained in a Report of Findings

(ROF). The ROF shall include a summary of the training requirement, a description of the target training audience, a summary of the methods used to conduct analysis, and any findings and recommendations identified by the author.

2.2.1.3 (U) Design Phase

(U) The Design Phase involves using the outputs from the analysis phase to plan a strategy for developing instruction. In this phase of the process, the focus is to develop valid learning objectives that frame the overall course and design strategy; develop assessments; review existing materials; select instructional methods and media; determine instructional strategies and design instructional activities. These objectives shall define the performance level criteria for learning outcomes that will occur during delivery of specific blocks, modules, and/or lessons. Curriculum developers prioritize, sequence, and cluster the objectives to

CurriculumDevelopmentCONOPS_Final.doc support mastery learning and to outline and stratify the course flow within programs, courses and workshops, blocks, modules, and/or lessons.

2.2.1.3.1 (U) Design Phase Criteria

(U) During the Design Phase, outcomes shall be translated into learning objectives.

Consideration shall be given to alternative methods for assessing the achievement of each objective.

• (U) All courses shall have written outcomes and specified learning objectives that are clearly linked to the results of the Analysis phase.

• (U) Outcomes and learning objectives shall be written prior to the development of curriculum, instructional materials, and methods for evaluating student performance levels.

• (U) Learning Objectives shall consist of terminal learning objectives (TLO) and enabling learning objectives (ELO), which are specified to the level required by the learner.

• (U) A plan to validate that the learning objectives of the curriculum are met and were based on the level of achievement attained by learners shall be designed during this phase.

• (U) All outcomes and learning objectives shall be thoroughly reviewed and approved at least every two years, or after a major revision to the course materials, to ensure their currency, relevancy and adequacy.

2.2.1.4 (U) Development Phase

(U) The Development Phase includes producing instructional materials, developing a validation plan, conducting a dry run (internal review of material) and finalizing the instructional materials to prepare for their final validation. At this point, learning objectives have been specified, the assessment (tool) developed, and training strategies and activities planned.

2.2.1.4.1 (U)Development Phase Criteria

(U) The instructional strategy is developed and materials are chosen or developed in this phase. Development of the instruction is guided by the application of learning theory (based on proven approaches that work), and the course materials and activities are selected or newly developed, as appropriate, to enable learners to master learning objectives. Practice and feedback should be closely aligned to a real-world scenario or job-performance application.

Tests or other assessment materials shall be written to evaluate the level of learning and retention of the instruction that learners have successfully achieved.

• (U) Curriculum developers shall consider a variety of instructional media, and shall select those that most appropriately apply principles of effective adult learning strategies.

CurriculumDevelopmentCONOPS_Final.doc

• (U) Course tools and materials shall comply with Section 508 of the Rehabilitation Act

(see explanation in Appendix 2, Glossary of Terms).

• (U) Strong consideration should be given to evaluating various types of presentation and applications of course materials. There may be more than one instructional format that can permit completion of the course by learners who cannot be physically present within a classroom setting.

• (U) Each course shall have an assessment plan that identifies how the achievement of each terminal learning objective shall be determined.

• (U) Each course shall have instructional materials that include learning objectives, lesson plans, course materials, assessments, validation plan and any other material necessary for effective presentation of the course.

• (U) A dry run shall be conducted for each course to verify the accuracy of the instructional materials in order to identify and correct inaccuracies and weaknesses in the materials.

2.2.1.5 (U) Implementation Phase

(U) Once the instructional materials have been developed and validated during a pilot program (small group tryout), the course becomes operational and begins the Implementation Phase. During the implementation phase, the training is delivered in an “as near to a real-world” operationally-simulated condition, as is feasible, based on cost, schedule and available resources at time of course delivery. This phase is performed by the instructors.

2.2.1.6 (U) Evaluation Phase

(U) The Evaluation Phase involves using the outputs from the analysis phase to create assessment tools that align with the need being met through the instructional strategy selected.

Evaluation is also performed throughout the entire curriculum development and ongoing training program. The course assessment results gathered in an operational evaluation shall provide feedback as to the levels of performance of both the instructors and the learners. The Schools and Assessment Branch are primarily responsible for this phase. Each function involved in curriculum development is responsible for ensuring the quality of instruction through the evaluation phase.

Conclusion

(U) Using the ISD method and the path outlined in this CONOPS will ensure that NGC not only meets the needs of the geospatial intelligence community, but also ensures that the quality and consistency of the curriculum encompasses the highest level of effectiveness.

(U) The cyclical ISD method is NOT a static model of a life-cycle development (waterfall methodology) process. It is however, a repetitious flow of curriculum developmental activities (as in the spiral methodology). For more details on the NGC Curriculum Development Process refer to ANNEX 1.

APPENDIX 1 (U) GLOSSARY OF ACRONYMS

Acronym Description AITC Adjunct Instructor Training Course BITC Basic Instructor Training Course BX Business Executive Branch CD Curriculum Development CMB NGC Curriculum Management Branch COE Council on Occupational Education CONOPS Curriculum Development Concept of Operations CS1 Curriculum Standard I CS2 Curriculum Standard II D/NGA Director, National Geospatial-Intelligence Agency DoD Department of Defense ELO Enabling Learning Objectives GEOINT Geospatial Intelligence ISD Instructional Systems Design JPR Job Performance Requirements NGC National Geospatial-Intelligence NSG National Systems for Geospatial Intelligence ODNI Office of the Director of National Intelligence PNA Preliminary Needs Assessment ROF Report of Findings SCO Sharable Content Object TLO Terminal Learning Objectives TNA Training Needs Assessment TNAB Training Needs Assessment Board TRMB Training Requirements Management Branch USAF United States Air Force

CurriculumDevelopmentCONOPS_Final.doc

APPENDIX 2 (U) GLOSSARY OF TERMS

Term Definition 508 Rehabilitation Act

(U) In 1998, Congress amended the Rehabilitation Act to require Federal agencies to make their electronic and information technology accessible to people with disabilities. Inaccessible technology interferes with an individual's ability to obtain and use information quickly and easily. Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508 (29 U.S.C. ‘ 794d), agencies must give disabled employees and members of the public access to information that is comparable to the access available to others. It is recommended that you review the laws and regulations listed below to further your understanding about Section 508 and how you can support implementation.

Attitude (U) (a) The emotions or feelings that influence a learner's desire or choice to perform a particular task. (b) A positive alteration in personal and professional beliefs, values, and feelings that will enable the learner to use skills and knowledge to implement positive change in the work environment.

Behavior (U) Any activity, overt or covert, capable of being measured.

Course (U) Specific subject matter comprising all or part of a program for which valid and repeatable instruction is offered within a specified period.

Courseware

(U) Training materials such as technical data, textual materials, audiovisual instructional materials, and computer-based instructional materials.

Criterion

(U) (a) The standard by which something is measured. (b) In test validation, the standard against which test instruments are correlated to indicate the accuracy with which they predict human performance in some specified area. (c) In evaluation, the measure used to determine the adequacy of a product, process, behavior, and other conditions.

Dry Run

(U) The dry run, or internal review known as a formative evaluation activity, is the first step of the actual validation process.

This review, which is also called a technical accuracy review, identifies inaccuracies and weaknesses in the materials under review. Materials should be thoroughly reviewed, since this may be the last opportunity to revise draft materials before they are used to provide instruction to the students. If possible, and when applicable, conduct dry runs each time instruction is developed, updated or revised.

Instruction (U) Planned activities directed by an instructor for the purpose of enabling students to acquire specific knowledge, skills and/or attitudes.

Instructional System

(U) An integrated combination of resources (students, instructors, materials, equipment, and facilities), techniques, and procedures performing effectively and efficiently the functions required to achieve specified learning objectives.

System Developer

(U) A person who is knowledgeable of the instructional system development (ISD) process and is involved in the analysis, design, development, implementation, and evaluation of instructional systems. Also called instructional developer, curriculum developer, curriculum development manager, and other terms.

Systems Design

(ISD)

(U) A deliberate and orderly, but flexible, process for planning, developing, implementing, and managing instructional systems. It ensures that personnel are taught in a cost-efficient way the knowledge, skills, and attitudes essential for successful job performance.

Knowledge

(U) Use of the mental processes which enable a person to recall facts, identify concepts, apply rules or principles, solve problems, and think creatively. Knowledge is not directly observable. A person manifests knowledge through performing associated overt activities.

Learning

(U) A measurable change in the behavior of the learner as a result of experience. The behavior can be physical and overt, or it can be intellectual or attitudinal.

Lesson Plan

(U) An approved plan for instruction that provides specific definition and direction to the instructor about learning objectives, equipment, instructional media material requirements, and the steps an instructor will follow to conduct training. Lesson plans are the principal component of curriculum materials in that they provide the sequence for presentation of learning experiences and direction for the use of supporting instructional material.

Media

(U) The delivery vehicle for presenting instructional material or basic communication stimuli to a student to induce learning.

Examples are videos or DVDs, instructors, textbooks, slides, and interactive courseware (ICW).

NGC Business Executive

(U) The College Business Executive Office provides leadership and collaboration with the college staff regarding;

• Strategic and tactical planning in the areas of POM and budget processes

• Facilities planning and management

• Systems infrastructure

• Systems engineering and integration

• Training requirement

• Human resource management

• Campus management and operations

• Contract administration and management

NGC Provost (U) The NGC Office of the Provost includes the following functional areas: Curriculum Management, Assessments, Faculty Development, Registration, eLearning, Accreditation, and Web Services.

NGC Schools (U) NGC Schools include: the School of Leadership and

Professional Development (SLPD) and The School of Geospatial Intelligence (TSG).

Objective

(U) An objective is a statement of instructional intent. An objective is a statement that specifies precisely what behavior is to be exhibited and measured; the conditions under which behavior will be accomplished; and the minimum standard of performance.

Objectives describe only the behaviors that directly lead to, or specifically satisfy, a job performance requirement.

Performance

(U) Part of a criterion objective that describes the observable student behavior (or the product of that behavior) that is acceptable to the instructor as proof that learning has occurred.

CurriculumDevelopmentCONOPS_Final.doc

Pilot

(U) A small-group tryout of the instruction to be provided, which serves as a formative evaluation activity, and normally occurs as the step in the validation process preceding the dry run. After the dry run has been completed and all necessary revisions have been made to the instruction, the instruction and materials are tried out on small groups of students, if practical. The purpose of conducting small-group tryouts is to determine if the instruction and materials will work under conditions approximating the actual teaching-learning activity.

Plan of Instruction

(POI)

(U) A qualitative course control document designed for use primarily within a school for course planning, organization, and operation. Generally, criterion objectives, duration of instruction, support materials, and guidance factors are listed for every block of instruction within a course. Also called Syllabus.

Program (U) A combination of courses and related activities (e.g. laboratory activities and/or work-based activities) that lead to a credential and are offered by an institution to develop competencies required for a specific occupation.

Sharable Content Objects (SCO)

• (U) Reusability: the flexibility to incorporate course materials in multiple instructions.

• (U) Interoperability: the ability to take course materials developed in one location with one set of tools or platform and to use them in another location with a different set of tools or platform.

Skill

(U) The ability to perform a job-related activity that contributes to the effective performance of a task. Skills involve physical or manipulative activities which often require knowledge for their execution. All skills are actions having specific requirements for speed, accuracy, or coordination.

Subject Matter Expert (SME)

(U) (a) An individual who has thorough knowledge of a job, duties/tasks, or a particular topic, which qualifies him/her to assist in the training and the instructional system development process (for example, to consult, review, analyze, advise, or critique). (b) A person who has high-level knowledge and skill in the performance of a job.

Target Audience

(U) The total collection of possible users of a given instructional system; the persons for whom the instructional system is designed.

Training (U) A set of events or activities presented in a structured or planned manner, through one or more media, for the attainment and retention of skills, knowledge, and attitudes required to meet job performance requirements.

Training Needs Assessment (TNA)

(U) The study of performance and the environment that influences it in order to make recommendations and decisions on how to close the gap between the desired job performance and the actual job performance.

Validation

(U) The process of developmental testing, field testing, and revision of the instruction to be certain the instructional intent is achieved. The instructional system is developed unit by unit and tested (or validated) on the basis of the objective prepared for each unit.

Workshop (U) Specific subject matter comprising all or part of a program for which valid and repeatable instruction is offered within a specified period.

APPENDIX 3 (U) DEPARTMENT OF DEFENSE INSTRUCTION

3305.10

Department of Defense

INSTRUCTION

NUMBER 3305.10

December 22, 2006

USD(I)

SUBJECT: DoD Geospatial Intelligence (GEOINT) Training References: (a) DoD Directive 5105.60, “National Imagery and Mapping Agency,” October 11, 1996

(b) DoD Directive 5143.01, “Under Secretary of Defense for Intelligence (USD(I)),” November 23, 2005

(c) DoD 8910.1-M, “DoD Procedures for Management of Information Requirements,” June 30, 1998

1. ISSUANCE AND PURPOSE

This Instruction:

1.1. Establishes policies, standards, and procedures for the conduct of GEOINT training in accordance with References (a) and (b).

1.2. Provides policies, standards, and procedures for the conduct of GEOINT training. It assigns responsibilities for GEOINT training within the various DoD Components.

1.3. Designates the National Geospatial-Intelligence College (NGC) as the GEOINT training and educational institution of the National Geospatial-Intelligence Agency (NGA).

1.4. Establishes the Community Geospatial-Intelligence Training Council (CGTC) as an advisory body on GEOINT training.

2. APPLICABILITY AND SCOPE This Instruction applies to the Office of the Secretary of Defense (OSD), the Military Departments (including the Coast Guard when it is not operating as a Service in the Navy, under agreement with the Department of Homeland Security), the Chairman of the Joint Chiefs of Staff, the Combatant Commands, the Office of the Inspector General of the Department of Defense, the Defense Agencies, the DoD Field Activities, and all

CurriculumDevelopmentCONOPS_Final.doc other organizational entities within the Department of Defense (hereafter referred to collectively as the “DoD Components”).

3. DEFINITION

GEOINT Training. Training involving the exploitation and analysis of imagery, imagery intelligence, and geospatial information to describe, assess, and visually depict physical features and geographically referenced activities on the earth.

4. POLICY

It is DoD policy that:

4.1. There shall be GEOINT training in the Department of Defense.

4.2. All GEOINT training shall be technically sound, and shall conform to DoD GEOINT training standards.

4.3. GEOINT training shall support DoD missions.

4.4. GEOINT training shall be funded and provided to meet GEOINT training requirements.

5. RESPONSIBILITIES

5.1. The Under Secretary of Defense for Intelligence (USD(I)), in accordance with Reference (b), shall:

5.1.1. Provide policy, direction, and oversight for GEOINT training to the DoD Intelligence Components and assign DoD intelligence community training responsibilities as necessary.

5.1.2. Review DoD GEOINT training programs and provide recommendations to the Heads of the DoD Components.

5.1.3. Promulgate GEOINT training guidance according to the Strategic Planning Guidance, Defense Intelligence Guidance, and OSD memorandums to identify that GEOINT training issues are addressed during the program and budget build and during development of supplemental requests. USD(I) will review requests upon budget submission and provide additional guidance as needed.

5.1.4. Receive recommendations from the CGTC on policies, standards, responsibilities, or related GEOINT matters.

5.2. The Director, NGA, under the authority, direction, and control of the USD(I), shall:

5.2.1. Issue guidance and prescribe standards for GEOINT training.

CurriculumDevelopmentCONOPS_Final.doc

5.2.2. Submit GEOINT training resource requirements to the USD(I) for inclusion in the various Defense Planning Guidance documents for the Planning, Programming, Budgeting, and Execution System. Provide guidance to the DoD Components during the preparations of their budget submissions.

5.2.3. Designate the Director, NGC, as the principal executive for the Director, NGA, for GEOINT- related training matters.

5.2.4. Designate the Director, NGC, as the Chair, CGTC. Membership of the CGTC will comprise of those entities with GEOINT responsibilities and others as determined by the Chair.

5.3. The Director, NGC, under the Director, NGA, shall:

5.3.1. Maintain and operate the NGC to provide the Department of Defense, the Intelligence Community, and other Federal agencies with GEOINT training.

5.3.2. Establish standards for training; programs and courses for advanced imagery analysts, cartographers, and personnel performing imagery tasking; geospatial information collection; GEOINT and geospatial information processing, exploitation, and dissemination functions; GEOINT-related functional management; and related fields as prescribed by Reference (b).

5.3.3. Monitor and evaluate the performance of GEOINT course content and training delivery, including new requirements and major changes to joint GEOINT training programs, and advise USD(I) on recommended adjustments to assignments of DoD Intelligence Community training responsibilities, as necessary.

5.3.4. In cooperation with the Heads of the DoD Components, establish objectives, standards, types, and sources of training to satisfy requirements for GEOINT training.

5.3.5. Provide for effective collaboration and sharing of intelligence courseware among the DoD Components.

5.3.6. Maintain academic accreditation for appropriate NGC courses.

5.3.7. Serve as Chair of the CGTC and in this capacity shall:

5.3.7.1. Provide a forum for GEOINT training issues and policy changes, establish standards, allocate responsibilities, address other related topics, and forward CGTC coordinated recommendations to the USD(I).

5.3.7.2. Call a meeting of the CGTC at least annually.

5.3.7.3. Provide a management staff to coordinate the efforts of the CGTC.

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5.3.7.4. Prepare an annual CGTC activities report for submission to the USD(I). The report shall include a review and assessment of GEOINT training curricula with recommendations for potential consolidation.

5.3.7.5. Review the DoD Components’ GEOINT training programs to comply with standards established by the CGTC.

5.4. The Secretaries of the Military Departments shall:

5.4.1. Incorporate guidance from the USD(I) and the Director, NGA, in the development and execution of GEOINT training Programming, Planning & Budgeting actions.

5.4.2. Assemble, maintain, and forward to the USD(I) a record of all GEOINT training requirements and programs under their cognizance.

5.4.3. Provide GEOINT training for their respective forces and civilians.

5.4.4. Conduct periodic review and analysis of Component-unique GEOINT training curricula to share with other DoD Components and determine the potential for consolidation.

5.4.5. Appoint a representative to the CGTC.

5.4.6. Implement policies, procedures, programs, and requirements as specified in this Instruction.

6. INFORMATION REQUIREMENTS

The annual report on the activities of the CGTC and the periodic reports on the GEOINT training curricula to the USD(I) are exempt from licensing in accordance with paragraph C4.4.4. of DoD 8910.1-M (Reference (c)).

7. EFFECTIVE DATE

This Instruction is effective immediately.

Stephen A. Cambone Under Secretary of Defense for Intelligence

APPENDIX 4 (U) COUNCIL ON OCCUPATIONAL EDUCATION

STANDARDS 2 and 11

(U) STANDARD TWO

(U) Educational Programs

(U) Objectives of Accreditation Related to “Educational Programs”

A. (U) Admissions/Recruiting

1. (U) To verify that admissions policies are clearly stated, published, and administered uniformly.

2. (U) To assure that the admissions policies are relevant to the student’s ability to complete the educational programs offered, including programs delivered at a distance.

3. (U) To assure that all recruiting/admissions activities and materials are ethical and accurate.

B. (U) Programs

1. (U) To verify that the educational programs offered by the institution are congruent with the mission of the institution.

2. (U) To ensure that each program incorporates current job market requirements in its instruction through involvement of the constituencies served.

3. (U) To assure that courses required for each program are offered with sufficient frequency for the student to complete the program within publicized time frames.

4. (U) To assure that opportunities are provided for students to obtain exposure to and appreciation of the dynamics of the industry/occupational environment for which they are being prepared.

5. (U) To assure that the title, program length, and general education components of all associate degree programs offered meet or exceed the minimum acceptable requirements as defined in the criteria.

6. (U) To assure that all programs offered by the institution, regardless of location or mode of delivery, are qualitatively consistent with those offered on the main campus.

7. (U) To assure that the clock hour to credit hour ratio meets the minimum acceptable requirements as defined in the criteria.

8. (U) To assure that all programs provide for timely and meaningful interaction among faculty and students.

C. (U) Instruction

1. (U) To assure the integration of academic and occupational education in instructional programs.

2. (U) To assure that instruction is competency-based, including current knowledge, skills, and work ethics relevant to the occupations for which the programs prepare students.

3. (U) To assure that competencies are taught with equipment and in settings reflecting current workplace requirements.

4. (U) To require documentation that instruction for each program is organized to achieve its objectives.

5. (U) To require that methods of evaluating individual student achievement are used to document student progress and that the results are made part of the student’s permanent record.

6. (U) To require that work-based activities have objectives appropriate for the respective programs and are properly planned and supervised.

(U) Criteria of Accreditation Related to “Educational Programs”

A. (U) Admissions/Recruiting

1. (U) The institution’s admissions policies are clearly stated, published, and made available to students prior to enrollment. (Objective 2-A-1)

2. (U) For all students admitted to a Vocational English-As-A-Second-Language Program, the institution utilizes written admission procedures that comply with policies established by the Commission. (Objective 2-A-1)

(U) (See “Vocational English-As-A-Second-Language Programs” in the current edition of the Policies and Rules of the Commission.)

3. (U) The institution clearly defines and publishes a policy on the transfer of students between programs within the institution and the transfer of students from other institutions. (Objective 2- A-1)

4. (U) Admission requirements offer reasonable expectations for successful completion of the occupational programs offered by the institution regardless of the delivery mode. (Objective 2-A- 2)

5. (U) Students admitted into Associate Degree programs have a high school diploma or its equivalent. (Objective 2-A-2)

6. (U) For all students admitted on an “ability to benefit” basis, the institution has written admissions procedures, applies these uniformly, provides documented evidence on how they are used, maintains records on student progress, and regularly evaluates the effectiveness of the procedures used in admitting these students. (Objective 2-A-2)

7. (U) All students who do not meet the institution’s admissions criteria yet are admitted on an

“ability to benefit” basis must meet the ability to benefit criteria of the Commission. (Objective 2- A-2)

8. (U) The institution ensures that recruiting activities are ethical and that all materials used in recruiting accurately describe the mission, instructional outcomes, student performance expectations, and completion requirements of each program. (Objective 2-A-3)

9. (U) Prior to admission, students are informed of the costs of the program and any equipment and services required. (Objective 2-A-3)

B. (U) Programs

1. (U) Occupational education programs offered by the institution are congruent with the mission of the institution and with the occupational needs of the people served by the institution. (Objectives 2-A-2 and 2-B-1)

2. (U) The objectives for each educational program are evaluated annually. (Objective 2-B-1)

3. (U) Each occupational education program has clearly stated objectives, defined content relevant to these objectives and the current needs of business and industry, and student evaluation based on the program objectives and content. (Objective 2-B-2)

4. (U) A systematic process has been implemented to document that the objectives and content of programs are current. (Objective 2-B-2)

5. (U) At least every two years, three bonafide potential employers review each educational program and recommend admission requirements, program content, program length, program objectives, competency tests, instructional materials, equipment, method of evaluation, and level of skills and/or proficiency required for completion, and appropriateness of the delivery mode for the program. (Objectives 2-B-2 and 2-B-4)

6. (U) The institution considers the length and the tuition of each program in relation to the documented entry level earnings of completers. (Objective 2-B-2)

7. (U) Courses required for each program are offered with sufficient frequency for the student to complete the program within the publicized time frame. (Objective 2-B-3)

8. (U) Associate Degree programs offered must meet the following requirements:

a. (U) The appropriate applied degree title, such as Associate of Applied Technology, Associate of Applied Science, Associate of Occupational Studies, Associate of Science, or Associate of Occupational Technology, is used.

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b. (U) The program has a minimum of 60 semester hours or 90 quarter hours.

c. (U) The program includes a minimum of 15 semester hours or 23 quarter hours of general education courses, with a minimum of one course from each of the following areas: humanities, behavioral sciences, natural or applied sciences, and mathematics.

(Objective 2-B-5)

9. (U) All programs, regardless of location or time or mode of delivery, are qualitatively consistent with those offered on the main campus, and must:

a. (U) Be approved and administered under established institutional policies and procedures and supervised by an administrator who is part of the institutional organization.

b. (U) Have appropriate involvement of on-campus administrators and faculty in planning, approval, and on-going evaluation.

c. (U) Have individual student records, including period of enrollment, financial, and educational program records, permanently maintained by the institution at the main campus.

d. (U) Be described in appropriate catalogs, brochures, and/or other promotional materials and include tuition/fee charges, refund policies, admissions and academic requirements, and information technology requirements.

e. (U) Provide for timely and meaningful interaction among faculty and students.

(Objectives 2-B-6 and 2-B-8)

10. (U) A credit hour is equivalent to a minimum of each of the following: one semester credit for 15 clock hours of lecture, 30 clock hours of laboratory, or 45 clock hours of work-based activities; or one quarter credit for 10 clock hours of lecture, 20 clock hours of laboratory, or 30 clock hours of work-based activities. (Objective 2-B-7)

C. (U) Instruction

1. (U) Academic competencies and occupational skills are integrated into the instructional program for each occupational area. (Objective 2-C-1)

2. (U) The instructional programs provide instruction in the competencies essential to success in the occupation, including job knowledge, job skills, work habits, and attitudes. (Objective 2-C-2)

3. (U) Occupational advisory committees appointed for each program or program area are used to ensure that desirable, relevant, and current practices of each occupation are being taught. Each committee (a) is composed of at least three members, all being external to the institution and representative of the geographical service area covered by the program area; (b) meets at least twice annually with a majority of official members present; and (c) keeps minutes of each meeting to document their activities and recommendations. The occupational advisory committee may also perform the functions of the institutional advisory committee if only one occupational advisory committee is required for the institution. (Objectives 2-B-2 and 2-C-2)

4. (U) Occupational advisory committees include, as part of their regularly scheduled meetings, a review of the appropriateness of the type of instruction (e.g. lecture, laboratory, and/or work-based instruction) offered within each program to assure that students are provided with sufficient opportunities to practice and gain competency with specific skills required for successful completion of the program. (Objectives 2-B-7 and 2-C-4)

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5. (U) Job-related health, safety, and fire-prevention are an integral part of instruction. (Objectives

2-C-2 and 2-C-3)

6. (U) To develop skill proficiency, sufficient practice is provided with equipment and materials similar to those currently used in the occupation. (Objective 2-C-3)

7. (U) Instruction in classrooms, shops, laboratories, and distance education locations is effectively organized as evidenced by course outlines, lesson plans, competency tests,…