MIL-HDBK-29612-3a.pdf

NOT MEASUREMENT SENSITIVE

MIL-HDBK-29612-3A

31 August 2001 Supersedes

MIL-HDBK-29612-3

30 July 1999

DEPARTMENT OF DEFENSE

HANDBOOK

DEVELOPMENT OF

INTERACTIVE MULTIMEDIA INSTRUCTION (IMI)

(PART 3 OF 5 PARTS)

This Handbook is for guidance only. Do not cite this document as a requirement.

AMSC N/A AREA SESS

DISTRIBUTION STATEMENT A. Approved for public release; distribution is unlimited.

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FOREWORD

1. This handbook is approved for use by all Departments and Agencies of the Department of Defense (DoD). This handbook supersedes MIL-HDBK-29612-3.

2. This handbook is intended for guidance only. This handbook cannot be cited as a requirement. If it is, the contractor does not have to comply.

3. MIL-HDBK-29612-3 is Part 3 of 5 Parts. Part 3 provides guidance that may be used by DoD (all Services) and industry for the planning, design, development, implementation, evaluation, and management of Interactive Multimedia Instruction (IMI) products. Use of this guidance is not mandatory.

4. Part 1, MIL-HDBK-29612-1, DoD Handbook, Guidance for Acquisition of Training Data Products and Services, provides guidance for the preparation of solicitations and evaluation of solicitation responses for training. Part 2, MIL-HDBK-29612-2, DoD Handbook, Instructional Systems Development/Systems Approach to Training and Education, provides guidance on the Instructional Systems Development (ISD)/Systems Approach to Training (SAT) process and the analysis, design, development, implementation, and evaluation of instruction and instructional materials. Part 4, MIL-HDBK-29612-4, DoD Handbook, Glossary for Training, contains acronyms and definitions for commonly used training terms. Part 5, MIL-HDBK-29612-5 DoD Handbook, Advanced Distributed Learning (ADL) Products and Systems, contains guidance for the acquisition of ADL conformant products.

5. This handbook was developed within the DoD with the assistance of all Services as represented by the Joint Services Action Group – Interactive Multimedia Instruction (JSAG-IMI) and the Defense Training Standards Working Group (DTSWG).

6. Guidance provided in this handbook is not intended to supplement or duplicate policies and procedures in existing Federal, Department of Defense, and Military Service regulations.

Should a conflict arise between this handbook and any of the previously mentioned regulations, the regulations take precedence. There are numerous ways to design, develop, implement, and manage the use of IMI products. The guidance contained herein may not be applicable to your specific organization.

7. Beneficial comments (recommendations, additions, deletions) and any pertinent data which may be of use in improving this document should be addressed to: Commander, Naval Air Warfare Center Aircraft Division, Code 414100B120-3, Highway 547, Lakehurst, NJ 08733-5100 by using the Standardization Document Improvement Proposal (DD Form 1426) appearing at the end of this document or by letter.

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CONTENTS

FOREWORD ................................................................................................................................ i

1 SCOPE

1.1 Scope

1.2 Application guidance

1.2.1 How to use this handbook

2 APPLICABLE DOCUMENTS

2.1 General

2.2 Government documents

2.2.1 Specifications, standards, and handbooks

2.2.2 Other Government documents, drawings, and publications

2.3 Order of precedence

3 DEFINITIONS

3.1 General

4 INTERACTIVE MULTIMEDIA INSTRUCTION PLANNING

4.1 Introduction

4.2 What is IMI?

4.2.1 IMI products

4.2.1.1 Source materials for development of IMI products

4.3 IMI and the Instructional Systems Development/Systems Approach to Training

(ISD/SAT) process

4.3.1 IMI applications. IMI uses may include:

4.3.2 Advantages of IMI

4.4 General rules for selecting IMI as an instructional media delivery system

4.5 When to use IMI

4.6 Quality improvement

4.6.1 Continuous improvement

4.6.2 Keep customer involved

4.6.3 Get buy-in

4.7 The IMI project team

4.7.1 IMI development team responsibilities

4.7.2 IMI implementation team responsibilities

4.7.3 IMI team training

4.8 Management and organizational support decisions

4.8.1 Management support

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4.8.2 Evaluation of organizational support for IMI

4.8.3 Facility support requirements

4.9 Media selection

4.9.1 Media selection process

4.10 IMI application considerations

4.10.1 IMI feasibility

4.10.2 IMI exportability

4.10.3 Authoring software selection

4.10.3.1 Authoring software decisions

4.10.4 IMI hardware configuration decisions

4.10.4.1 Review policies and regulations

4.10.4.2 Factors influencing hardware selection

4.10.4.3 Hardware data collection

4.11 IMI cost considerations

4.11.1 Cost factors

4.11.2 Estimating IMI development hours

4.11.2.1 Assumptions for estimating development hours

4.11.2.2 Affect of changes in variables

4.11.2.3 Estimating costs for course configuration and maintenance

4.12 How to plan an in-house IMI effort

4.12.1 Outline the IMI effort

4.12.1.1 Establish a development process

4.12.1.2 Determine project deliverables

4.12.1.3 Define staff positions and responsibilities

4.12.1.4 Develop a master schedule

4.12.2 Prepare the team

4.12.2.1 Determine training requirements

4.12.2.2 Provide documentation

4.12.3 Develop quality control procedures

4.12.3.1 QC team responsibilities

4.12.3.2 QC job aids

4.12.3.3 Documenting the discrepancy process

5 SOURCE MATERIALS FOR INTERACTIVE MULTIMEDIA

INSTRUCTION PRODUCTS

5.1 Text

5.2 Audio

5.2.1 Human hearing

5.2.2 Audio technology

5.2.2.1 How audio is digitized

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5.2.2.2 Audio quality

5.2.3 Audio technology progress

5.2.4 Digital audio in multimedia

5.2.4.1 Computer control

5.2.4.2 Sound-critical subject areas

5.2.4.3 Recording inputs

5.2.4.4 Computer presentations in the classroom

5.2.4.5 Speech therapy

5.2.4.6 Music

5.2.5 Examples of frequency ranges

5.2.6 Disk storage requirements

5.2.7 Hardware and software considerations

5.2.8 Advantages and disadvantages of digital audio considerations

5.3 Visual Information

5.3.1 The visual element

5.3.1.1 Improved applications

5.3.1.2 Digital still images

5.3.1.2.1 Still-image basics

5.3.1.2.2 Capturing still images

5.3.1.2.3 How a scanner works

5.3.1.2.4 Scanning slides

5.3.1.2.5 Scanner equipment

5.3.1.2.6 Frame grabbers

5.3.1.3 Image resolution

5.3.1.4 Memory and storage requirements

5.3.1.5 Digital camera

5.3.1.6 Digital video

5.3.1.7 Copyright issues for images

5.3.1.8 Analog versus digital

5.3.1.9 How video is digitized

5.3.1.10 Difficulties in digitizing video

5.3.1.11 The impetus for digitizing video

5.3.1.12 Current status and near-term changes

5.4 Graphics

5.5 Animation

6 INTERACTIVE MULTIMEDIA INSTRUCTION PRODUCT

DEVELOPMENT

6.1 IMI products

6.1.1 ICW

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6.1.1.1 ICW design

6.1.1.2 Develop the ICW specification

6.1.1.2.1 Purpose of ICW specification

6.1.1.2.2 Level of detail in the ICW specification

6.1.1.2.3 Content of the ICW specification

6.1.1.3 Determine the level of interactivity

6.1.1.3.1 Learning levels

6.1.1.3.2 Hierarchy of learning

6.1.1.3.3 Sequencing of LOs

6.1.1.3.4 ICW presentation category selection

6.1.1.3.4.1 Levels of interactivity

6.1.1.3.4.2 Learning levels and levels of interactivity

6.1.1.3.4.3 Sensory stimulus requirement

6.1.1.3.4.4 Identify instructional delivery mode and impact

6.1.1.3.4.5 ICW presentation categories

6.1.1.3.4.6 Considerations for ICW presentation category selection

6.1.1.3.4.7 ICW presentation category selection data consolidation

6.1.1.3.4.8 Guidelines for increasing interactivity

6.1.1.3.5 Guidelines for student control

6.1.1.3.5.1 Student control

6.1.1.3.5.2 Influencing factors for student control

6.1.1.3.6 Guidelines for feedback and remediation design

6.1.1.4 Determine record keeping strategies

6.1.1.4.1 Record keeping functions

6.1.1.4.2 Record keeping capabilities

6.1.1.5 Design of ICW tests

6.1.1.5.1 Types of ICW tests

6.1.1.5.2 Tips for ICW test design

6.1.1.6 Determine instructional treatments

6.1.1.6.1 ICW events of instruction

6.1.1.7 Develop flowcharts and storyboards

6.1.1.7.1 ICW flowcharts

6.1.1.7.1.1 ICW flowchart guidelines

6.1.1.7.1.2 Example of ICW flowchart

6.1.1.7.2 General guidelines for programming

6.1.1.7.2.1 Programming standards

6.1.1.7.2.2 Guidelines for programming

6.1.1.7.3 Storyboards

6.1.1.7.3.1 Storyboarding techniques

6.1.1.7.3.2 General ICW storyboard design principles

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6.1.1.7.3.3 Guidelines for implementing the general storyboarding principles

6.1.1.7.3.4 Guidelines for visual elements

6.1.1.7.3.4.1 Guidelines for video

6.1.1.7.3.4.2 Video storyboard guidelines

6.1.1.7.3.5 Guidelines for text

6.1.1.7.3.6 Guidelines for graphics and animation

6.1.1.7.3.7 Guidelines for audio

6.1.1.7.3.8 Storyboard checklist

6.1.1.8 ICW prototype lessons

6.1.1.8.1 Description of ICW prototype lessons

6.1.1.8.2 ICW prototype content

6.1.1.8.3 Why have an ICW prototype?

6.1.1.8.4 ICW prototype guidelines

6.1.1.8.5 Elements involved in ICW prototype lesson development

6.1.1.9 How to develop ICW

6.1.1.9.1 Program the lessons

6.1.1.9.2 Produce visual displays and record audio

6.1.1.9.2.1 Visual displays

6.1.1.9.2.2 Guidelines for producing full-motion video

6.1.1.9.2.3 Guidelines for audio recording

6.1.1.9.2.4 Develop text, graphics, and animation

6.1.1.9.2.4.1 Guidelines for text, graphics, and animation displays

6.1.1.10 Develop supporting materials and comply with DoD ICW requirements

6.1.1.10.1 Purpose of supporting materials

6.1.1.10.2 DoD guidelines for ICW

6.2 Electronic publications

6.2.1 Electronic guides

6.2.2 Interactive Electronic Technical Manuals (IETM)

6.2.2.1 Factors to consider when using IETMs

6.3 Electronic testing

6.3.1 About electronic testing

6.3.2 Benefits of electronic testing

6.4 Simulation

6.5 Electronic management systems

6.5.1 Electronic Performance Support System (EPSS)

6.5.1.1 An EPSS can provide performance information

6.5.1.2 An EPSS can reduce training costs

6.5.1.3 User interface

6.5.1.4 EPSS considerations

6.5.2 Computer-Aided Instruction (CAI)

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6.5.2.1 What is CAI?

6.5.2.2 Reasons for using CAI

6.5.2.3 CAI and instructor support

6.5.3 Learning Management System (LMS)

6.5.4 Electronic job aids

7 INTERACTIVE MULTIMEDIA INSTRUCTION EVALUATION

7.1 IMI quality process

7.1.1 Verification

7.1.2 Validation

7.1.3 Acceptance

7.1.4 Document lessons learned

7.2 Develop a validation plan

7.2.1 Purpose

7.2.2 What is in a validation plan?

7.2.3 Getting ready to validate

7.2.4 How to use a validation plan

7.2.5 Measure against a standard

7.2.6 Follow the plan

7.3 Conduct technical accuracy reviews

7.3.1 What should be reviewed?

7.3.2 How to conduct a review

7.4 Conduct individual tryouts

7.4.1 Purpose

7.4.2 Select students

7.4.3 Before an individual tryout

7.4.4 During an individual tryout

7.4.5 Typical problems

7.4.6 After an individual tryout

7.5 Conduct small-group tryouts

7.5.1 Purpose

7.5.2 Select students

7.5.3 Number of students

7.5.4 Time is a critical factor

7.5.5 Before a small-group tryout

7.5.6 During a small-group tryout

7.5.7 After a small-group tryout

7.6 Finalize the IMI program

7.6.1 Purpose

7.6.2 What needs to be updated?

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7.6.3 Final quality check

8 NOTES

8.1 Intended use

8.2 CD-ROM destruction

8.3 Subject term (key word) listing

CONCLUDING MATERIAL

LIST OF FIGURES

FIGURE 1 Frequency ranges of typical audio media and human hearing in Kilohertz FIGURE 2 Sample ICW course organization FIGURE 3 ICW flowchart example

LIST OF TABLES

TABLE 1 General rules for using IMI as an instructional media delivery system TABLE 2 IMI development team TABLE 3 IMI implementation team TABLE 4 General types of management support TABLE 5 Decision aid - evaluation of organizational support for IMI TABLE 6 Modification of support level TABLE 6 Modification of support level TABLE 7 Decision aid - organizational support re-evaluation TABLE 8 Decision aid - contractor support determination TABLE 9 Decision aid - exportable IMI feasibility checklist TABLE 10 Job aid - Hardware data collection TABLE 11 Types of costs TABLE 12 Variables affecting IMI development TABLE 13 Configuration control decision matrix TABLE 14 Example of a development list TABLE 15 Sample format for IMI review and approval TABLE 16 QC responsibilities of IMI development team TABLE 17 Sample format for courseware design review TABLE 18 Sample format for quality specialist final lesson review TABLE 19 Sample format for a discrepancy report TABLE 20 Sampling rates and storage requirements tradeoffs TABLE 21 Hardware/software considerations TABLE 22 Contrasting video technologies ix

TABLE 23 Job aid for determining learning levels TABLE 23 Job aid for determining learning levels TABLE 23 Job aid for determining learning levels TABLE 24 Levels of interactivity TABLE 25 Interactivity levels and associated learning levels TABLE 26 Instructional delivery mode cost impact TABLE 27 Categories of ICW presentation TABLE 28 Job Aid - ICW presentation category selection data consolidation TABLE 29 Guidelines for increasing user interactivity TABLE 29 Guidelines for increasing user interactivity TABLE 30 Guidelines for designing student control of ICW TABLE 31 Guidelines for designing feedback for ICW TABLE 32 Guidelines for designing ICW tests TABLE 32 Guidelines for designing ICW tests TABLE 33 ICW events of instruction TABLE 34 Programming standards considerations TABLE 35 Guidelines for programming elements of a storyboard TABLE 36 Steps involved in storyboard development TABLE 37 Guidelines for storyboarding TABLE 38 Guidelines for storyboarding visual elements TABLE 39 Guidelines for storyboarding video elements TABLE 40 Guidelines for storyboarding text elements TABLE 41 Guidelines for storyboarding graphics and animation elements TABLE 42 Guidelines for storyboarding audio TABLE 43 Storyboard checklist TABLE 44 Prototype lesson development elements TABLE 45 ICW programming guidelines TABLE 46 Video production guidelines TABLE 46 Video production guidelines TABLE 47 Audio production guidelines TABLE 48 ICW display convention guidelines TABLE 49 Sample job aid for internal review TABLE 50 Sources of individual tryout information

1. SCOPE

1.1 Scope. This handbook provides background information for the planning, design, development, implementation, evaluation, and management of Interactive Multimedia Instruction (IMI) products. IMI products include electronic products used in the delivery of instruction or supporting the delivery of instruction. See 4.2 for a further breakdown of IMI products. This handbook (Part 3 of 5 Parts) also provides acquisition guidance unique to IMI products and supplements general acquisition guidance provided in MIL-HDBK-29612-1 (Part 1 of 5 Parts).

1.2 Application guidance. This handbook is intended for guidance only. This handbook cannot be cited as a requirement. If it is, the contractor does not have to comply.

1.2.1 How to use this handbook. The guidance provided in this handbook applies to any IMI program development. It applies to IMI in weapons system or training system acquisitions.

It also applies to IMI developed as a stand-alone training product. MIL-HDBK-29612-2 provides guidance for the selection of instructional media. When IMI is determined to be the best instructional media, the guidance in MIL-HDBK-29612-3 will assist in verifying whether or not IMI can be used and supported by the training activity. After verification, further guidance will aid in the design and development of an IMI program.

2. APPLICABLE DOCUMENTS

2.1 General. The documents listed below are not necessarily all of the documents referenced herein, but are the ones that are needed in order to fully understand the information provided by this handbook.

2.2 Government documents.

2.2.1 Specifications, standards, and handbooks. The following specifications, standards, and handbooks form a part of this document to the extent specified herein. Unless otherwise specified, the issues of these documents are those listed in the latest issue of the Department of Defense Index of Specifications and Standards (DoDISS) and supplement thereto.

DEPARTMENT OF DEFENSE SPECIFICATIONS

MIL-PRF-29612 Performance Specification, Training Data Products

DEPARTMENT OF DEFENSE HANDBOOKS

MIL-HDBK-9660 Department of Defense Handbook, DoD-Produced CD- ROM Products

MIL-HDBK-29612-1 Department of Defense Handbook, Guidance for Acquisition of Training Data Products and Services

MIL-HDBK-29612-2 Department of Defense Handbook, Instructional Systems Development/Systems Approach to Training and Education

MIL-HDBK-29612-4 Department of Defense Handbook, Glossary of Training Terms

MIL-HDBK-29612-5 Department of Defense Handbook, Advanced Distributed Learning Initiative (ADL) Products and Systems

(Unless otherwise indicated, copies of military specifications, standards, and handbooks are available from the Standardization Documents Order Desk, Building 4D, 700 Robbins Avenue, Philadelphia, PA 19111-5094.)

2.2.2 Other Government documents, drawings, and publications. The following other Government documents, drawings, and publications form a part of this document to the extent specified herein.

DoD HLA High Level Architecture (HLA) DoD JTA Joint Technical Architecture (JTA) JIEO REPORT 8300 Department of Defense Minimum Desktop Personal

Computer Configuration DoDI 1322.20 Development and Management of Interactive Courseware for Military Training OUSD Memo DoD Joint Technical Architecture (JTA) SCORM Sharable Content Object Reference Model (SCORM)

(The HLA can be downloaded from http://www.ntsc.navy.mil.)

(The DoD JTA can be downloaded from http://www-jta.itsi.disa.mil.)

(Copies of this JIEO Report may be obtained by written request to the Commander, Joint Interoperability Engineering Organization (JIEO), Attn: Code TP, Fort Monmouth, NJ 07703-5613.)

(Copies of the Department of Defense Instruction (DoDI) 1322.20 are available from the Standardization Documents Order Desk, Building 4D, 700 Robbins Avenue, Philadelphia, PA 19111-5094.)

(Copies of the SCORM may be downloaded from: www.ADLNET.org.)

2.3 Order of precedence. In the event of a conflict between the text of this document and the references cited herein, the text of this document takes precedence. Nothing in this document, however, supersedes applicable laws and regulations unless a specific exemption has been obtained.

3. DEFINITIONS

3.1 General. Definitions and acronyms are provided in MIL-HDBK-29612-4.

4. INTERACTIVE MULTIMEDIA INSTRUCTION PLANNING

4.1 Introduction. Managers achieve successful IMI design, development, acquisition, and management when they become involved with the using activities as soon as IMI requirements are identified. Deciding whether to use IMI requires careful planning and consideration. This section provides information and decision aids to help determine whether IMI can be used and supported by the training activity.

4.2 What is IMI? IMI is a term applied to a group of predominantly interactive, electronically-delivered training and training support products. IMI products include instructional software and software management tools used in support of instructional programs.

4.2.1 IMI products. IMI products are teaching tools and may be used in combination or individually. Used individually not all IMI products can be considered interactive, multimedia, or instructional. However, IMI products when used in combination with one another are interactive, multimedia, and instructional. IMI products include:

a. Interactive Courseware (ICW).

b. Electronic publications.

(1) Electronic guides.

(2) Interactive Electronic Technical Manuals (IETMs).

(3) Electronic Technical Manuals (ETMs).

c. Electronic testing.

d. Simulation.

e. Electronic management systems including:

(1) Electronic Performance Support System (EPSS).

(2) Computer Aided Instruction (CAI).

(3) Learning Management Systems (LMS).

(4) Computer Managed Instruction (CMI).

(5) Course Management System (CMS).

(6) Electronic job aids (e.g., templates, macros, etc.).

f. Other materials (digital or printed) including:

(1) Workbooks.

(2) Study guides.

(3) Job aids.

(4) Training manuals.

(5) Programmed instruction booklets.

(6) Technical orders.

g. Trainers. This data should include descriptions of the trainer requirements, mission statement and objective, and an explanation of the sortie/exercise elements to be trained using the following trainers:

(1) Simulator trainers.

(2) Platform and component trainers.

(3) Combination platform and component and simulator (hybrid trainers).

h. ADL products including:

(1) On-line (e.g., Internet, intranet, extranet) courses including:

(a) Web-ready (e.g., Hypertext Markup Language (HTML), Extensible Markup

Language (XML), synchronous, etc.).

(b) Web-deliverable (i.e., executable files launched via a browser).

(c) Web-based (i.e., asynchronous and synchronous instruction).

(d) Web-downloadable (i.e., content for off-line instruction).

(2) Compact Disk-Read Only Memory (CD-ROM), Digital Versatile Disk (DVD), and other digital storage devices.

(3) Broadcast television (including cable and satellite).

(4) Video conferencing.

(5) Audio conferencing.

4.2.1.1 Source materials for development of IMI products. Types of source materials for development of IMI products include:

a. Imagery (e.g., animations, graphics, still photograph, 3-D, etc.).

b. Video.

c. Audio.

d. Text.

4.3 IMI and the Instructional Systems Development/Systems Approach to Training (ISD/SAT) process. The ISD/SAT process provides the framework for developing training (see MIL-HDBK-29612-2). Within the framework of the ISD/SAT process, training requirements are established and translated into appropriate instructional objectives. In the design phase, one of the most important tasks is that of selecting appropriate instructional delivery methods and media. After the methods and media are selected, the guidance provided in this handbook is applicable for the planning, design, and development of IMI.

4.3.1 IMI applications. IMI uses may include:

a. A stand-alone program that is suitable for use in supplementing a formal course of instruction or distributing to operational activities for use.

b. A program that supports presentation by an instructor.

c. A program that supports formal on-the-job training.

d. A program that supports personnel performance.

e. A program that supports the management of courseware.

f. A product that supports the ADL and provides instruction anytime-anywhere and on-demand.

4.3.2 Advantages of IMI. IMI may be a suitable instructional media delivery system for many training objectives. New ways of designing and developing educational and training materials are now possible due to the rapid development of computer technology. Computers can be used to deliver interactive, competency-based, individualized, multimedia instruction.

IMI can tailor instruction to the individual student’s needs, be deployable, and provide Just-In- Time (JIT) instruction.

4.4 General rules for selecting IMI as an instructional media delivery system. General rules that apply to using almost any form of IMI are shown in Table 1.

TABLE 1. General rules for using IMI as an instructional media delivery system.

# GENERAL RULE RATIONALE

1 Use IMI to gather a large collection of multimedia material, such as slide collections or still photographs or a mixture of still-frame and motion sequences on film or video.

When the volume of slides and the demand for reproduction reach a certain point, the use of IMI may prove to be the most cost-effective means of distribution.

Motion sequences, film and video reproduction, are in the long run much more expensive than IMI reproduction.

Also, film and videotapes tend to deteriorate over time, where IMI will maintain the images at the same resolution for extensive periods.

2 IMI training should be considered when there are a large number of students distributed over time and place.

In this instance, a cost trade-off exists between self-paced, individualized training and lecture-based training. The break-point is achieved when the number of students is so large and/or widely distributed that it becomes more economical to use individualized training methods (e.g., Internet/intranet/extranet delivery).

3 Consider using IMI applications when it is necessary to allow students to practice a skill, and a simulator or real equipment is impractical or unavailable for this training.

If designed correctly, an IMI simulation can often greatly reduce the amount of time required in hands-on training on real equipment or a simulator. Real equipment or a simulator might not be available to provide every student with an opportunity to practice. Real equipment may be undesirable for hands-on training because it is too delicate for constant training use.

4 IMI can provide a safe, yet realistic, simulation of dangerous activities and situations.

When potentially hazardous procedures must be demonstrated or practiced, simulation often becomes a necessity. A case in point involves teaching maintenance personnel how to repair high voltage equipment.

Simulation would allow maintenance personnel to practice proper procedures without exposure to actual dangers. An IMI simulation can show the effects of improperly performed procedures without damaging equipment or injuring personnel.

5 IMI is a particularly suitable instructional media delivery system when training requires continuous practice and/or retraining.

One of the most desirable features of IMI is the ease with which any portion of a course or lesson can be retrieved and reviewed. This characteristic is best illustrated by pilot training. Continuous practice is required because pilots must maintain near-perfect proficiency.

TABLE 1. General rules for using IMI as an instructional media delivery system - Continued.

# GENERAL RULE RATIONALE

6 IMI can be a very useful delivery method in training problem-solving and decision-making skills.

Since advanced or higher-order skills are usually learned "on-the-job," experienced workers are often forced to spend valuable time training unskilled workers, at the expense of their own jobs. IMI training could be substituted, thereby freeing skilled employees from the task of training others.

7 When a training situation is such that students vary in experience, learning style, and skill level, IMI instruction can provide different types and levels of instruction to different students.

Specific features can be designed into an IMI program to allow users to advance based on their skill levels. IMI programs can be designed to facilitate individual differences in students' learning styles. For example, if the students are visually oriented rather than spatially oriented, the IMI might contain motion video and animation.

4.5 When to use IMI. Deciding when to use IMI requires a step-by-step examination process. IMI should not be selected simply for its technological appeal. This handbook provides additional information and decision aids to assist in identifying constraints that could influence the design of IMI products.

4.6 Quality Improvement. Quality Improvement (QI) is the continuous, organized implementation of beneficial change to the process of designing and developing IMI. The goal of QI is to promote continuous improvement in the IMI process and products.

4.6.1 Continuous improvement. Continuous QI of instructional programs is an ongoing initiative. The IMI development process is designed to lead managers and designers to ask the right questions and help focus on the customer’s needs in terms of requirements, schedules, and budgets. Focusing on the needs of the customer is a key element of continuous QI. Customer satisfaction is the number one goal; customer satisfaction translates into meeting instructional requirements in the most effective and efficient manner possible.

4.6.2 Keep customer involved. Once the requirements for the IMI program have been established and agreed upon, it is important to keep the customer involved in the process. There are several points in the development of an IMI program where the customer should be involved in the development and review of products that make up the IMI material.

4.6.3 Get “buy-in”. It is essential that the user organization "buy-in" to the IMI design and development process. If the user organization disagrees with the proposed solutions or ideas, it is better to find out and make adjustments early in the process. If the user is kept involved throughout the process, there should be no surprises when the final product is delivered.

4.7 The IMI project team. Depending on the scope of the project and resources available, many different people can be involved in the IMI process.

4.7.1 IMI development team responsibilities. Each member of the IMI development team must know what is expected of them. The IMI development team needs to know what products are required and when, and how IMI products in the user organization look and function. IMI development requires team members with a variety of experience. Table 2 lists the IMI team functions, and describes the specific responsibilities assigned. Depending upon the scope and size of the specific IMI project and organization management, some of the responsibilities listed below may be combined.

TABLE 2. IMI development team.

TEAM MEMBER RESPONSIBILITIES

Instructional Designer

Designs lesson structure, and creates flowcharts and storyboards.

Develops standards and instructional strategies for IMI lessons. Assists with lesson authoring when required. Reviews completed lesson designs, flowcharts, and storyboards for instructional integrity and conformance with standards and strategies.

Courseware Developer

Responsible for overall development and production of IMI products based upon the instructional design. Coordinates the creation/ identification of static and animated graphics, performance exercises, simulations, and interactive sequences to ensure the overall educational soundness of the program. Programs lessons with courseware development/authoring tool.

Subject Matter Expert (SME)

Provides information on project subject matter. Reviews lesson designs, flowcharts, storyboards, and programmed lessons for technical accuracy and currency. Authors lessons as required.

Courseware Programmer

Programs lessons with authoring languages. Develops static and animated graphics with authoring languages. Assists in converting American Standard Code for Information Interchange (ASCII) code when automatic conversion is unavailable. Develops subroutines.

Graphic Artist Develops graphics and is the advisor for visual conventions.

Media Production Specialist

Films motion and still-frame sequences. Coordinates audio narration.

Assists in planning pre-master media layout.

TABLE 2. IMI development team - Continued.

TEAM MEMBER RESPONSIBILITIES

Information Technology (IT) Specialist

Provides guidance to managers during the courseware development process to ensure that managers are informed of software programs and programming languages that may be prohibited. Also provides guidance on the infrastructure requirements to support ADL.

4.7.2 IMI implementation team responsibilities. After IMI is developed, a team of personnel with specific responsibilities is needed to implement the program. Table 3 lists the functions and responsibilities of the team members. Due to the type and use of a specific IMI program, some of the below listed responsibilities may need to be distributed to a different labor category.

TABLE 3. IMI implementation team.

FUNCTION RESPONSIBILITIES

Configuration Manager

Catalogs, stores, and distributes courseware materials including student guides, workbooks, flowcharts, storyboard hard copy, lesson design hard copy, flowcharts, lesson disks, backup disks or tapes, and version updates.

Courseware Administrator *

Enrolls students. Tracks student progress through LMS reports. Maintains records on student progression. Provides student progression records to instructors.

System Administrator

Sets up and runs computer laboratories. Contacts technicians for unscheduled maintenance. Trains staff to use the hardware system.

Class Monitor

Assists students using IMI. Responds to operational questions and monitors performance using LMS. Updates instructors on student performance.

Instructor * Provides individual remedial instruction and counseling. Tracks student performance through LMS. Schedules students for remediation. May also participate in IMI development as courseware developer, instructional design, or SME.

Information Technology (IT) Specialist

Manages the technical resources of the ADL system. (Will be thoroughly familiar with the infrastructure, hardware, and software requirements to support the ADL system.) Provides guidance on issues such as firewalls, encryption, and virus protection. Additionally, may possess the technical expertise to manage the network.

* This function may not be required in an exportable environment, but the responsibilities identified in this Table may be required. It may be necessary to redistribute responsibilities to another function on the exportable courseware implementation team.

4.7.3 IMI team training. A successful IMI design and development effort requires team members with skills in initial selection decisions, design, development, and implementation of IMI. The team should receive training in IMI design, development, and implementation.

4.8 Management and organizational support decisions. This section provides information on how to determine if organizational support for IMI exists. Successful implementation of IMI depends on sufficient management support and proper facilities.

4.8.1 Management support. There are three general types of management support required.

Table 4 provides general descriptions of the three types of management support.

TABLE 4. General types of management support.

TYPE OF

SUPPORT

DESCRIPTION

Commitment of resources

Upper level management support is needed for successful IMI development and implementation. Management controls the resources. On IMI projects, resources may be needed for 1) purchasing hardware, software, and IMI, 2) training the IMI team, 3) facilities, and 4) support personnel.

Enthusiasm for project

Enthusiastic managers can serve as project advocates and promote an atmosphere of cooperation throughout the training organization. By their enthusiasm managers can reduce negative attitudes of other project members.

Meeting staffing demands

Management support is essential in meeting staffing demands. The selection, assignment, and training of personnel should be a major concern. Ideally, management should assign personnel to the project from start to finish.

Although assignment longevity is hard to achieve in a military environment, it is a critical factor to the success of an IMI project. Personnel rotation can slow the IMI process because of learning curves for new employees, and different perceptions of what is needed.

4.8.2 Evaluation of organizational support for IMI. This section provides decision aids to help evaluate the level of organizational support. The decision aids also help to identify an action and develop a plan for altering the level of organizational support, re-evaluate organizational support, and identify potential solutions for support issues.

a. Lack of support in any of the categories listed in Table 5 can lead to serious consequences, but a support deficit does not necessarily eliminate the option of IMI.

TABLE 5. Decision aid - evaluation of organizational support for IMI.

SUPPORT

CATEGORY

EVALUATION PROCEDURE SUPPORT IS

Available Unavailable

Management support

Talk to managers to determine their support for IMI.

Staff support Talk to staff to determine support for IMI.

Staff availability Review future commitments for staff.

Determine whether staff can be added.

Staff skills Review staff resumes. Interview staff about prior IMI experience.

Staff dedication Determine whether staff can be dedicated for the duration of the project.

b. Use Table 6 to identify an action and develop a plan for altering the level of organizational support. Table 6 lists the critical support categories, the potential results of a support deficit, and suggested actions to reduce the deficit or increase the level of support.

TABLE 6. Modification of support level.

SUPPORT

CATEGORY

RESULTS OF SUPPORT

DEFICIT

ACTION TO ALTER DEFICIT

Management support

May have resource availability problems. Lack of support may flow down through organization.

Inform management of IMI benefits and advantages. Involve managers in the decision process or planning phase.

Staff support Instructors may resist the change and be uncooperative during implementation.

Provide training on IMI to reduce resistance. Convince staff that changing roles does not mean less responsibility.

Involve staff in decision process.

Staff availability

May not have the force to develop IMI.

Add staff to current force. Defer current commitments. Contract out IMI development.

Staff skills Learning curve may be high.

Development may proceed slowly.

Train staff to perform IMI development.

Contract out development. Add experienced staff to current force.

TABLE 6. Modification of support level - Continued.

SUPPORT

CATEGORY

RESULTS OF SUPPORT

DEFICIT

ACTION TO ALTER DEFICIT

Staff dedication

Lesson revisions increase with IMI staff changes.

Develop and enforce lesson standards to reduce potential for format changes.

c. Organizational support re-evaluation. Use Table 7 to re-evaluate organizational support based on the data collected on Tables 5 and 6. If support is now available in three of five categories (one must be management), IMI may be pursued. If the re-evaluation still reflects a substantial support deficit and the decision is made to pursue IMI, be prepared for additional problems in meeting schedules.

TABLE 7. Decision aid - organizational support re-evaluation.

SUPPORT CATEGORY SUPPORT IS

Available Unavailable Management support Staff support Staff availability Staff skills Staff dedication IT Specialist support

d. Support deficit solutions. One potential solution to a support deficit in the area of staffing requirements is contracting IMI to a commercial training development company.

Use Table 8 to determine if contractor support is a potential solution.

TABLE 8. Decision aid - contractor support determination.

ITEM DECISION FACTOR YES NO

1 Scope and schedule exceed in-house capability. (see Note.)

2 Inadequate staffing support for IMI (see Note).

3 Adequate staff available but inexperienced with IMI.

4 Staff dedication to IMI lacking.

5 Contract funding available.

NOTE: If the answer is “yes”, this may be adequate reason for pursuing contractor assistance.

4.8.3 Facility support requirements. A number of facility requirements affect implementation of certain IMI products. Three of the major factors are delivery system facility requirements, development system facility requirements, and special facility requirements. See MIL-HDBK-29612-2, Section 7 for further guidance on facility requirements.

4.9 Media selection. MIL-HDBK-29612-2, Section 7 provides guidance for the selection of media. The output of media selection identifies the appropriate media for supporting the specific Learning Objectives (LOs). The following paragraphs provide guidance on determining whether the use of IMI is feasible in the target environment. (For example, during media selection IMI was found to be the most effective media to support the LOs. However, during the IMI feasibility analysis, it was found that the course content was expected to be unstable for the next three years due to immaturity of the supported system. In this case, immediate development of IMI may not be the most cost effective solution, and the media selection should be conducted again with course content stability being used as a constraint.)

4.9.1 Media selection process. Media selection is a five step process and is conducted as follows:

a. Identify instructional concept and course and lesson strategy.

b. Identify sensory stimulus requirements for each LO.

. c. Identify sensory stimulus features for all available media.

d. Match the sensory stimulus requirements with the sensory stimulus features to identify a candidate list of media.

e. Select the delivery media (i.e., transparencies, printed materials, audio tape, video, film, ICW, CD-ROM, and web server) based on resource constraints, classroom logistics, and all other relevant considerations.

4.10 IMI application considerations. IMI can be applied across several levels of instruction, from entry-level to advanced refresher training. This IMI characteristic should be considered during the trade-off analysis. Design and development to support several training levels can significantly reduce overall life cycle costs because a greater number of training requirements can be satisfied with a single product. However, a single IMI product covering several training levels may cost more to develop.

4.10.1 IMI feasibility. The results of the media selection process should be analyzed to determine if the media selected is feasible for the intended instruction. A job aid for media feasibility is provided in MIL-HDBK-29612-2, Appendix E.

4.10.2 IMI exportability. Exportable IMI consists of products that are developed and/or managed at a centralized location, but delivered at more than one remote user facility. Use Table

9 to determine if exporting IMI to remote locations is feasible. The exportability decision aid has five parts. Guidance on the use of the five parts follows:

a. If you obtain a "yes" response to all three questions in Part I, go directly to Part III. If you obtain a "no" response to any of the questions in Part I, you need to complete Part II.

b. A "no" response to either question in Part II indicates that exportable IMI cannot be supported and should not be attempted until funds are allocated. "Yes" responses to Part II indicate that exportable IMI is feasible, and you should complete Part III.

c. "Yes" responses to the questions in Part III indicate that IMI is feasible.

d. "Yes" responses to the questions in Part IV indicate that ADL is feasible.

TABLE 9. Decision aid - exportable IMI feasibility checklist.

EXPORTABILITY QUESTIONS YES NO

PART I

Is there existing hardware at the field unit that can support IMI training?

Is the number of hardware stations sufficient to train the number of students?

Is the existing hardware available for IMI training?

Is there an existing connection for access to the Internet or an intranet?

PART II

Are funds available for hardware procurement?

Are funds available for operating IMI?

PART III

Is IMI an appropriate media for presenting this content?

Do the target audience demographics justify IMI use?

PART IV

Is training required "anytime" and "anywhere"?

Is Just In Time (JIT) training required?

PART V

Is the course/module training concept suitable for exporting?

4.10.3 Courseware development/authoring tool selection. Courseware development/authoring tools include prepackaged prompted aids, courseware templates, or menu driven editors designed to help developers create IMI without elaborate programming. The courseware development/authoring tool used should provide standardized programming code to support most commonly required interactions, animated graphics, and common simulation elements to reduce the requirement for customized programming to the minimum required to support highly sophisticated interactivity, animated graphics, and simulations. This is essential to course maintenance and revision. Courseware development/authoring systems must be able to develop performance and performance-based exercises that provide adequate iterations of practice to develop mental skills required in job performance. Additionally, access to a repository for re-usable courseware objects should also be made available. Courseware development/authoring tools may include analysis, design, and pre-authoring course development capabilities. When selecting courseware development/authoring software it is necessary that the individual(s) selecting the software are experienced with programming, courseware development, and instructional design. Before examining various software systems, these individuals should become familiar with the acquisition process and review appropriate regulations such as MIL- PRF-29612, Performance Specification, Training Data Products. When IMI is intended for ADL use, the courseware development/authoring tool selected should conform with the Sharable Content Object Reference Model (SCORM). Refer to MIL-HDBK-29612-5 for information on the acquisition of ADL products.

4.10.3.1 Courseware development/authoring software selection. Among other functions, the courseware development/authoring tool should provide templates with the capability of defining and storing additional templates or customizing existing templates. MIL-HDBK-29612- 5, Table 28 provides a sample checklist that can be modified and used to evaluate an existing courseware development/authoring tool or to document the desired functions and features of a courseware development/authoring tool that is to be procured.

4.10.4 IMI hardware configuration decisions. This section addresses hardware selection and describes the impact that hardware decisions have on IMI. The goal is to choose a configuration that supports a variety of parameters, including the previously selected IMI instructional features and the courseware development/authoring tool. Personnel with a hardware background are desired for this phase of the IMI decision-making process.

4.10.4.1 Review policies and regulations. The IMI hardware decision is based on a number of selection factors including, military acquisition restrictions, command regulations, and local directives and policies. Before examining various hardware systems, become familiar with the acquisition process and review appropriate regulations. Some sources for review would be DODI on IMI and computers, Defense Information Systems Agency (DISA) publications, commercial publications, and guidance provided in applicable Service documents.

4.10.4.2 Factors influencing hardware selection. After reviewing regulations and determining how restrictions affect the selection process, examine specific hardware systems for the following:

a. Interface with courseware development/authoring tool software.

b. Processing speed.

c. Capability to support multimedia.

d. Transportability.

e. Existing hardware.

f. Cost.

g. Vendor support and past performance.

h. RAM.

i. Standards.

j. Security.

4.10.4.3 Hardware data collection. Determining the hardware requirements is a two step process. The first step is to determine existing hardware capability. This data may be used to constrain the design of courseware. After determining what media the existing hardware will support, a determination needs to be made as to whether or not that design will satisfy the training need. If the media design will not satisfy the training need then the hardware will need to be upgraded or new systems procured. Selecting hardware is generally done by conducting a tradeoff analysis. MIL-HDBK-29612-5, Appendix B provides recommendations for hardware (and software) for the delivery of ADL courseware. Table 10 is an aid to be used in recording data on both existing systems and prospective systems.

TABLE 10. Job aid - Hardware data collection.

HARDWARE DATA COLLECTION INFORMATION REQUIREMENTS

1. GENERAL INFORMATION

a. Name of hardware system.

b. Reviewer's name and phone number.

c. Review date.

2. HARDWARE CHARACTERISTICS ON HAND DESIRED DELTA

d. Processor type and speed.

e. Installed RAM.

f. Storage capability.

g. Sound capabilities.

h. CD-ROM speed.

i. Operating system.

j. Network support.

TABLE 10. Job aid - Hardware data collection - Continued.

2. HARDWARE CHARACTERISTICS -

Continued.

ON HAND DESIRED DELTA

k. Number of users supported by network.

l. Speed of lesson access from network.

m. Graphic and text plot speed.

n. System response to input.

o. Input devices supported by the system:

• Joystick

• Trackball

• Mouse

• Touch pad

• Touch-sensitive monitor

• Light pen

• Keyboard

• Key pad

• Bit pad

• Microphone

• Other

p. Type of monitor:

• Screen resolution (640 x 480, etc.)

• Dot pitch (e.g., .28)

q. Cost of a different monitor if necessary.

r. Graphics/video controller card with the system (e.g., CGA, EGA, VGA, SVGA):

• On board memory (video RAM, number of MB or GB)

s. Cost of a different graphics/video controller card if necessary.

t. Cost of hardware system.

u. What is included in this cost (e.g., specific components, documentation, user support, maintenance and system integration).

v. Items that can be added later to extend the system (e.g., RAM, networking software, larger storage, higher resolution monitor, graphics/video controller cards, input devices, optical disk technology, etc.).

3. INFORMATION REQUIREMENTS

w. Standard maintenance offered as part of the purchase.

x. Specific maintenance support included in a standard agreement.

y. Components under warranty.

z. Length of the warranty period.

aa. Cost of extending the maintenance agreement.

bb. Ongoing user support available at no additional charge (e.g., telephone support, user-friendly documentation).

4.11 IMI cost considerations. This section explains how direct and indirect costs can affect your decision to use IMI. This section also presents a methodology for estimating the amount of time it will take to produce one hour of finished IMI.

4.11.1 Cost factors. The final decision about using IMI cannot be made until direct and indirect costs are known. Table 11 provides a description of direct and indirect costs.

TABLE 11. Types of costs.

TYPE OF

COST

DESCRIPTION

Direct Cost A cost that is specifically identifiable to the project. Examples of direct costs are hardware and software purchases, travel and per diem, and time charges to a specific project. Other direct costs include reproduction costs of IMI materials including laser disc costs to copy floppy diskettes, video production costs, etc.

Indirect Cost A cost that is not specifically identifiable to the project. Examples of indirect costs are payroll and administrative costs, electric bills, and basic overhead accounts. Another example of an indirect cost is the money required to train a programmer on a particular courseware development/authoring tool if the costs are not charged directly to a specific project. Moneys associated with modifying or constructing the IMI facilities could be indirect costs.

4.11.2 Estimating IMI development hours. There are factors and variables that can effect the…