Atch (1)_APPENDIX C Terms and Definitions - 16 Jan 2020.docx

Updated and Provided with Amendment 03 31 October 2018 APPENDIX C: Sailor 2025 RRL Wave 1 Content Conversion Terms and Definitions

The following terms and definitions apply to this SOW.

Instructional Systems/Multimedia Terms and Definitions:

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

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

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

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

APP

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

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

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

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

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

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

Complex Media See PC Simulation, Augmented Reality, Mixed Reality, Virtual Reality, and Immersive Virtual Environment.

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

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

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

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

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

Content Conversion (CC) (a.k.a. RRL Content Conversion) The effort to design, develop and deliver training and performance support materials to meet the philosophy of “right place, right time, and right means” in support of the RRL three phased approach:

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

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

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

The CC effort includes design, development and delivery of new content identified during gap analysis as well as the effort to design, develop and deliver content identified using the Functional Requirements Document (FRD) with corresponding Appendix A and the Military Characteristics Document (MCD) as a basis. CC is far more involved than simply converting existing media from one format to another (e.g. converting Flash files to HTML5) and includes correcting errors and resolving discrepancies in legacy content as part of the effort.

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

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

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

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

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

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

Delivery System (See Instructional Delivery System.)

Desktop Simulation / Desktop Trainer (See PC Simulation.)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

· Reading an article or interacting with an eBook

· Watching a training video, stopping and starting it

· Training data from a simulation

· Performance in a mobile app

· Chatting with a mentor

· Physiological measures, such as heart-rate data

· Micro-interactions with e-learning content

· Team performance in a multi-player serious game

· Quiz scores and answer history by question

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

· Taking e-learning outside of the web browser

· E-learning in native mobile applications

· More control over learning content

· Solid security using OAuth

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

· The ability to track games and simulations

· The ability to track real-world performance

· Team-based e-learning

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

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

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

Full System Trainer Recreate the entire platform or entire system, physical objects and software It represents a realistic, artificial training environment allowing personnel to acquire and practice skills in scenarios not possible or practical in actual settings. It provides a comprehensive range of task and environmental cues and consequences related to the training requirements.

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

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

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

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

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

Note: Any design for training with this type of complexity will follow a Systems Engineering (SE) process rather than an Instructional Systems Design (ISD) process and will require SE CDRLs since ISD CDRLs cannot satisfy the deliverables required by the SE process. Alternatively, a combination of SE and ISD processes and CDRLs may be required.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Level 2 IMI (i.e. ICW-2, Level 2 CBT) [May include PC/Desktop Simulation Type I at Immersion Level 1 and Fidelity Level A. See PC/Desktop Simulation.] NOTE: Given current technology and considering the most basic computer use, almost all self-paced IMI falls into Level 2, which relies heavily on Level 1 elements e.g. mostly linear presentation and simple menus to one or two paths) but with audiovisual elements developed at a more complex level. The exception would be Level 2 IMI with embedded Level 3 learning activities (e.g. PC simulation to perform procedural skills, or application of principles such as tactics, or a PC simulation as a lab activity).

Student Interactivity: Moderate to complex participation; performs moderate to complex interactions with the delivery system.

Audiovisual Media: Video/audio (if minimal production and postproduction is required, e.g. can be recorded using simple device and little editing necessary); 3D Graphics; interactive GUI (menus, submenus); hyperlinks/hotspots; animations of parts/equipment/process flows; check-on-learning animations.

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

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

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

Level 3 IMI (i.e. ICW-3, Level 3 CBT) [May include PC/Desktop Simulation Type I at Immersion Level 1 and Fidelity Level B. PC/Desktop Simulation.] Student Interactions: Complex participation; performs complex interactions with the delivery system.

Audiovisual Media: Video/audio; 2D/3D Graphics (complex); interactive GUI; coded activities (e.g. guided practice, emulation, games, simulation of parts of systems, animations, and Check on Learning).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mobile Learning (M-learning) (Also see Experience Application Program Interface (xAPI), Innovative (Instructional Systems Design, Systems Engineering, and assessment approaches), Learning Record Store, and Modernized Media.)

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

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

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

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

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

Multiple System Trainer Recreates specific systems or subsystems within a platform. Can be physical objects and software.

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

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

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

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

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

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

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

PC Simulation (PC sim, also called Desktop Simulation, Desktop Trainer, or Virtual Simulation) Note: Any design for training with this type of complexity will follow a Systems Engineering (SE) process rather than an Instructional Systems Design (ISD) process and will require SE CDRLs since ISD CDRLs cannot satisfy the deliverables required by the SE process. Alternatively, a combination of SE and ISD processes and CDRLs may be required.

A computer-based representation of the function and operation of systems or subsystems through the use of system models that replicate physical processes. Interaction with system simulation is generally conducted through realistic representations of the actual system control panels or interfaces. Simulation is not strictly a presentation technique, it is a model-based environment which describes the correct state of any element in the environment through the definition of relationships and attributes. PC sim differs from an ICW learning activity that models basic interactions with simulated system controls and indicators (e.g. rotate a knob, toggle a switch, etc.) or basic maintenance actions (e.g. remove/replace a component). To further clarify, PC Sim Type I

· Equates to IMI II/III with computer evaluation of student performance during labs that are self-paced, with limited or complex participation to allow for virtual task performance and knowledge applications

· Generally, Level 1 Immersion with Fidelity ranging from A to B

· SCORM compliant and will run from the Navy LMS across the internet

PC Sim Type II

· Generally, runs on a closed (standalone) system

· More immersive and has a higher fidelity than the PC Sim Type I

· Level 2 Immersion with Fidelity ranging from B to C

· Usually not SCORM compliant and will use another form of student tracking than the Navy LMS

· May include the use of haptic or hardware controllers, the use of multi configurations of displays or user-interface devices, and may require additional servers to control multiple instances or provide image generation for 3D environments or entity visuals.

PC Sim Immersion Levels:

Level 1 – Standard desktop PC-keyboard, monitor (may be dual monitors), mouse Level 2 – PC + multiscreen, interactions with touch screens, Earphones, joystick

PC Sim Fidelity Levels:

A (Low) – Use for familiarization, recall, and application. Contains still graphics, cutaways, and vector-based animations. The system functionality is modeled, but not system states. Only fault-free system simulation is provided. The simulation is based on empirical inference.

B (Medium) – Use for application, analysis, synthesis, problem-solving, and transfer. Contains 2D/3D animations. Offers both fault and fault-free simulation of system components. Has correct modeling of system static states within actual system tolerances. Simulation depicts some dynamic system states.

C (High) – Use for problem-solving, transfer, and as a job performance aid. Contains complex equipment modeling. Has a mathematically correct component-based model. Accurately simulates dynamic states, faults and fault effects of individual components. Replicated system static and dynamic response is within tolerances prescribed for actual equipment.

Performance Support (PS) A content delivery mode where content is accessible and useful at the time of need and tailored directly to the activity being supported. PS is designed as on-the-job performance support for use in the operational environment, but it can also be used in a training setting via an LMS as training support or supplemental training materials (e.g. as a reference, resource or condition statement). PS can take the form of a basic checklist, table (array), annotated diagram, interactive media providing additional reference to procedures, or how-to video. Multiple performance support media can be embedded within training content to support learning objectives.

Picture/Diagram Visual representation of information that allows the user to see the components of a structure or process and the relationships among the components. Can be electronic, mobile, or paper-based. Typically used with Performance Support or Structured-On-The-Job-Training.

Problem Sheets An instruction sheet designed to provide the trainee with practical problems requiring analysis and decision making similar to those encountered in an operational environment.

Reference-dependent Task A task that requires frequent or continuous use of a reference during task performance.

Reference-independent Task A task that must be performed without the aid of references due to mission or job requirements.

Resources (a.k.a. Training Resources) The equipment, facilities, funds, personnel, time, texts, references, and instructional media materials required to support the training program.

Responsive Design Website The site responds (changes) based on user needs and the device they are viewing it on. Rather than detecting a specific browser type or device type, the website automatically orients itself based on the screen size of the device.

Sequencing The order of presentation. Arranging the objectives, teaching points, teaching steps, criterion steps, and activities into the most appropriate sequence for effective learning. Examples of sequencing strategies include simple to complex, prerequisite skills, level of cognitive processing, mastery, learner selection, goals/subgoals, linear, and experience/interest. (See Training Structure.)

Scenario A logical and realistic presentation of mission objectives and specific mission tasks required by the formal training syllabus in corresponding mission lesson plans. Scenario can range from simple to complex, can be adaptive, and can be delivered via a range of media from paper-based to electronic. The intent of a scenario is to provide context for the learner to increase learning transfer from a classroom to the job

SEAWARE

Interface to SOBT’s library of interactive courseware (ICW), Submarine Learning Channel videos, Fleet Lessons Learned messages, and the Undersea Warfighting Development Center’s publications in an E-Library format. Available on all Submariner’s desktops. (See Submarine On Board Trainer and Submarine Learning Channel.)

Self-Directed Interactive Training (SDIT) A content delivery mode that encompasses a more complex type of content that supports refresher training, skill expansion, new system or procedure familiarization, or part-task training. SDIT is designed to be used as reference or for short episodic training that is accessible just prior to a sailor’s need. Highly effective and engaging content, delivered via distributed systems such as Navy eLearning or mobile applications, can take the form of part task training apps on a mobile device or an adaptive simulation on a virtual desktop.

Sierra Hotel Aviation Reporting Program (SHARP) Fleet web-based applications used by naval aviation squadrons to manage their overall training needs.

Simulation (See PC Simulation.)

Single System Trainer Recreates specific single system, subsystem, or component within a platform. May have electrical, mechanical components.

Software Programs and other operating information used by a computer. The term software includes both software and firmware.

Structured On-The-Job Training (SOJT) A content delivery mode where minimally structured content is used for training and qualifying accession sailors. SOJT is facilitated by experienced and supervisory sailors. Utilizing a cornerstone of Navy fleet training culture but providing standardized and mission specific content, SOJT is effective and efficient without removing the sailor from the work environment. SOJT can take the form of a checklist to be signed off by the supervising sailor after observing or assessing the sailor’s performance. Job aids or prerequisite knowledge can be embedded or linked for the qualifying sailor.

Submarine Learning Channel (SUBLC) Video series available on all submarine’s Local Area Network (LAN) using the SEAWARE application designed and maintained by Division 2532, Under Sea Warfare (USW) Combat Systems Trainer Technology Development Branch of the Naval Undersea Warfare Center (NUWC). (See SEAWARE and Submarine On Board Trainer.)

Submarine On Board Trainer (SOBT) Provides Interactive Multimedia Instruction Courseware (IMI) Training Modules within the Naval Sea Systems Command’s On-Board and Schoolhouse Training Programs for the Navy’s submarine force. (See SEAWARE and Submarine Learning Channel.)

Submarine On Board Training (SOBT) Fleet system that identifies and analyzes training needs, establishes requirements, and provides on-board training products for submariners.

Technology The practical application of knowledge via tools, applications, trainers, etc. Examples: dashboards, virtual reality, artificial intelligence, social media, mobile apps, eBooks, tablets, mobile devices, etc.

Thin Client A thin client is a stateless, fan-less desktop terminal that has no hard drive. A thin client machine communicates with a central processing server, meaning there is little hardware and software installed on the user's machine. Thin Client devices for VDI are traditionally end-point devices with their own native operating systems.

Traceability Traceability refers to mapping tasks to learning objectives, content, and assessment of equivalent rigor and at the same level of knowledge, skills, and attitudes (KSAs).

Training Aid An item developed, procured, or fabricated for the purpose of assisting in the conduct of training and the process of learning, such as models, mockups, interactive courseware, audiovisual aids, displays, slides, books, pictures, and magnetic/optical recordings.

Training Continuum A matrix that articulates the upwardly mobile and progressively sophisticated learning path that culminates in the successful completion of the exit criteria. The training continuum begins with cognitive development, skills enhancement training, and performance improvement training and progresses towards higher order skills that improve readiness or job performance.

Training Equipment Items used in the support of training, such as trainers, operational equipment, and other associated hardware. Use of Training Equipment depends on the recommended instructional strategy. Examples of Training Equipment that is stimulated/simulated would be Simulation with Hardware.

· If actual equipment is recommended within an Instructor-Facilitated Interactive Training (IFIT) RRL instructional strategy, then the requirement is to use operational equipment if available, or to develop, replicate, stimulate, or simulate operational equipment used to complete the task within a Training Equipment environment.

· If operational equipment is recommended within a Structured-On-the-Job-Training (SOJT) instructional strategy, then the requirement is to use operational equipment if available, or to develop SOJT materials and mentor materials related to the execution of the learning objective (LO) using operational equipment in an operational environment.

Training Structure.

The process of organizing instruction into logical groupings to facilitate learning. The basic segments of formal training are courses, phases, modules, parts, and lessons. (See Course Structure Format, Global Properties, and Sequencing.)

Trainee Guide A document designed to guide the students’ study for a course. It identifies the important points and reinforces learning by providing a broad picture and summary of the training. The trainee guide will include appropriate strategies to assist with mental sorting and storing of knowledge and procedures. The guides may be made available electronically for the students and will allow each student to personalize. The IPT will determine the format during the design phase.

Training Support Material Those materials used as instructor aids for presenting information in a lecture or discussion and as student aids in an individualized training course or some other self-learning process including elements, e.g., maps, message traffic, weather reports, etc. that students will need in order to execute a successful training mission in the simulators or trainers.

TRANET

The US Navy’s electronic training network.

Virtual Desktop Infrastructure (VDI) Virtual desktop infrastructure (VDI) is a virtualization technique enabling access to a virtualized desktop, which is hosted on a remote service over the Internet. It refers to the software, hardware and other resources required for the virtualization of a standard desktop system.

8 August 2018 APPENDIX C: Sailor 2025 RRL Wave 1 Content Conversion Terms and Definitions

22 January 2020 APPENDIX C: Sailor 2025 RRL FY21 Content Conversion Terms and Definitions

For Official Use Only – DISTRIBUTION D. DISTRIBUTION AUTHORIZED TO DOD AND U.S. DOD CONTRACTORS ONLY; ADMINISTRATIVE OR OPERATIONAL USE, 24 JUL 2018. OTHER REQUESTS FOR THIS DOCUMENT SHALL BE REFERRED TO NAVAL AIR WARFARE CENTER TRAINING SYSTEMS DIVISION, 12211 SCIENCE DRIVE, ORLANDO, FL 32826-3275 READY RELEVANT LEARNING TRAINING SYSTEMS PROGRAM MANAGER.

C-20 DISTRIBUTION A. Approved for public release. Distribution is unlimited.

C-20

Virtual Reality (VR) (Also see Augmented Reality, Mixed Reality, and Immersive Virtual Environment) A computer-generated experience taking place within a simulated environment; the use of 3D objects and environments to create immersive and engaging…