PWS Appendix C Definitions and Acronyms.docx

Appendix C Definitions and Acronyms

1. Definitions and Acronyms.

1.1. DEFINITIONS.

3D ANIMATION. Animated objects that appear in a three-dimensional space. 3D animated objects can be rotated and moved like real objects (Level 3).

3D MODELLING. 3D modeling is a mathematical representation of any three-dimensional surface of an object (either inanimate or living) via specialized software. The product is called a 3D model. It can be displayed as a two- dimensional image through a process called 3D rendering or used in a computer simulation of physical phenomena. (Level 4)

APPLICATION PROGRAM INTERFACE (API). A communication mechanism for informing the Learning Management Systems (LMS) of the state of the learning resource (e.g., initialized, finished or in an error condition). SCORM® LMS’s must provide an API that Learning Content Objects, or Sharable Content Objects (SCO) use for getting and setting data (e.g., score, time limits, etc.).

ARMY GAMES FOR TRAINING: AGFT is a suite of training software applications installed on PC-based, networked, multiplayer training environment using the Commercial and Government Off-the-Shelf (COTS/GOTS) gaming technology, Virtual Battlespace 3 (VBS3), BiLAT, Tactical Iraq, Tactical Pashto and Tactical Dari. GFT enables the Army to leverage and influence serious gaming technologies in order to rapidly deliver relevant training capabilities to support current and future Soldier, leader, and collective training and mission rehearsal. TRADOC Capabilities Manager (TCM) Virtual and Gaming is the AGFT capability manager. (Level 4)

ARMY SERIOUS GAME: the target, or object, of Army Serious Gaming behavior is U.S. Army serious games. Army serious games may be implemented with or without the requirement for a gaming engine. Army Serious Games comprise three sometimes-overlapping categories. Primary categories are first person tactical training games, leader tactical training games and language and culture training games. (Level 4).

ARMY SERIOUS GAMING (ASG): the behavior of using serious games to train and develop Soldiers and leaders. When appropriately used within the Distributed Learning (DL) instructional environment, ASG is a DL courseware component of The Army Distributed Learning Program (TADLP) and the appropriate TCM is TCM TADLP, that supports the DOD intent to deliver learner centric training when and where required, increasing and sustaining readiness throughout the force, Active and Reserve. (Level 4)

ARMY VIRTUAL LEARNING ENVIRONMENT T&E FINAL PRODUCT SUBMISSION FILESET. The final deliverables which includes source files and development materials provided to the government after successful Function Testing. Details are provided in the individual task order and the Army T&E Product Acceptance Criteria for Army Virtual Learning Environment, (see PART 7, TECHNICAL SPECIFICATIONS), as specified in individual task order.

ARTIFICIAL INTELLIGENCE. Artificial intelligence (AI) is the intelligence exhibited by machines or software. It is also the name of the academic field of study which studies how to create computers and computer software that are capable of intelligent behavior. (Level 4)

ASSET. Learning content in its most basic form is composed of Assets that are electronic representations of media, text, images, sound, web pages, assessment objects or other pieces of data that can be delivered to a Web client. An Asset can be described with Asset Meta-data to allow for search and discovery within online repositories, thereby enhancing opportunities for reuse and repurposing. The mechanism for binding Assets to Asset Meta data is the Content Package.

AUGMENTED REALITY. Augmented reality (AR) is a live direct or indirect view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data. It is related to a more general concept called mediated reality, in which a view of reality is modified (possibly even diminished rather than augmented) by a computer. (Level 4)

AUTHORED CONTENT SOURCE FILES. Authored content source files are source files that are used to produce web content through some export/conversion method. These authored source files generally contain numerous files in a folder structure needed for the export/conversion process.

BROWSERFULL. Browserfull describes computer objects or files which are browser-based. Browserfull items are computer objects or files which launch, operate, and are viewed in a browser window. Contrast with Browserless. All T&E launched items will be either browserfull or browserless.

BROWSERLESS. Browserless describes computer objects or files which do not require a browser. Browserless items are computer objects or files which launch and become fully functional in a standard window or custom viewport. Contrast with Browserfull. All T&E launched items will be either browserless or browserfull.

BUSINESS DAYS. Monday through Friday, excluding Federal holidays and weekends.

CONTENT AGGREGATION. Content aggregation is a map (content structure) that can be used to aggregate learning resources into a cohesive unit of instruction (e.g. course, chapter, module, etc.), apply structure and associate learning taxonomies. The content structure defines the taxonomic representation of the learning resources. A content aggregation Meta-data can reference Content Aggregation Meta-data (see Content Aggregation Meta-data definition below) to allow for search and discovery within online repositories, thereby enhancing opportunities for reuse and repurposing. The mechanism for binding content aggregations to Content Aggregation Meta-data is the Content Package.

CONTENT AGGREGATION MODEL (CAM). Represents a pedagogically neutral means for designers and implementers of instruction to aggregate learning resources for the purpose of delivering a desired learning experience. A learning resource is any representation of information that is used in a learning experience. Learning experiences consist of activities that are supported by electronic or non-electronic learning resources.

CONTENT PACKAGE. Used to move digital learning resources or collections of learning resources between Learning Management Systems (LMS), development tools and content repositories. The Instructional Management System (IMS) Content Packaging specification provides a common “input/output” format that any system can support. SCORM® Content Packaging is a set of specific use case examples, or application profiles, of the Instructional Management System (IMS) Content Packaging Specification. SCORM® packaging adheres strictly to the IMS Content Packaging Specification but provides additional explicit implementation guidance for packaging digital learning resources (Assets, Sharable Content Objects and Content Aggregations).

CONTRACTOR. A supplier or vendor awarded a contract to provide specific supplies or service to the government. The term used in this contract refers to the prime.

CONTRACTING OFFICER. A person with authority to enter into, administer, and or terminate contracts, and make related determinations and findings on behalf of the government. Note: The only individual who can legally bind the government.

CONTRACTING OFFICER'S REPRESENTATIVE (COR). An employee of the U.S. Government appointed by the contracting officer to administer the contract. Such appointment will be in writing and will state the scope of authority and limitations. This individual has authority to provide technical direction to the contractor as long as that direction is within the scope of the contract, does not constitute a change, and has no funding implications. This individual does NOT have authority to change the terms and conditions of the contract.

CORRECTIVE ACTION PLAN. DI-RELI-80254, all items except 10.3.d and 10.3.e). A plan developed by the Contractor describing their organizations processes taken to eliminate causes of non-conformities in contract deliverables. The plan should describe what the problem was, how it was corrected and the steps taken to correct Contractor’s Quality Control Program so problem does not reoccur.

DATA MODEL. A standard set of data elements used to define the information being communicated, such as, the status of the learning resource. For example, the SCORM® data model defines elements that must be known to both the LMS and content (SCOs). The LMS must maintain the state of learner progress and the value of required data elements across learner sessions, and learning content uses only these predefined data elements to facilitate reuse across multiple SCORM® compliant systems.

DEFECTIVE SERVICE. A service output that does not meet the standard of performance associated with the Performance Work Statement.

DELIVERABLE. Anything that can be physically delivered, but may include non-manufactured items such as meeting minutes or reports.

DEPARTMENT OF DEFENSE IMAGERY. An online, unrestricted, full-text searchable, standard DOD-wide database containing content-descriptive production acquisition, inventory, distribution, currency status, archival control, and other data on visual information (VI) and IMI products in the DOD inventory.

DIGITAL VIDEO DISK (DVD). DVD includes products and software that will be built in conformance with a specification developed by a consortium of the largest computer, consumer electronics, and entertainment companies. The intention is to create a range of compatible products based on a new generation of the Compact Disc format that provides increased storage capacity and performance. This is especially important for video and multimedia applications.

ENTERPRISE CLASSROOM. Formerly known as CLASSROOM XXI. An open, compatible environment of classrooms and depositories of approved training material connected via cyberspace.

EXPERIENCE APPLICATION PROGRAMING INTERFACE (xAPI) is Advanced Distributed Learning's (ADL) specification that describes an interface and the storage/retrieval rules to enable the tracking of learning experiences. Statements of experience are delivered to and stored in a Learning Record Store (LRS).

FIELDING. This term applies to the act of making the content available for access by students. For DL courseware this occurs after successful functional testing on the delivery platform. For other DL products this term is defined by task order.

FINAL CONTENT SUBMISSION PACKET. This is the contractor submitted files submitted for Group Trials and Function Testing. This packet includes, as specified in individual task order:

· all required consumables for loading on the production fielding environment or similar hosting environment

· all product supporting documentation and instructions necessary for implementing and constructing courseware

· all quality assurance documentation submitted for government review.

FUNCTION TESTING. This is the process of testing the functionality of courseware on the specified delivery platform utilizing a computing environment that is representative of that used by the target audience.

GROUP TRIALS. The process used to validate a lesson/lesson plan’s individual objectives, based on observations and statistical analysis, provide statistical validity that the lessons teach the objectives, and provide data needed to establish academic and total times.

INDIVIDUAL TRIALS. The process used to ensure that the learning activities actually work, and provide the first chance to test operability of the product on a representative computing environment.

INSTRUCTIONAL MEDIA PACKAGE (IMP). DI-SESS-81526C. The IMP provides visual, text-based, and audio products used in the development and delivery of T&E products. It also includes the fully integrated instructional media presentation packages, also referred to as interactive multimedia instruction (IMI).

INTERACTIVE MULTIMEDIA INSTRUCTION (IMI). A term applied to a group of interactive media, electronically delivered Distributive Learning (DL) as training and education products.

DRAFT IMI. If the IMI development process includes storyboard delivery and review, the Draft IMI is the first reviewable IMI delivered. On-screen text, narration, graphics, animation, branching, etc. are exactly as approved by the Government during the storyboard phase of the design. Draft IMI is fully-functioning IMI that meets all instructional requirements including computer management/student score reporting requirements.

FINAL IMI. Final IMI is the IMI that incorporates Government review comments (if any) on the Draft/Beta IMI delivery. Final IMI meets all instructional and technical requirements and is ready for fielding.

INSTRUCTION. The process of systematically providing or improving the capability of an individual to perform a task to include application of supporting skills and knowledge. For purposes of this document, instruction includes both education and training.

INTERACTIVITY FOR IMI. Interactivity for IMI describes the interaction between a learner and the media which leads directly to meaningful learning. Sensory stimuli requirements or interactions between the learner and the instructor and/or peers do NOT influence the level of interactivity. Explanation. It is undesirable, and probably not possible in most cases, to produce any level of interactivity without use of some sensory stimuli/media such as audio, video, animation, or graphic. The use of sensory stimuli by themselves does not justify higher levels of interactivity; however, the complexity of the sensory stimuli is normally increased as interactivity level is increased. Therefore, the more media used does not necessarily mean the higher the level of interactivity; it is how it is used in the context of presenting instruction that makes the difference. Using collaboration that has interactions between the learner and instructor and/or peers also does not influence the level of interactivity. While collaboration is interactive, it is not interactivity. While collaboration is interactive, it is not interactivity between the media and the learner but between two or more individuals.

Level 0 Interactivity – Passive - The learner acts solely as a receiver of information. Level 0 interactivity typically requires the student to do the following:

· Read text on screen or listen to limited narration

· View graphics, photographs, illustrations, simple charts and diagrams

· Initiate simple animated demonstrations of operations and/or procedures when cued

· Use navigation buttons to progress in a linear sequence forward and back through the instruction

· Demonstrate very limited, if any, recall of information.

Level 1 Interactivity – Limited Participation - In Level 1, the learner recalls information and responds to instructional cues. Level 1 interactivity typically allows/requires the student to do activities similar to the following examples:

· Exercise some control over the presentation of content (e.g., access hyperlinks to navigate a related series of screens; select an icon or avatar to hear tips, techniques, and procedures; discover information via an image map with multiple hotspots).

· Participate in drill and practice activities. Perform simple procedures to complete tasks and/or operate systems, sub-systems, or equipment (e.g., use the mouse to manipulate a dial setting or drag a vehicle gearshift into the correct position).

· Demonstrate recall, comprehension, and simple application of information in both formative and summative assessments/evaluations.

· Process feedback in the form of simple equipment animation or verbal/textual information. Self-remediate by reviewing content via an alternative presentation or method of instruction.

Level 2 Interactivity – Complex Participation - In Level 2, the learner applies information to scenarios and interacts with simulations. Level 2 typically allows/requires the student to do such as in the following examples:

· Exercise substantial control over a nonlinear presentation in order to explore, discover, process, and respond to complex information, often alternating between multiple screens and to keep pace with the instruction

· Participate in a limited real-time simulation of performance or gaming in an operational setting

· Process scenario based instructional cues, make decisions and/or take actions, and respond to rapidly presented, authentic consequences in order to progress through multiple levels of branched instruction and/or accomplish complex tasks that emulate real job performance

· Analyze, apply, synthesize, and/or evaluate complex information and perform complex skills within acceptable parameters (e.g., time limits, number of errors) in both formative and summative assessments/evaluations

· Process feedback in the form of intrinsic consequences

· Self-remediate by making different choices or taking alternative actions to progress through branched instruction

Level 3 Interactivity - Real-Time Participation - In Level 3, the learner engages in a life-like set of complex cues and responses such as in the following examples:

· Exercise total control over the presentation. The learner operates in the environment without instructional cues. This level is used to simulate highly complex operational and maintenance procedures that often support certification.

· Maximum flexibility and multi-level branching allow a high degree of interactivity in the form of simulator and gaming environments. This level is capable of real-time simulation of performance in the operational setting and after action and natural consequences are given based on performance.

· This level incorporates artificial intelligence components and employs state-of-the art technology for simulation and communication.

· This level can be used for computer evaluation of learner performance and intellectual skills using computer-based predictive and performance test items and the capability to generate time and error scores for performance test items.

· Where the learner operates in a game like environment that may involve other players, computer-generated team players.

· The learner works in an environment simulating decision-making incorporating multiple tasks.

Level 4 IMI - Immersive multimedia or computer-simulated virtual or augmented reality, the learner engages in a real life scenario responding to sensory cues:

· A computer replicated environment, real or imagined, in which the learner moves and responds to sensory cues.

· A computer simulated environment replicating the learner’s physical presence and environment in a way that allows the user to interact with it using sight, touch, hearing, and smell. Maximum flexibility and multi-level branching allow a high degree of interactivity in a real-time simulation of performance in the operational setting, and after action and natural consequences are given based on performance.

· This level incorporates artificial intelligence components and employs state-of-the art technology for simulation and communication.

· This level can be used for computer evaluation of learner performance and intellectual skills using computer-based predictive and performance test items and the capability to generate time and error scores for performance test items.

· Where the learner operates in a game like environment that may involve other players, computer-generated team players.

· The learner works in an environment simulating decision-making incorporating multiple tasks.

LAUNCH. A common way for LMS to start Web-based learning resources. This mechanism defines the procedures and responsibilities for the establishment of communication between the delivered learning resource and the LMS. The communication protocols are standardized through the use of a common API.

LEARNING CONTENT OBJECT (LCO). A Learning Content Object may be one single small file or a large functional aggregation of files which deliver a rich simulation, Learning Content Objects usually combine many assets into sensible instructional units. LCOs are also called content objects, chunks, educational objects, et al. Learning Content Objects are complete and are portable between comparable learning environments. Learning Content Objects are complete and are important “building blocks” necessary to build strong effective instructional lessons. To create a bank of instructional items with discoverability, portability, and interoperability is the core idea behind creating learning content objects. Examples include: videos, models, animations, simulations. A Learning Content Object may or may not be a SCORM® object. SCORM® Learning Content Objects are:

1. coded for browser presentation

2. encoded with SCORM® content to LMS communication

3. designed for independent operation

4. use context neutral content

LEARNING RECORD STORE (LRS). The implementation of the server-side requirements associated with the xAPI specification. The LRS is a key component of the xAPI architecture. It is the application interface for storing, accessing, and often visualizing the data about learning experiences, activities, and performance.

MASTER MATERIALS. The materials necessary to reproduce or modify all components of the IMI product, including all video and audio source materials as originally supplied to the mastering facility. Reproduction master materials also include the appropriate associated development documentation necessary to reproduce or modify the IMI product (e.g., flow charts, scripts, and storyboards cross-referenced to the video shot list, edit decision list, programming/ source code, runtime program, CMI functionality, etc.).

MOVING PICTURES EXPERTS GROUP (MPEG). Encoding standards that convert analog video and audio input signals into compressed digital files. It permits a number of encoding applications ranging from video and multimedia compact discs on a desktop computer, interactive television, to digital satellite networks.

MULTIMEDIA ANIMATION. 3D Animation using multimedia to promote learning and supports the principles of the cognitive theory of multimedia learning. Multimedia principle (present animation and narration rather than narration alone), spatial contiguity principle (present on-screen text near rather than far from corresponding animation), temporal contiguity principle (present corresponding animation and narration simultaneously rather than successively), coherence principle (exclude extraneous words, sounds, and video), modality principle (present animation and narration rather than animation and onscreen text), redundancy principle (present animation and narration rather than animation, narration, and on-screen text), and personalization principle (present words in conversational rather than formal style).(Level 3)

PACKAGE INTERCHANGE FILE (PIF). A compressed archive file representing a unit of learning. A SCORM® PIF contains the imsmanifest.xml file, all control files and the resources referenced in the content package. The PIF provides a concise Web delivery format that can be used to transport content packages between learning systems.

PHYSICAL SECURITY. Actions that prevent the loss or damage of Government property.

QUALITY ASSURANCE. The government procedures to verify that services being performed by the contractor are performed according to acceptable standards.

QUALITY ASSURANCE SURVEILLANCE PLAN (QASP). An organized written document specifying the surveillance methodology to be used for surveillance of contractor performance.

QUALITY CONTROL. All necessary measures taken by the contractor to assure that the quality of an end product or service shall meet contract requirements.

REUSABLE LEARNING CONTENT OBJECT. Some Learning Content Objects are Reusable Learning Content Objects. Learning Content Objects become Reusable Learning Content Objects by having content designed to be independent of learning context. Learning Content Objects independent of learning context are Learning Content Objects which do not rely on another learning object to be understood and therefore, may be freely reused in compatible learning environments. Freely reused means that, without modification, a learning object may be universally and independently placed without loss of instructional value or fidelity. For example, a browser presented LCO with content that is independent of learning context, has portability, as that LCO may be freely reused in browser presented learning environments, therefore, that LCO is a browser-based reusable LCO. For SCORM® courseware there are further considerations when determining what is the Reusable LCO level. The SCORM® specifications allow single SCORM® content packages and aggregations of SCORM® content packages to be freely reused. Freely reused means that #1) SCORM® Compliant LMS(s) are able to (internally) reuse single SCORM® content packages and groups of SCORM® content packages without modification; also #2) The same SCORM® package and aggregation of SCORM® content packages can be reused (externally) in other SCORM® compliant LMSs, again without modification. Therefore SCORM® content packages that are - a) designed to be independent of learning context, and b) do not rely on another learning object to be understood - can be freely reused. These independent, freely used SCORM® content package(s) are the de facto reusable LCO for SCORM® courseware. SCORM reusable content packages can be reused without modification, in two ways; 1) Internally, used in multiple courses and 2) externally, SCORM® content packages can be imported into other SCORM® compliant LMS environments. The contractor shall deliver all SCORM® reusable LCOs as one SCORM® Content Packages or multiple SCORM® Content Packages.

RUN-TIME ENVIRONMENT. A goal of the SCORM® is that learning resources be discoverable, accessible, reusable and interoperable across multiple Learning Management Systems (LMS). For this to be possible, there must be a common way to start learning resources, a common mechanism for learning resources to communicate with an LMS and a predefined language or vocabulary forming the basis of the communication. These three aspects of the Run-Time Environment are Launch, Application Program Interface (API) and Data Model

SCRIPT. A script guides the content of the production, and determines the actions required to develop and produce video-based training. Scripts include a product treatment that contains the concept, purpose, and learning objective(s) and it translates the treatment into a detailed guide showing scenes, sequences, dialogue, narration, graphics, music, camera angles, etc., required to develop the program. The script includes identification of resource requirements, such as personnel, location, and equipment; and clearly describes to the approving authority what the program shall provide. Scripts may be substituted for storyboards when the IMI is heavily video-based.

SERIOUS GAME: a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy and strategic communication objectives. Within the military serious games are often a simulation of real-world events or processes designed for the purpose of solving a problem. Serious games involve the learner in a collaborative environment where one or more actors are involved in critical thinking, decision making, and strategic thinking without the benefit of instructional cues. Game applications are capable of replicating elements of the Operational Environment (OE).

SHARABLE CONTENT OBJECT (SCO). A collection of the one or more Learning Assets that include a single launchable asset. SCOs use the SCORM® Run-Time Environment to communicate with a Learning Management System (LMS). A SCO is the lowest granularity level learning resource that can be individually tracked by an LMS using the SCORM® Run-Time Environment.

SHARABLE CONTENT OBJECT REFERENCE MODEL (SCORM®). Defines a Web-based learning “Content Aggregation Model” and “Run-time Environment” for learning objects. At its simplest, it is a model that references a set of interrelated technical specifications and guidelines designed to meet DOD’s high-level requirements for Web-based learning content.

SIMULATION. Animation of the operation of a real-world process or system over time. The act of simulating something first requires that a model be developed; this model represents the key characteristics, behaviors, and functions of the selected physical or abstract system or process. (Level 4)

SME UTILIZATION PLAN. This plan is developed by the contractor to demonstrate understanding of the need for a subject matter expert and a plan for how to use the expertise. For example: if the expertise is in a functional area the SME provides guidance to lesson plan development, sequence and scope of instruction; later the SME is used in development of supporting graphics. The plan lays out this detail.

STORYBOARD. A storyboard provides explicit graphic and textual information on how the courseware shall look, sound, and function. Storyboards are a visual depiction of the program to be produced - storyboards detail the visual, audio, and programming elements of the courseware including all branching requirements. Storyboards represent each scene/screen by a separate graphic (drawing, still photograph, etc.). Storyboards are developed at the lesson frame/page level and are the design document from which the actual screens are developed. Storyboards shall depict Section 508 compliance with documentation on each storyboard page regarding assistive technology navigation, compliance and strategies Storyboards can be developed using word processing software (such as MS Word), presentation software (such as PowerPoint) document, database, or in a commercial/Government-off-the- shelf storyboarding tool that meets Army education/training technical and functional standards.

TRANSMISSION CONTROL PROTOCOL (TCP)/INTERNET PROTOCOL (IP). The communications protocol of the public Internet, many wide area networks (WANs) and most local area networks (LANs). TCP/IP is a two-layer connectionless protocol (no continuing connection between end points) that uses a packet-switched architecture where data is broken into smaller packets. Each packet contains the source and destination addresses and is treated as an independent unit of data. Packets of the same message may take different paths to the same destination and are reassembled at the destination. Each computer (host) has at least one uniquely identifying address.

VIRTUAL REALITY. Virtual reality (VR), is also known as immersive multimedia or computer-simulated reality, is a computer technology that replicates an environment, real or imagined, and simulates a user's physical presence and environment in a way that allows the user to interact with it. Virtual realities artificially create sensory experience, which can include sight, touch, hearing, and smell. Most up-to-date virtual realities are displayed either on a computer screen or with a special virtual reality headset (also called head mounted display), and some simulations include additional sensory information and focus on real sound through speakers or headphones targeted towards VR users. (Level 4)

WIRED AND WIRELESS NETWORKING. The basic infrastructure needed to move, manage, store, retrieve, and maintain information in, from, or to remote locations from either a central location or other remote locations.

Traditional wired networks may include dial-up modem connectivity.

WORLD WIDE WEB. Often referred to as WWW or the Web, this usually refers to information available by browser. Organizations publish their information on the Web in a format known as HTML (Hypertext Markup Language); this information is usually referred to as their home page.

1.2. ACRONYMS.