RRL_Interactive_Media_Definitons_Examples_23Nov2022.pdf

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Ready Relevant Learning (RRL) Interactive Media Definitions Aligned with Media Characteristics, and

Examples

23 November 2022

Presented by: Naval Air Warfare Center Training Systems Division

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RRL SDIT GUI Per NETC Style Guide

RRL IFIT GUI Per NETC Style Guide

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Excerpts from NETC Style Guide:

4.10 IFIT and SDIT Content Standards

IFIT and SDIT screens require direction text on every screen, with the exception of pop-up boxes.

4.11.3 Related Instructor Activity (RIA) / Trainee Direction Text

The RIA column (right side) of the lesson plan document provides directions for the instructor. In addition, IFIT screens require instructor and trainee direction text on every screen, with the exception of pop-up boxes.

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NETC Style Guide Sets the GUI – Essentially the Same for IFIT and SDIT

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Level 1 IMI – Typically instructor facilitated (a.k.a. ILT – CAI)

Definition (SOW Appendix C) Media Characteristics (SOW Appendix I)

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.

Text (Self-explanatory)

Audio Can include voiceover narration and sounds corresponding with visual presentations, animations, audio clip recordings, mechanical sounds (e.g., beeps, buzzes, clicks) and replications of natural environmental sounds.

2D Graphic Highly detailed image. High resolution (2D graphics). High level of detail and focus in visual representation/replication. Can be depicted in a 2D or 3D graphic.

3D Graphic Exploded view and/or view all sides of object

(e.g. system, component). Provide a visual depiction in an X-Y-Z scale (width, height, depth) to depict components within a larger system (“exploded” view) or to provide a rotational view of all sides of a component or system. Unlike object modeling, a 3D graphic is static and does not allow user interaction with the image.

Motion Graphic /

Video

(Self-explanatory)

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Level 2 IMI – Typically self-directed, but can be instructor facilitated

Definition (SOW Appendix C) Media Characteristics (SOW Appendix I)

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 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. Virtual Simulation to perform procedural skills, or application of principles such as tactics). In such cases, the Level 3 learning activity elevates to an IMI

3.

Student (or Instructor) Interactions: Moderate to complex participation;

performs moderate to complex interactions with the delivery system.

Audiovisual Media: Video/audio (if minimal production and postproduction is required, e.g. can be recorded using simple device and little editing necessary); 3D Graphics; interactive GUI (menus, submenus);

hyperlinks/hotspots; animations of parts/equipment/process flows; check-on-learning animations.

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.

Item Selection Interaction with courseware requires inputs/selections to occur one at a time.

Procedural

Response

Input actions performed in sequence or step-by-step.

Object Modeling 1. Static Models – 3D models that look the same as if in a live setting, with realistic proportions, color, textural appearance, etc.

Interaction with static models allows rotation of the model to see all angles and points of view.

2. Active Models – 3D models that include all the features of static models and that include motion to react and function as they would in a live setting, with the correct speed, acceleration, trajectory, etc. Interaction with active models at the IMI 2 level allows manipulating the model and/or interacting with it in a demonstration mode, e.g. to identify components and their locations, identify controls and indicators, etc. and to see their basic functions in normal operation mode..

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RRL EPACT – IFIT IMI 2 (Tabbed Content Presentation)

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RRL EPACT – SDIT IMI 2 (Swap Graphic for Content Presentation)

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IMI 2 – Familiarization of Carrier Flight Deck Operations

Safety gear tabs (Cranial, Eye Protection, Ear

Protection, Float Coat, Gloves, Steel Toed Boots)

Selected safety gear info

(Cranial)

Signal tabs (Combat

Power (Night), Fire/Launch, Suspend

(Day), Suspend

(Night), Hangfire (Day), Hangfire (Night), Shuttle Forward, Throttle Back (Day), Throttle Back (Night))

Selected signal info

(Fire/Launch)

Screen navigation

(Back)

Screen navigation (Back)

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IMI 2 Static Object Model – can rotate whole exploded view image.

IMI 2 Active Object Model – can rotate whole image and select individual components to view pop-ups with additional text.

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Level 3 IMI – Typically self-directed

Definition (SOW Appendix C) Media Characteristics (SOW Appendix I)

Student Interactions: Complex participation; performs complex interactions with the delivery system.

Audiovisual Media: Video/audio; 2D/3D Graphics (complex);

coded activities (e.g. embedded as an interactive event within a

SCO – such as guided practice, emulation, games, simulation of parts of systems, animations. Can also be a standalone executable rather than embedded within a SCO.

Menu/Path Includes: Most often applies to specific embedded learning activities within an otherwise Level 2 lesson to perform procedural skills, or application of principles such as tactics.

Involves simulated activities such as a how-to guide for learning software; simulated activities depicting diagnostic procedures; simulated operational procedures; and simulated activities for maintenance, troubleshooting and repair. The learner controls the learning experience by responding to instructional cues (i.e. presentation of stimulus) which may involve multi-path navigation. The learner is encouraged to branch (test out or otherwise skip content already mastered), make decisions, and alter paths, and receives constructive feedback. The learner uses varied techniques in response to instructional cues involving complex concepts, procedures, and evaluation. 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.

Object

Modeling

1. Static Models – same as IMI 2.

2. Active Models – Allows manipulating the model and/or interacting with it in a performance mode, i.e. to perform an operation or maintenance task, etc. Model is embedded within navigation path. Model’s navigation controls are separate from overall

GUI’s navigation. Model is developed to teach, practice, or assess a single task or procedure. The event is often a guided practice with only one possible correct navigation path and immediate, or three-attempts corrective feedback. There is no requirement that limits the event to a guided practice. There is no requirement that limits the assessment activity to repeat the guided practice.

Complex

Controls

(Interactive

Objects)

Interaction with courseware, object models, and/or simulated controls that allows actual or simulated system inputs with feedback or system responses relative to the scenario. E.g. interacting with a modeled object or simulated controls to perform a task, interacting with simulated tools and their controls in addition to the primary modeled object, and interacting with multiple submenus or icons on a given screen that each provide additional information to the scenario, etc.

Complex

Scenarios

Trainee inputs impact the scenario and cause the scenario to change, resulting in multiple ways an LO can be executed. E.g. complex scenarios allow a trainee to perform multiple, simultaneous actions

(inputs), or to respond to a variety of variables or conditions, with system-generated feedback (responses) dependent upon the combined inputs. Complex scenarios are not restricted to a linear sequence, such as a lock-step guided practice activity with a stimulus-response-reward approach. Performance based complex scenarios should not rely on multiple choice questions to advance the scenario.

Multi-path

Navigation

Navigation includes access to all parts of SCO via use of menus, hyperlinks, pop-ups, multiple navigation panes, etc. Practice activities may be guided or unguided, as appropriate. Performance tests should not repeat the practice activity unless there is only one correct way to perform the LO. Navigation down an incorrect path shall be corrected within two steps.

Visual Motion

Awareness

Sensation of moving through an environment relative to other objects.

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RRL EPACT – IMI 3 (Interactive Tracing Practice)

Learning activity controls

Learning activity direction textGUI direction text

Learning activity hotspot

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RRL EPACT – IMI 3 (Embedded (i.e. Coded) Learning Activity – Guided Practice)

Learning activity controls

Learning activity direction textGUI direction text

Learning activity controls Learning activity hotspot

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RRL EPACT – IMI 3 (Embedded (i.e. Coded) Learning Activity – Guided Practice)

GUI direction text Learning activity direction text

Learning activity controls

Learning activity controls

Learning activity hotspots, sequential selection

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IMI 3 – Simulation for Flight Deck Handler Operations

Screen navigation icons on GUI

Aircraft type selection tabs (Fixed, Rotary, Support)

Properties of selected aircraft

(Callsign, Type, Squadron, Wing

State, Location)

Selected aircraft

(F-18F)

Fill or Config tabs

(Number of aircraft at each location)

Details about each aircraft (e.g. Needs to be armed, Fueling in progress (80% complete), Fuel Level

100%)

Carrier map tabs

(Deck, Fantail)

Carrier map

Alerts

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IMI 3 Static Object Model – can rotate whole exploded view model.

IMI 3 Active Object Model – can rotate whole model, collapse into fully assembled engine, interact with individual components, connect diagnostic equipment to perform a diagnostic procedure (RRL ELOs usually limit to a single procedure). Guided practice should be followed by unguided practice with multiple examples.

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Complex Media (i.e. Virtual Simulation or VSIM)

NOTE: Augmented Reality (AR), Mixed Reality (MR), Virtual Reality (VR), and Immersive Virtual Environment (IVE) are complex media that differ from the requirements and characteristics of VSIM. They each have their own capabilities and functionality that is distinct from VSIM. The following applies to VSIM.

A computer-based representation of the function and operation of one or more systems or subsystems in context of an operational environment. VSIM uses mathematically accurate system models that replicate physical processes and duplicate system response (indicators) in real time based on physics based modeling of student inputs (controls). Interaction with system simulation is generally conducted through realistic representations of the actual system control panels or interfaces. Simulation is a model-based environment that describes the correct state of any element in the environment through the definition of relationships and attributes.

A key distinction between VSIM and IMI 3 is the capability of the instructor to control setup and operation of the simulation via an instructor operator station (IOS) or an instructor workstation (IWS). For example, the capability to Set Training Mode (allows instructor to demonstrate system theory/normal operations) or Set Maintenance Training Mode (allows instructor to demonstrate any combination of multiple faults, and allows student to practice troubleshooting and maintenance procedures on any combination of fault conditions, as set by the instructor using the IOS or IWS).

Another example, the IOS or IWS allows the instructor to set different initial conditions in the simulation, e.g. all tanks empty, all tanks half-full, all tanks full, or all tanks just below pilot valve cut-off.

VSIM Type I – SCORM compliant and will run from the Navy LMS across the internet, and via TRANET. Generally, runs on a standard desktop or laptop PC with keyboard, monitor (may be dual monitors), and mouse. Fidelity ranging from A to B.

VSIM Type II – Runs on a closed (standalone) system that is not SCORM compliant and will use another form of student tracking than the Navy LMS

(e.g. Multipurpose Reconfigurable Training System (MRTS 3D) or similar). Runs on a PC plus multiple monitors (usually touch screens) 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. Level 2 Immersion with Fidelity ranging from B to C.

VSIM Fidelity Levels:

A (Low) – Use for familiarization, recall, and application. Contains still graphics, cutaways, and vector-based animations. Models system functionality, but not system states. Provides only fault-free system simulation (i.e. models one or more normal operation conditions). 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 (i.e. models more than one normal operation conditions plus more than one fault conditions and/or degraded modes of operation). 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.

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Definition (SOW Appendix C) Media Characteristics (SOW Appendix I)

Student Interactions: Complex participation;

performs complex interactions with the delivery system.

Audiovisual Media: Video/audio; 2D/3D Graphics and animations (complex).Activities (e.g.

demonstration, practice, and assessments) are the primary focal point of the simulation, not embedded in an otherwise linear navigation path.

Menu/Path Includes: This level of interactivity applies to specific performance activities such as performing procedural skills or application of principles such as tactics. Often involves simulated activities depicting operational procedures, diagnostic procedures, and 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 make decisions, and alter paths, and receives feedback.

The learner uses varied techniques in response to instructional cues involving complex concepts, procedures, and evaluation. A learning event may present complex Operation and Maintenance procedure scenarios. Designed as a Demonstration plus Application strategy, or as a Whole Task-

Centered with Demonstration Application strategy, Learning Activities: (Include but are not limited to)

Demonstration and application of procedural skills

(with ample opportunities to practice) including performance of normal operations, fault conditions

(i.e. troubleshooting and repair), and degraded modes of operation. Free-play is often allowed, though perhaps with some restrictions.

Comprehension Checks: (Include but are not limited to) performance assessments.

Object Modeling

1. Active Models – same as IMI 3 (especially with Complex Controls, Complex Scenarios, and Multi-path Navigation), but adds one or more of the

Complex Media characteristics, which increases the fidelity of interactions with the model. The model is developed to teach, practice, and assess more than one task or procedure. Interaction with active models at the

Complex Media level allows manipulating the model and/or interacting with it in a performance mode, i.e. to perform operation and maintenance of multiple tasks in multiple modes.

• The model is the primary focal point of instruction, practice, or assessment. It is not embedded as an interactive event within an otherwise linear navigation path.

• The model is developed to teach (demonstrate), practice, or assess multiple tasks or procedures.

• The model’s primary navigation controls are part of the model (i.e. use the simulated system controls to interact with the system), with multiple active hotspots or touch points at the same time.

Realistic Physics

(pertaining to the object being modeled)

Modeled objects behave realistically in response to gravity, friction, or force.

Convey accurate and realistic, natural, physical laws (not gaming properties).

Modeled objects respond to gravity, collisions and friction in the same way they would in the real world.

Out-of-tolerance

Feedback

The required actions to execute the LO are constrained by limiting factors, impacting the way the LO is performed. These limiting factors must be considered and accounted for in performance of the LO (e.g., actions must be taken within a specific time frame, at precise times or locations, performed with a specific amount of pressure or at a certain pace or rhythm, occur within other defined thresholds, etc.). Out-of-Tolerance Feedback is distinct from Fault Insertion or immediate, or three-attempts, corrective feedback.

Multiple Fault

Insertion

Capability of the training system to allow the instructor to insert any combination of multiple faults or discrepancies that each cause divergence from normal functioning of the system or scenario being used, requiring corrective action from the trainee to return the system to normal functions.

Fault Insertion is distinct from a learning event that only deals with a single fault condition or a menu allowing the student to work through a mandatory set of faults – where the overall activity is still forced in order to record the event as completed.

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Definition (SOW Appendix C) Media Characteristics (SOW Appendix I)

Student Interactions: Complex participation;

performs complex interactions with the delivery system.

Audiovisual Media: Video/audio; 2D/3D Graphics and animations (complex).Activities (e.g.

demonstration, practice, and assessments) are the primary focal point of the simulation, not embedded in an otherwise linear navigation path.

Menu/Path Includes: This level of interactivity applies to specific performance activities such as performing procedural skills or application of principles such as tactics. Often involves simulated activities depicting operational procedures, diagnostic procedures, and 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 make decisions, and alter paths, and receives feedback.

The learner uses varied techniques in response to instructional cues involving complex concepts, procedures, and evaluation. A learning event may present complex Operation and Maintenance procedure scenarios. Designed as a Demonstration plus Application strategy, or as a Whole Task-

Centered with Demonstration Application strategy, Learning Activities: (Include but are not limited to)

Demonstration and application of procedural skills

(with ample opportunities to practice) including performance of normal operations, fault conditions

(i.e. troubleshooting and repair), and degraded modes of operation. Free-play is often allowed, though perhaps with some restrictions.

Comprehension Checks: (Include but are not limited to) performance assessments.

3D Immersive

Environment

3D Immersive field-of-view. Provides an extended horizontal and vertical field-of-view (beyond the 180o field seen on standard flat-screen projections).

This extended field of view is different from simply rotating the object, or viewing the object inside a simulated environment. It is an extended view of the space (i.e. room) and capability to move within that space on an X, Y, and Z axis, e.g. simulates the student moving through the space or having peripheral vision within the space beyond the normal field of view.

Realistic Terrain

Environmental surroundings impact responses or reactions. Replicates specific terrain because the type of terrain impacts how the LO must be executed.

Physical

Environmental

Effects (pertaining to the space or natural environment within which the modeled object is placed)

Environmental objects behave realistically in response to gravity, friction, or force and thereby impact the modeled object (e.g., sea state and weather affects the small boat, etc.). Convey accurate and realistic, natural, physical laws (not gaming properties). Environmental objects respond to gravity, collisions and friction in the same way they would in the real world.

Reporting

Capabilities

The ability to view, review or document responses during practice or performance of an LO. Reporting capabilities are more than a mere checklist of process steps competed.

Scenario Playback

The capability to record student performance to allow for replay and review of that performance after the LO has been executed.

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VSIM Static Object Model – unlikely to develop VSIM for this limited capability.

VSIM Active Object Model – can rotate model and collapse into fully assembled engine; view normal operations (e.g. internal combustion, oil flow, mechanical movement, etc.); interact with individual components in normal operation, fault, and degraded modes; connect multiple types of diagnostic equipment to perform multiple diagnostic procedures; remove and install components, etc.

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Complex Media – (Interactive Virtual Environment (IVE))

Littoral Combat Ship Mobicon Operations Trainer

3 Monitors provide wide angle view for scenario Haptic device (controller) for performing operations in scenario

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Complex Media – (Sim Type 2 – Disconnected / Non-SCORM)

MRTS 3D® Mobile Electric Power Plant Lab (MEPP)

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Complex Media – (VSIM / Sim Type 1) E-6B APU Maintenance PC Sim

PC Sim is capable of operating in these normal operations modes:

1. Operational Checkout

2. Fault Isolation Management Operation/Troubleshooting Procedures

3. Electrical Power Supply System Testing and Troubleshooting

4. Battery Circuit Testing and Troubleshooting

5. Battery Charger Circuit Testing and Troubleshooting

6. APU Doors Testing and Troubleshooting

Maintenance Fault Selection Screen (Instructor Setup Screen)

Instructor pre-selects and assigns individual students one or more (up to 25) faults to work

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Examples from Graphical Navigator

Active selection areas to navigate in and outside aircraft

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Animated Schematic (with active hotspots)

Complex Media – (VSIM / Sim Type 1) E-6B APU Maintenance PC Sim

Components are selectable for more info

Animated flow diagrams

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Component Screen (for performing inspection, diagnostic, remove/install)

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Capability to navigate in- and outside the aircraft via multiple ways

Complex Media – (VSIM / Sim Type 1) CH-53K

Dropdown menu

Active selection area

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Capability to view interaction/response in- and outside the aircraft

Complex Media – (VSIM / Sim Type 1) CH-53K

Rotate Searchlight knob, view response (light motion)

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Capability to view interaction/response in- and outside the aircraft

Complex Media – (VSIM / Sim Type 1) CH-53K

Rotate Cargo Ramp control knob, view response (cargo ramp open/close, and schematic shows circuit flow)