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IMDP Prelude

IMDP Prelude. CPM Projects Tab. The FEA has been completed, the BCA has been done and it is time to go into CPM and approve the JDTA and finish building the objectives. The ISD Considerations must be completed in the Project Tab.

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IMDP Prelude

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  1. IMDP Prelude

  2. CPM Projects Tab The FEA has been completed, the BCA has been done and it is time to go into CPM and approve the JDTA and finish building the objectives. The ISD Considerations must be completed in the Project Tab. The TCCD and IMDP are both generated once the information has been entered in CPM.

  3. IMDP Overview Objective: Given an IMDP Report from CPM and a Word Processing Program, develop an IMDP to NETC’s Specifications outlined in the SOP. What does the IMDP add to the End-to-End Process? Where is it in the End-to-End Process?

  4. IMDP The Instructional Media Design Package (IMDP) is to detail and demonstrate the design intent for each module and lesson within a course and to describe how the course will achieve the intended learning. The IMDP is a living document, and will probably change, even after you submit it for review. A course prototype will be developed with the IMDP.

  5. Before we get to the IMDP…. We have to start building the blueprint for the course in CPM. This is really part of the AIM CPM/LOM Training Class, but we will go through the major steps to foster an understanding of the process leading to the IMDP. We will enter the ISD Considerations in the Project Tab, after we enter our learning objectives. These are taken from our FEA Worksheet.

  6. IMDP The IMDP starts pulling the course together, and allows the designer to communicate decisions that will have an impact on both the quality and cost of the course. Developing the IMDP starts with the report generated from AIM CPM. Data is added to the report as needed to communicate the design of the course and according to guidance. The required fields for the IMDP are taken from the DiD Instructional Media Design Package, DI-SESS-81520B.

  7. IMDP from CPM, Plus…. IMDP Sections that need to be added to CPM Output: • Summary Description of Training- 2-2, I to O • Course Design Strategy- The complete section 2.3 • Lesson Design Strategy- The complete section 2.4 • Courseware Logic Flow – all of 2.5

  8. Course Prototype Why do a course prototype? A course prototype helps with risk management and to get a feeling for how the course will actually present. What is in the course prototype? The course prototype should be a representation of the IMDP, and should include storyboards, metadata, and assessments, at the section or the element level.

  9. PRACTICE ON YOUR OWN Working in your groups: complete section 2.4.4 of The Instructional Media Design Package, 81520B, letters a through d.

  10. Reviewing the IMDP Who will probably be reviewing the IMDP? What should that person be reviewing it for? If you were writing a job description for an IMDP Reviewer, what requirements would you list as needed for this position? What are the consequences of approving a ‘bad’ IMDP?

  11. Reviewing the IMDP (cont) When reviewing the IMDP, remember that the goal or big picture is to ensure that the project has been properly scoped. Does the course fit within the time, technical, and delivery constraints that are being suggested? Are the ISD considerations appropriate for the learning objectives? Both the DI-SESS-81520B (Instructional Media Design Package Acquisition Guidance) and the sample IMDP available in Appendix F of the ILE Handbook should help to identify gaps in the IMDP.

  12. PRACTICE ON YOUR OWN Imagine you are the Project Lead or LSO for the LC. Review IMDP #2 for any additional problems (other than the software discrepancy already identified). Notate any problem areas you find on a separate document.

  13. Approving the IMDP The IMDP has already been reviewed, so approving the IMDP is really about considering the financial ramifications. Before approving an IMDP, it is vitally important to consider cost. It is sufficient for the LSO or the Project Lead to send an email approving the IMDP and Prototype, which is likely a project deliverable.

  14. Transferring Project to LO Module Once the IMDP has been approved, it is time to move the project from the EDE to the Learning Object Module.

  15. PRACTICE ON YOUR OWN Using Job Sheet 1-7- 1-2, Import a course into the Learning Object Module from the EDE.

  16. Prelude to LO Module

  17. Learning Object Module (LO) The LO Module is where course development begins. Much of the development in LO depends on choices that were made in CPM. For example, content types, delivery method, and skill or knowledge proficiency level were chosen in CPM. This section is about content types: Facts, Concepts, Processes, Procedures, and Principles, referred to sometimes as FCPPP.

  18. Content Types The best types of interactions for training depends on the content type. If you are trying to convey facts, use the fact to complete a task. An example would be using a table to find the answer to a specific question. If you are trying to convey a concept, identify an instance of the concept. An example would be the log on page for different webpages. They operate under the same concept, but have different log on rules. If you are trying to teach a process, solve a problem. An example would be creating a log-on for a program.

  19. Content Types If you are trying to teach a procedure, provide a task with steps, such as a job sheet for importing courses from CPM into LOM. If you are trying to convey a principle, perform a task by applying guidelines, such as creating a course based on guidance.

  20. FCPPP Practice How to enter data into CPM is a __________ The E2E development system is a __________ Completing the media analysis of the FEA is a ______________ Open-ended questions are a__________ Abraham Lincoln was the 16th President of the United States is a ______________

  21. PRACTICE ON YOUR OWN Review the content typing you did for your FEA Objectives. Explain why you chose those content types. Then, develop at least two new examples of each content type. Be prepared to explain why you identified each content type example the way you did.

  22. Delivery Strategies What are some delivery strategies? This section offers suggestions on how to build effective training using instructional delivery strategies like brainstorming and role-playing. NETC's philosophy is that instructional design is much more than ordering information or activities. Deliberate decisions must be made to determine how a learner will interact with the information. Each instructional piece has its own characteristics that impact how other instructional pieces interact with it.

  23. CPM Delivery Methods Interactive Multimedia Instruction (IMI) - Everything from PowerPoint to flight simulators, web-based, etc. Instructor Led Training Class - traditional training with an instructor, tutor, or coach Instructor Led Training Lab - traditional, but in a lab instead of classroom to conduct practical exercises Instructor Led Training Onboard Training - traditional training done onboard, access to training aids may be limited Blended - any combination of training types listed here Electronic Performance Support System (EPSS) - A highly interactive IETM

  24. What are some blended learning strategies for this scenario? Based on media types and media delivery modes analysis the instructional strategy recommendations for the content module are for a blended learning solution media types consisting of: Instructor/tutor IMI with ICW/SIM/electronic management systems – CAI, LMS/electronic publications. Traditional print and digital materials. Trainers/training devices–component trainers Media delivery modes: CBT (78.35%) ILT (55.27%) LAB (53.75%)

  25. Non-Example of Training Strategies Portraying or just presenting information (using just PowerPoint, instructor lectures, or page turning CBTs) is not as an effective instruction delivery format as more engaging presentations. Is it possible, that presenting non-engaging training, at the lowest levels of learning, ends up costing NETC more money, resources and training time; as well as impacts fleet readiness?

  26. PRACTICE ON YOUR OWN This is the recommendations and solutions statement for a course that is currently taught through formal ILT training. Determine some methods for presenting instruction that might be congruent with the recommendations. RECOMMENDATIONS AND SOLUTIONS: It is recommended that multiple DL and ILT style resources be used to provide supplemental training to the formal course. These resources would supplement current training without interfering with current formal course content.

  27. Knowledge and Skill Levels What is the cognitive domain NETC bases its proficiency levels upon? What is the psychomotor domain? What are Remember and Apply? What are the Proficiency Levels?

  28. Cognitive Domain In training, the cognitive level is the level of mental difficulty of the task. Bloom's Taxonomy, developed in 1956, is often used to assign cognitive levels to tasks. Bloom’s cognitive levels are condensed to three for training : Recall/Comprehension:define, duplicate, list, memorize, recall, repeat, reproduce. discuss, explain, identify Application/Analysis: choose, demonstrate, employ, illustrate, schedule, write, discriminate, distinguish, examine Synthesis/Evaluation: appraise, argue, defend, judge, select, support, value, evaluate, assemble, construct, create, design, develop, formulate

  29. Knowledge Proficiency Levels KPL 1 – is the knowledge/comprehension level of cognitive learning. This is the lowest level of learning, but supports foundational learning of facts, rules, basic concepts, and procedures. KPL 2 – is the application/analysis level of the cognitive domain. This is the target for most formal training development since it teaches the learner application and analysis level problem-solving. KPL 3 – is the synthesis/evaluation level. If formal training requires undocumented procedures or evaluation to determine the proper course of action, this level of training is appropriate.

  30. Example of KPL with FCPP

  31. Psychomotor Domain Whereas the cognitive domain is about knowledge, the psychomotor domain is about skills. The psychomotor domain taxonomy that NETC refers to is R. H. Dave's (1975), which has five skill levelsthat have been condensed to three: Imitation/Manipulation: copy, follow, mimic, act, execute Precision/Articulation: calibrate, demonstrate, adapt, construct Naturalization: design, naturally, perfectly

  32. Skill Proficiency Levels SPL 1 – Observing and patterning behavior after someone else. Performance may be of low quality SPL 2 – Refining, becoming more exact. Performing a skill with precision without the presence of the teacher SPL 3 – Mastering a high level performance consistently and with ease.

  33. Learning Object Module The AIM LOM Course Structure is Course, Module, Lesson, Section. A section is the equivalent of one enabling learning objective, and contains: Element text (Discussion Points) Instructor activity text (Related Instructor Activity-RIA) Resources (from site RRL) Metadata

  34. LOM Basics Each section is comprised of elements that correspond to the content type that was chosen in CPM: fact, concept, process, procedure, and principle. The tabs in the right side of the window also differ, based on what type of instruction was chosen.

  35. LOM Section Example A section based on a Principle has the following required elements: Introduction Principle Statement Guidelines Practice Assessment

  36. PRACTICE ON YOUR OWN IN LO Module, develop one job sheet, one instructor activity, 2 different test items, and list one resource.

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