A look at the NETC End-to-End (E2E) Process using the Content Planning

Module (CPM) / Learning Object (LO) Module

NETC E2E Process

• It is about …..– resources and funding– connecting requirements to learning objectives– making training better and faster to update– all about assessments and evaluation

• It is not about …..– driving you crazy.– creating more work.

It should make training better

AIM FRB Specific Topics• Tool to manage active projects and identify projects at risk.• Better ways to manage ECP’s or action items.• Use of existing resources • AIM LO Module TG produces a non-intelligent PDF• No content repository or link to CPM• Ability to link to outside analysis documents• CPM Projects link to JDTA needs work, should also be able to link

task, sub-task and KSATR (KSATR different color)• Outline Sheet needs references added and should automatically

populate section outline.• Does the tool reflect the process• How do we make the process better

E2E TriggerEvent

TSD

IPRD

JDTAPrep work to start JDTA

Create IMP / IMS

JDTAWorkshop

Lesson / 5 Content TypeStoryboards

JDTA ApprovalProcess

FEASteps 1-5

IMRD

FEASteps 6-9

ActuallyApprove

JDTA in CPM

R3 and organize JDTA data to support

Requirement

Course Conversion from CTTL or PPP Table

Identify skills (note some skills are miss labeled in

CTTL’s)

1

1CreateIMDP

ConductBCA

Create TPP

COA

Populate CPM Projects Tab

Export toEDE

Create PWS

Create EvaluationAssessmentPlan (EAP)

2

2

If you can’t identify existing JDTA data to link, conduct JDTA

If it is an emerging requirement contact NETC for assistance (assistance is not a Wavier)

3

3

One

One

Export toEDE

Course

Module

Lesson

Section

Overview

Summary

Lesson / 5 Content Type Storyboards

Practice

Base Elements

Elements that can be added

Storyboards

Instructional Resources (RRL)

Assessment

ISD ConsiderationsCourse Outline of Instruction (COI)

JDTA defines thework that’s required

FEA / CPMProjects defines

The Learning Objectives and Assessment Strategy

AIM LO creates the learning to allow practice and

assessment to measure the meeting of those objectives

Evaluate Learning / Measure Effectiveness

Section(s)

Interactive Multimedia

Instruction (IMI)Tools

QuestionMarkPerception

(QMP)

Future Content Repository and link to JDTAexisting interventions

Will be your lesson.

Introduction Importance Prerequisites Scenario

Review Next Step

Section

Section

Section

Overview

Summary

Section Evaluate Ends, Ways and MeansIdentify PESTONI Resource Pillars

Use RKC Meth Component Tools

Identify Stakeholders

Lesson Construct

Principle Content TypeFact Content TypePrinciple Content Type

Fact Content Type

Guidelines Elements

Fact(s) Elements

While all sections are stand-alone. One section maybe the primary skill based section in a lesson. Starting here first will ensure that other sections are developed to meet these specific requirements, no more, no less. See next figure for a Section level example.

Resource

Learning CenterJDTA Data

Introduction Safety Security Fact PrincipleStatement

Guidelines Example Example Non-Example Analogy

SectionReview Practice Assessment Glossary

Principle Content Type

Remove

From the KSATR’s:1) Pestoni Resource Pillar2) RKC Framework3) ?

Additional Elements?

Maybe something else (that’s why we storyboard, to see were it fits)1) RKC Framework, Matrix and Process Maps2) ?

Since these can be Fleet Issues, does it make them classified or restricted handling?

3 Things, See brief on RKC Introduction and Overview, Slide 8

Scenario, Example, Exercise, etc… Goal is to put the training into a realistic thing that the student can connect learning too.

Key take away of the lesson. In some cases should be completed first since it will set the stage for the Training Requirement.

Questions the allow the student to get experience and reach the desired proficiency level (SPL1 to SPL2 for example)

No more, no less then a test, practical exercise to measure the Learning Objective. A second item needs to be developed as a backup or A and B test, or remediation.

Scenario that went wrong, or something that the student can you that is wrong

All terms go here. Can be moved up if required.

Works best if the student has to develop an example. Adult learning mombo jumbo

Learning Objective (Section Level)Given Fleet Readiness problem (Condition)using the RKC process (Non-Equipment)Evaluate (Note change to Action Verb)Ends, Ways and Means (Behavior)Provide the most cost effective solution (Standard)

Lesson(s)

KPL1

KPL2 /SPL1 SPL2Module

LessonILT LAB (SPL2)

Go to LessonILT Class (KPL2 – SPL1)

Section - ProcessILT Class (KPL1)

GlossaryElement

ProcessElement

“Cycle Chart”

FactElement

Duplicate data

45 MIN

40 MIN

30 MIN

20 MIN

10 MIN

NextSection

Start of Class

Instructor Introduction and Review

QMPReport

Instruction-Based(LEARN)

Learner-Based(PRACTICE)

Review

ReviewBreak

5 MIN

50 MIN

Blended Instruction/Learner-Based(EXPLORE)

LearnerPrep for next

Section

QMPReport

QMP / Polling Device

(as appropriate)

PrinciplePrinciple

IntroductionIntroduction

SafetySafety

SecuritySecurity

FactFact

Principle Statement Principle Statement

GuidelinesGuidelines

ExampleExample

Section ReviewSection Review

PracticePractice

AssessmentAssessment

GlossaryGlossary

Read-Ahead (night before)Read-Ahead (night before)

KPL1 > KPL2

KPL1

KPL2 > SPL1

SPL1 > SPL2(NOTE: Assessment is to the level required, it will occur

as appropriate to the Course

Testing Plan)

KPL2 > SPL2

Instructor Facilitated Blended Learning Section

(Lesson Plan (LP))

Related instructional level and assessment

requirement

Classroom / InstructionalView

Supportive

NOTE: Times are notional