1

DLXXI Courseware Guidelines Workshop

The University of Southern CaliforniaCenter for Cognitive Technology

& Institute for Creative Technology

Dr. Richard E. Clark,Rich DiNinni, Kenneth Yates

Lesson 2

2

Goals

You will identify the three types of knowledge taught in all training courses

You will recognize the two uses trainees can make of each of the three types

You will be able to determine whether designs have adequately presented each of the three types of knowledge for each of the two uses

3

What types of knowledge can be learned in training?

Each of three types of knowledge has to be trained, practiced and tested differently

We use Merrill’s “Component Display Theory” (used by “Information mapping”) Three types of knowledge Two uses for each of the three types

We’ll explain the types and uses – discuss them and then demonstrate how to locate them in DL designs using the checklist

4

3 Knowledge Types for Training

1. Concept - What is it? How is it defined?

2. Process - How does it work? What phases does it go through?

3. Procedure - How do I do it?

5

2 Applications of 3 Knowledge Types

1. Remember/say: Occasionally (seldom) trainees need to learn something that they can later remember consciously and, if necessary, tell others

2. Use/apply: Most often trainees need to learn procedures that they later use by applying them on the job.

6

3 Knowledge types and 2 Applications

3 TYPES2 APPLICATIONS

Remember/Say Use/ApplyConcept Process Procedure

7

Example Objective

ACTION: Operate a Borelight. (Ft. Benning, AIMMSS)

CONDITIONS: In a classroom environment given a borelight device, and borelight manual.

STANDARDS: Identify the characteristics, operation, maintenance, zeroing and

boresighting of the borelight device.

8

3 Knowledge types and 2 Applications

3 TYPES2 APPLICATIONS

Remember/Say Use/ApplyConcept Process Procedure

9

2 Uses/Applications of 3 Knowledge Types

1. Remember/say Borelight: Trainees need to learn definitions of concepts, processes and procedures that they can later remember consciously and if necessary, tell others.

Concept: Define “borelight”.Process: Describe how a borelight works in

phasesProcedure: State the action and decision

steps for using a borelight on a rifle

10

Concept Knowledge

Example:What is a Borelight assembly? The borelight assembly is a compact; lightweight advanced Electro-optical assembly, which provides a highly collimated beam of visible energy for weapon aiming.

11

Process Knowledge

Examples:How do the optics work in a Borelight? Or How does a Borelight work?

12

Procedure Knowledge

How should a soldier boresight a weapon?

1) Select the mandrel for the weapon being boresighted and attach it the borelight.2) Insert the mandrel into the muzzle of the weapon until no further travel of the mandrel into the muzzle is permitted.3) Turn the borelight on. With the help of an assistant, secure the zeroing mark approximately ten meters from the end of the barrel so that the laser dot strikes the zeroing mark. 4) Slowly rotate the borelight 360 degrees while watching the red dot made by the laser on the zeroing mark. If the red dot spins on itself the borelight is boresighted to the weapon.

13

3 Knowledge types and 2 Applications

3 TYPES2 APPLICATIONS

Remember/Say Use/ApplyConcept Process Procedure

14

2 Uses/Applications of 3 Knowledge Types

2. Use/apply: People need to learn procedures that they later use by applying them on the job.

Concept: Circle the borelights in this picture

Process: This borelight has stopped working at this phase in its functioning. What might be wrong with it?

Procedure: Set up the borelight and calibrate it accurately to use with the boresight on this weapon

15

Learning objectives for 3 types and 2 uses?

Remember/Say Use/Apply* Concept Define Classify new

examplesProcess Describe phases Solve problem

w/phasesProcedure List/tell Steps

Apply/Do Procedure

* All uses/applications are procedures

16

Lesson 2. Training methods for

three knowledge types

For concepts and processes does training provide:

1. Clear definitions2. Examples 3. Practice

When teaching a procedure:1. Is training based on task analysis?2. Does it provide a complete list of all steps?3. Is there a mission relevant demonstration?4. Does it provide active, hands on practice and 5. An opportunity to review when mistakes are

made?

17

Learning objectives for 3 types and 2 uses?

Remember Use/Apply * Concept Define Classify

new examplesProcess Describe phases Solve

problem w/phasesProcedure List/tell Steps Apply/Do

Procedure

* All uses/applications are procedures

18

Evaluating Training Design

Guideline Meets Guideline?

2.1. If the course teaches a concept (how to identify new objects, events, locations, etc.), does the instruction provide:

GO NO-GO

2.1.1. A definition of the concept?

The Scout Leaders course design was delivered with a sample lesson. In the sample a number of concepts were taught , including the concept of “Threat”. Check the next slide and decide whether the concept of “Threat” is adequately defined.

19

Concept of “Threat”

20

Evaluating Training Design

Guideline Meets Guideline?

2.1. If the course teaches a concept (how to identify new objects, events, locations, etc.), does the instruction provide:

GO NO-GO

2.1.1. A definition of the concept? X

Is the concept of “Threat” is adequately defined?

21

Evaluating Training Design

Guideline Meets Guideline?

2.1. If the course teaches a concept (how to identify new objects, events, locations, etc.), does the instruction provide:

GO NO-GO

2.1.2. Examples from the job or mission environment?

Specified Task: You are directed by the commander’s OPORD to move to an objective to prepare for urban operations Based on your analysis and experience, you determine that snipers could be a potential threat on this mission because of the close proximity of the objective to the urban area Implied Task: You place counter sniper measures in your tentative plan, knowing that this will assist in the success of the overall unit mission.

22

Evaluating Training Design

Guideline Meets Guideline?

2.1. If the course teaches a concept (how to identify new objects, events, locations, etc.), does the instruction provide:

GO NO-GO

2.1.2. Examples from the job or mission environment?

X

We concluded that the design did not demonstrate a good example of the concept “threat”. The example would have to be “a nation or organization that …..”. Are snipers an organization? We think that either the definition or the example(s) should be changed.

23

Evaluating Training Design

Guideline Meets Guideline?

2.1. When teaching a concept (how to identify new objects, events, locations, etc.), does the instruction provide:

GO NO-GO

2.1.3. Practice exercises requiring learners to identify examples and non-examples of each concept?

We could not find any examples of a practice exercise for the concepts that were taught

24

Evaluating Training Design

Guideline Meets Guideline?

2.1. When teaching a concept (how to identify new objects, events, locations, etc.), does the instruction provide:

GO NO-GO

2.1.3. Practice exercises requiring learners to identify examples and non-examples of each concept?

X

FeedbackSuggest that contractor insert exercises for practice on key concepts such as threat by providing authentic examples of each concept and distracter examples that are close to the concepts – and ask trainees to identify the accurate examples in a matching exercise.

25

Concepts and Definitions for Adaptive Operations Lesson

26

Adaptive Operations Exercise #1In the context of adaptive operations, identify the differences between controlling tempo and controlling access by matching criteria to concepts. A. Delay access to

combat power

B. High tempo to conclude operations before help arrives

C. Disrupt access to accumulation of weapons

D. Slow tempo to prolong conflict beyond resources of opposing forces

E. Deny access to infrastructure needed to develop effective combat power

Controlling Tempo

Controlling Access

27

Matching Exercise Screen

28

Learning objectives for 3 types and 2 uses?

Remember Use/Apply Concept Define Classify

new examples*Process Describe phases Solve

problem w/phases*Procedure List/tell Steps Apply/Do

Procedure*

* All uses/applications are procedures

29

Evaluating Training Design

Guideline Meets Guideline?

2.2 If the course teaches a process (how something works), does the instruction:

GO NO-GO

2.2.1. Provide a visual model with a narrated description stating the sequence of events in the process in job or mission relevant terms?

Page 15: - Promise that processes will be trained“Content consists of basic facts, concepts, step-by-step procedures, processes, and principles.”Page 17: - Promise that visual interpretation of material will be provided

30

Evaluating Training Design

Guideline Meets Guideline?

2.2 If the course teaches a process (how something works), does the instruction:

GO NO-GO

2.2.1. Provide a visual model with a narrated description stating the sequence of events in the process in job or mission relevant terms?

X

Page 15: - Promise that processes will be trained“Content consists of basic facts, concepts, step-by-step procedures, processes, and principles.”Page 17: - Promise that visual interpretation of material will be provided

31

Evaluating Training Design

Guideline Meets Guideline?

2.2 If the course teaches a process (how something works), does the instruction:

GO NO-GO

2.2.2. Explain how actions at each phase lead to the next phase and to the final outcome of the process?

See process description of Urban assault and reconnaissance phases In Notes section below

32

Evaluating Training Design

Guideline Meets Guideline?

2.2 If the course teaches a process (how something works), does the instruction:

GO NO-GO

2.2.2. Explain how actions at each phase lead to the next phase and to the final outcome of the process?

X

The 7 phases of urban assault describe a process in which different units collaborate together and one phase leads to the next. See description below in Notes section

33

Evaluating Training Design

Guideline Meets Guideline?

2.2.3. Provide practice exercises requiring the trainee to describe:

GO NO-GO

2.2.3.1. A list of the phases in the process? X

2.2.3.2. The actions that occur at each phase? X

We could not locate any process exercises. Look at the process description below and think about: A)Do trainees need an opportunity to practice it?B) If yes, how you could set up an exercise where they were

asked to list the phases and the actions that occur at each phase in the process?

34

Phases of Urban Assault

Reconnoiter&

Move to Objective

Secure aFoothold:

Clear the Area

Isolate theObjective

ConsolidateForces

Reorganize

35

Phases of Urban Assault: Exercise 2

Reconnoiter&

Move to Objective

Clear the Area

Isolate theObjective

ConsolidateForces

Reorganize

Name and describe missing phase in process

?

36

Stages of Urban Assault: Exercise 1

Reconnoiter&

Move to Objective

Secure aFoothold:

Clear the Area

Isolate theObjective

ConsolidateForces

Reorganize

Describe key activity of phase

37

Stages of Urban Assault: Exercise #4

Reconnoiter&

Move to Objective

Secure aFoothold:

Clear the Area

Isolate theObjective

ConsolidateForces

ReorganizeDescribe how

reconnaissance in step 1 helps to

define the objective in step 2

38

Evaluating Training Design

Guideline Meets Guideline?

2.2.3. Provide exercises requiring the trainee to describe:

GO NO-GO

2.2.3.3. How the consequences of events at each phase contribute to the next phase and the final outcome?

Read the description of the phases in the process described below. Does it fulfill this checklist requirement?

39

Evaluating Conceptual & Procedural Knowledge Instruction

Guideline Meets Guideline?

2.2.3. Provide exercises requiring the trainee to describe:

GO NO-GO

2.2.3.3. How the consequences of events at each phase contribute to the next phase and the final outcome?

X

We were satisfied with the process description – were you?

40

Learning objectives for 3 types and 2 uses?

Remember Use/Apply* Concept Define Classify new examples

Process Describe phases Solve problem w/phases

Procedure List/tell Steps Apply/Do Procedure

* All uses/applications are procedures

41

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.1. Provide for instruction based on a task analysis with experienced subject matter experts AND/OR approved descriptions of the procedure?

From the course introduction, page vii“The Course Design Strategy translates critical task analysis data into sequential, progressive training. It is the process to:• Determine the optimum training strategy for each critical task and the supporting skills and knowledge.• Translate each individual critical task and the supporting skills and knowledge into learning objectives.”

42

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.1. Provide for instruction based on a task analysis with experienced subject matter experts and/or approved descriptions of the procedure?

X

Although there is no evidence of an SME, the course does include approved documents such as the demolition card and therefore meets the requirement.

43

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.2. Provide a clear, step-by-step how-to demonstration, based on authentic job or mission relevant scenarios of all decisions and actions needed by trainees to accomplish the task?

Below is a procedure found in the course which is used inconjunction with the job aid found on the next slide.

Hasty Steel Cutting Procedure1. Measure rectangular sections of members separately. 2. Find the charge for each section, using the table. 3. Add charges for sections to find total charge. 4. Use next larger dimension if dimension is not on the table

44

Hasty Steel Cutting Table

45

Evaluating Training Design

The Hasty Steel Cutting slides provide a step-by step demonstration of the correct procedure for using explosives and detonators to accomplish steel cutting tasks quickly and effectively.

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.2. Provide a clear, step-by-step how-to demonstration, based on authentic job or mission relevant scenarios of all decisions and actions needed by trainees to accomplish the task?

X

46

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.3. Where decisions are taught, include alternatives that must be considered and the criteria that should be used to choose the best alternative in routine situations?

The design describes what appear to be decision rules for adjusting charges to accommodate different materials:For dead stumps, use 1 pound of explosive per foot diameter. Place charge 1 foot in depth for each foot in diameter. For standing timber, increase charge size by 50 percent.

See other decision rules in Notes below – Is this adequate?

47

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.3. Where decisions are taught, include alternatives that must be considered and the criteria that should be used to choose the best alternative in routine situations?

X

We believe that the design will lead to outstanding training on how to make decisions about different kinds of objects or media that must be demolished.

48

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.4. Chunk elaborate procedures into segments of approximately four to five new (to the trainees) steps during instruction?

Note that the steel cutting procedure is about 4 steps

Hasty Steel Cutting Procedure1. Measure rectangular sections of members separately. 2. Find the charge for each section, using the table. 3. Add charges for sections to find total charge. 4. Use next larger dimension if dimension is not on the table.

49

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.4. Chunk elaborate procedures into segments of approximately four to five new (to the trainees) steps during instruction?

X

Hasty Steel Cutting Procedure1. Measure rectangular sections of members separately. 2. Find the charge for each section, using the table. 3. Add charges for sections to find total charge. 4. Use next larger dimension if dimension is not on the table.

50

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.5. When trainees are expected to be able to modify the procedure in novel situations, explain in the form of concepts, and/or processes why the procedure works?

The following procedure is described in the IMDP. Could the concepts on the next page be used to modify this procedure?

5. ELO D – Calculate and designate breaching chargesa. Emplacementb. Evaluating targetc. Breaching formulad. Factorse. Determine critical dimensions and number of chargesf. Hasty breaching

51

Material Factor (K) for Breaching Charges

52

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.5. When trainees are expected to be able to modify the procedure in novel situations, explain in the form of concepts, and/or processes why the procedure works?

X

The following procedure is described in the IMDP. Could the concepts on the prior page be used to modify this procedure?

5. ELO D – Calculate and designate breaching chargesa. Emplacementb. Evaluating targetc. Breaching formulad. Factorse. Determine critical dimensions and number of chargesf. Hasty breaching

53

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.6. Provide practice exercises requiring trainees to perform the procedure?

See following slide for evidence of practice exercise for procedure from Scout Leaders Course, demolition module.

54

SLC Procedure Practice Exercise

55

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.6. Provide practice exercises requiring trainees to perform the procedure?

X

We believe that the prior slide is evidence of a practice exercise for a procedure.

56

Team Exercise #2Evaluating Training Design

Each team selects: A Team Leader (coordinator, timekeeper) A Reporter (summarizes and presents teamwork to rest of us)

Assign responsibility to find examples of each introduction item (2.1 to 2.3.6) in the design for the Armor Captains Career Course

Report those examples to the rest of the workshop when it is your turn

57

Evaluating Training Design

Guideline Meets Guideline?

2.1. If the course teaches a concept (how to identify new objects, events, etc.), does the instruction provide:

GO NO-GO

2.1.1. A definition of the concept?

58

Evaluating Training Design

Guideline Meets Guideline?

2.1. If the course teaches a concept (how to identify new objects, events, etc.), does the instruction provide:

GO NO-GO

2.1.2. Examples from the job or mission environment?

59

Evaluating Training Design

Guideline Meets Guideline?

2.1. When teaching a concept (how to identify new objects, events, locations, etc.), does the instruction provide:

GO NO-GO

2.1.3. Practice exercises requiring learners to identify examples and non-examples of each concept?

60

Evaluating Training Design

Guideline Meets Guideline?

2.2 If the course teaches a process (how something works), does the instruction:

GO NO-GO

2.2.1. Provide a visual model with a narrated description stating the sequence of events in the process in job or mission relevant terms?

61

Evaluating Training Design

Guideline Meets Guideline?

2.2 If the course teaches a process (how something works), does the instruction:

GO NO-GO

2.2.2. Explain how actions at each phase lead to the next phase and to the final outcome of the process?

62

Evaluating Training Design

Guideline Meets Guideline?

2.2.3. Provide exercises requiring the trainee to describe:

GO NO-GO

2.2.3.1. Each phase of the process?

2.2.3.2. The actions that occur at each phase?

63

Evaluating Training Design

Guideline Meets Guideline?

2.2.3. Provide exercises requiring the trainee to describe:

GO NO-GO

2.2.3.3. How the consequences of events at each phase contribute to the next phase and the final outcome?

64

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.1. Provide for instruction based on a task analysis with experienced subject matter experts and approved descriptions of the procedure?

65

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.2. Provide a clear, step-by-step how-to demonstration, based on authentic job or mission relevant scenarios of all decisions and actions needed by trainees to accomplish the task?

66

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.3. Where decisions are taught, include alternatives that must be considered and the criteria that should be used to choose the best alternative in routine situations?

67

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.4. Chunk elaborate procedures into segments of approximately four to five new (to the trainees) steps during instruction?

68

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.5. When trainees are expected to be able to modify the procedure in novel situations, explain, in the form of concepts, and/or processes, and/or principles, why the procedure works?

69

Evaluating Training Design

Guideline Meets Guideline?

2.3. When teaching a procedure (how to knowledge), does the course:

GO NO-GO

2.3.6. Provide practice exercises requiring trainees to perform the procedure?