Major William R.

McKern
3rd Battalion (Information Operations)
124th Regiment (Regional Training Institute)
Vermont Army National Guard
 US Army Training and Doctrine Command
(TRADOC) Regulation 350-70, Distance
Learning

 US Army Training Support center web site,

http://www.atsc.army.mil/

 Course Management Plan, US Army

Functional Area 30 Course (Strategic Level
Information Operations Course)
 Introduction
 Definition
 Mission and Curriculum
 Concerns for Students
 Planning Distance Learning
 Learning objectives
 Instructional design
 Course Introduction
 Lesson Plans
 Summary
 Questions
 Conclusion
 Research and initial writing for this
presentation done by Master Sergeant Scott
Carbee, 3rd Battalion 124th Regiment
 Many steps are similar to traditional course
 Clear learning objectives
 Good introduction
 Solid planning
 The differences are what will truly make your
course effective
 Understand media types
 Facilitating between students and course
material
 What “Distance learning” is
 Offers services to students who are not
physically present in a classroom
 Services can be instruction, administrative
support, interaction between students and
instructor, or interaction between students
 What it is not
 Videotaped or audiotaped lectures,
PowerPoint slides
 Correspondence (Read this book or web
page by yourself and then take a test)
 Ensure training/instruction supports
mission accomplishment
 Needs analysis demonstrates requirement to
provide specific education to clearly defined target
audience in support of organization’s goals and
objectives
 If there is no demonstrated need for the training,
why commit personnel and resources to creating
and providing it?
 If there is no need for the training, why require
students to attend it?
 Curriculum
 Same high standards as resident courses
 Instructor qualifications
 Detailed lesson plan and schedule
 Clear policies and procedures
 Sufficient material to facilitate learning
 Instruction provides suitable depth of knowledge
 Clearly defined graduation/completion criteria
 Clear definition of what graduate is qualified to do
or is expected to accomplish
 Does method of instruction reinforce
lessons?
 Will I learn what I need to know?
 Can I finish in time?
 Will I remember what I learned?
 Can I implement what I learned?
 Expectations of me?
 Time commitment?
 Access to course materials?
 Do I have skills and knowledge
required to:
 access course?
 complete course?
 implement what I’ve learned?
 Anticipated Outcomes?
 Will I complete a training requirement
so I can better perform my military
assignment?
 Will I accomplish professional
development that prepares me for more
military rank and responsibility?
 Does this course count for college
credit, trade license or qualification in a
civilian profession?
 Learning Objectives
 Written statements of what you want
your students to learn
 Framework for entire course
 Guide course development
 Express what students need to know
or do to demonstrate proficiency
 Advance preparation is key
 Learning Objectives (cont.)
 Brainstorm list of tasks
 Brief, clear, concise
 Maintain subject purity – too many tasks might
mean it’s better to develop another course
 Describe conditions and standards
 Observable and measureable
 Assessment
 What is intent of instruction?
 Measures of performance
 Measures of effectiveness
 Adhere to tenets of instructional design
 Key concepts
 Gain learner’s attention
 Ensure vocabulary is clear
 Adapt content, don’t just move it from
classroom to distance learning
 Integrate knowledge using participation,
cueing (clues) and elicit recall feedback
 Assess learning
 Course Introduction Provides initial
introduction between students and
instructors
 Exchange of contact information to
facilitate interaction
 Exchange of biographical sketches to
establish instructor’s credibility,
assess student’s abilities and enable
familiarity
 Course Introduction states clearly what
instructor expects of students
 Contains introductory statement and
motivator for students
 Provides schedule for completion and
specifies deadlines
 Lesson Plans
Heart of your course
Easy to follow lessons with
interesting assignments
Adhere to lesson plan to stay
within parameters and on
schedule
 Lesson Plan components should
include
 Objectives
 Assignments
 Reading, viewing, listening
 Written or projects
 Key terms
 Discussion area
 Summary and evaluation
 Introduction
 Definition
 Mission and Curriculum
 Concerns for Students
 Planning Distance Learning
 Learning objectives
 Instructional design
 Course Introduction
 Lesson Plans
 Major William R. McKern
 3rd Battalion 124th Regiment
Readiness and Regional Technology Center
161 University Drive
Northfield, Vermont 05663
802-485-1933
william.mckern@us.army.mil

 Master Sergeant Scott A. Carbee

Joint Force Headquarters – Vermont
Green Mountain Armory, Camp Johnson
789 Vermont National Guard Road
Colchester, Vermont 05446
802-338-3435
scott.carbee@us.army.mil
 Properly implemented distance learning can
improve individual training and education
and collective readiness by providing cost-
effective, convenient, flexible and adaptable
methods for delivering required instruction to
students who will most benefit from it.