Major William R.

McKern
3rd Battalion (Information Operations)
124th Regiment (Regional Training Institute)
Vermont Army National Guard
References
 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)
Agenda
• Concept
• Objectives
• Development Strategies
– Instructional
– Multimedia
– Learning
– Assessment
– Management
• Design and Layout
– Basic information and support area
– Course modules and documents
• Summary
• Questions
• Contacts
• Conclusion
Special Note
 Research and initial writing for this
presentation done by Master
Sergeant Scott Carbee, 3rd Battalion
124th Regiment
Concept
 Good Design and development are
critical to training personnel,
effectively, economically, and to
standard
 Previously we discussed planning,
now we’ll cover development
How do I build a course?
What will the course look like?
What will the students be taught?
Objectives
 Development strategies
Assist students learning
Support objectives
Provides grounded approach
 Design and layout
Physical design
Facilitate use
Strategies for Development
 Instructional
 Multimedia
 Learning
 Assessment
 Management
Instructional
• Instructional navigation
– Ease of use and intuitive
• Think about a time you’ve used a
website and couldn’t find something
you know is there
• Place like items together
– Lessons
– Blog
– Frequently Asked Questions (FAQ)
Instructional (Continued)
– Limit user control over pacing
• Many studies show standardization
of pacing benefits the most users
– Inexperienced users get a sense of
structure and time to synthesize material
– An experienced/knowledgeable user may
be inconvenienced but learning is not
inhibited
• Prevents users from skipping to the
end and missing key points
Instructional (Continued)
• Provide examples and practice
– Worked examples or “step-by-step” are
most effective
– As students progress add more problem
solving
– This approach leads to effective learning
even after the course is over
• Give good feedback
– Not all learners respond to “good/bad”
– Link feedback to goals and learning
objectives
– Tie-in with working environment
Instructional (Continued)
 Motivate students
Explain:
○ Important of course
○ Benefits of learning material
○ Consequences of not learning material
○ Tie-in organization’s objectives with
individual student’s goals
 Teach concepts and knowledge
Provide clear descriptions and visual
models
Cause and effect or task and purpose
Multimedia
• People learn better from words and
graphics than words alone
• Simple is better (less is more)
– Stay on message
– Leave out unnecessary bells and whistles
• Crashing sounds, background music, graphic
pictures
• Side stories distract
• stick to the lessons not the “there I was…” videos
• Support animation with narration, not text
– Narration should be conversational rather than
formal
– Use of words in graphics can emphasize
narration
Learning
• Note taking
– Annotation while reading
– Notes during animations
– Build an outline, based on objectives, and
expand during the lesson
• Time management and goal setting
– Efficient use of time to meet deadlines
– Make goals specific and challenging
Learning (continued)
• Elaboration
– Students answer questions based upon the
material
• Written or oral
• Use short answer rather than yes or no
– Markedly increases comprehension
– Works back to the pacing issue from earlier
to keep a student from skipping over a key
concept
Learning (continued)
• Summarize
– Key for distance learners
– Helps student generate meaning by
connecting knowledge and experience
– Shows students what they understand and do
not understand
– Provides methods for seeking help or further
explanation
• Test preparation
– Course must clearly state type of testing
used to prepare the student
– Is test memory-based, application-based,
practical?
Assessment
• Testing must be tied directly to
course objectives and material
– Are questions within stated course goals
– Are all goals tested?
– Do all students have same opportunities
to meet goals?
• Ensure students know in advance
purpose of test, skills necessary to
complete it, and format
Assessment (continued)
• Explain how test will be scored
• Ensure test is reliable
– Does it provide standard assessment of
student ability?
– Are individual questions effective for
multiple learners?
• Test is another tool to reinforce
learning
• Results must be reportable
• Utilize results and analysis to
improve both content and method
Management
• Clear policies across all courses
• Provide support
– Technical
– Administrative
• Quality assurance
– Ongoing self-assessment
– Outside evaluation of program
• Ensure the availability of equipment and
facilities
– How will students access the content?
– Is there a library with relevant information
Management (continued)
• Content
– Where is authoritative/master copy of
courseware?
– How does it get updated?
– Are tests controlled/secured?
• Instructor management
– Currency
– Competency
• Specify audience
– Required personnel
– Capable learners
Design and Layout
• Basic information
– Create place for announcements
– Provide biographical sketch
– Create “getting started” guide
• Support area
– Discussion board
– Communications, email and telephone
– External links
– Grade book
– Media library
Design and Layout (Continued)
 Course document area
Syllabus/Course guide
○ Policies
○ Goals and objectives
○ Schedules and testing
Technical requirements
○ Hardware and software
○ Links to application downloads
Design and Layout (Continued)
• Course modules
– Organize logically
• Time or topic
• Use computer folders with clear labels
– Each module should contain
• Objectives
• Lectures, presentations, assignments
• Supporting graphics, podcasts, videos
– Schedule with due dates
• Be creative but not so unusual that
students can’t use materials
Summary
• Concept
• Objectives
• Development Strategies
– Instructional
– Multimedia
– Learning
– Assessment
– Management
• Design and Layout
– Basic information and support area
– Course modules and documents
Questions?
Contacts
 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
Conclusion
 The need to develop life-long learners is
becoming more urgent. Technology and
an increasingly global society demand
adaptation and change as people strive
to upgrade skills and acquire new
knowledge. Traditional methods of
delivering instruction are no longer the
only way to meet the needs of students
and organizations. Well planned and
developed distance learning courses
enable students to rapidly acquire and
employ new knowledge and skills.