What can you do on this screen?
All initiatives have at least one Terminal Objective (TO) Level, though the name will vary depending on the Scope of the initiative (later called TO Level Name for field titles):
•Course / Distance Learning Course: Lesson
•Module / Distance Learning Module: Lesson
•Lesson / Distance Learning Lesson - top level of the initiative: Lesson
•Manual: Section
•Mentoring - top level of the initiative: Mentoring
•On-the-Job Training (OJT): Level
•Performance Support: Module
•Workshop - top level of the initiative: Workshop
Figure 131: Curriculum Development > Terminal Objective Level
For initiatives where the TO Level is the top level of the initiative, any field differences are marked "- Top Level Only" or "- Lower Level Only" as needed. On this screen, you can use Add Missing to automatically create the basic table of contents structure based on the objectives. Once you've built the basic structure, you have the following actions available to you:
•Add a 
Assessment.
•View the TO level by clicking on the relevant folder.
•Edit the information (including the title, but not the Status - you can edit the Status on the Develop tab).
•Resequence 
the items below the selected item in the tree structure.
•Select Show History 
to review the changes made to the information, including the user name and date/time of saved changes, and revert to an earlier saved revision.
•Preview 
the table of contents outline (structure of your initiative with applicable objectives).
•Paste: Duplicate/Move 
a copied EO level (e.g., section) to the selected TO level (e.g., lesson).
Note: You cannot Paste a copied EO level when the selected TO level is Locked.
oDuplicate will create a copy of the EO level. The Status of the copied EO level will be updated to Incomplete when it is pasted. You can use the Duplicate option to make copies of the EO level in other initiatives.
oMove will move the EO level under the selected TO level. When you move an EO level, the Status of the moved EO level does not change. You cannot move an EO level to another initiative.
•Delete 
an item at the TO level or below (provided no content exists on the Develop tab). Once you've selected OK to the confirmation message, the Training Outline Deletion screen displays. Enter the title of the table of contents item to confirm the deletion.
Note: You can copy and paste the title from the screen into the field to make it easier on yourself. If you only enter a partial title, the item will not be deleted and the Training Outline Deletion screen stays open, ready for you to try again.
•Select Explain Flag 
to review the reasons the table of contents item has been flagged.
•Add Missing 
to create new table of contents items based on newly added learning objectives.
•Expand 
all sub-folders at once down to the lowest level.
•View/Edit the Objective information by selecting the link.
•View/Edit the Design Considerations at every level that gather information about the table of contents item to help with the development of the learning event.
Editing Terminal Objective (TO) Level Data
Select Edit to make changes, then select Save to keep the changes or Cancel to return to the Terminal Objective Level screen.
 Figure 132: Curriculum Development > Terminal Objective Level Edit - General Tab Initiative ID - Top Level Only For the top level of the initiative, this is set to the Initiative ID and cannot be changed. You can edit the Identifier field at all other levels. Identifier - Lower Level Only The Identifier is the human-readable identification of the table of contents item. This can be any mix of characters and numbers. For example, the first two to four letters identify the initiative subject area, the second three numbers identify the level of the initiative, followed by the first letter of the scope, while the last two numbers identify the year the initiative will start to be used. For example, a Kitchen Design module's ID could be: KD-101-M-18. [TO Level Name] Title The full name or [TO Level Name] Title of the table of contents item. Version The Version number of this table of contents item. All table of contents items start with version 1. Once the initiative has been approved, changes can no longer be made, unless a new version of the initiative is created. Then changes can be made as needed for the new version. When viewing the table of contents item, you can view a previous version (except for the main initiative level) by selecting it from the Version drop-down. Status The Status of the table of contents item from lowest to highest status: •Incomplete - the table of contents item is a work in progress and/or is missing some required data as defined in a business rule. •Complete - the table of contents item is complete. •Lock for Review oThe table of contents item is complete and ready for review. oYou can only edit the table of contents item, if you have the Review privilege assigned to your role. oTo change the Status to Lock for Review, you need the Edit or Review privilege assigned to your role. oTo change the Status back to Incomplete or Complete, you need the Review privilege assigned to your role. •Locked oThe table of contents item is complete and has been reviewed, no more work is allowed. oNo one can edit the table of contents item and any related content without unlocking the item first. oTo change the Status to Locked, you need the Lock privilege assigned to your role. oTo change from Locked to any other status, you need the Unlock privilege assigned to your role. •Approved oThe table of contents item is approved when the initiative is approved. oNo more changes can be made; you must create a new version of the initiative in order to make changes. When you save a change in Status or lock the table of contents item on the Develop tab, the required Business Rules will run to check whether anything is missing or incorrect for the table of contents item or any of its children. Any identified issues are listed on the Business Rules Results screen. If you increase the Status of the table of contents item (say from Incomplete to Complete), all subordinate/child items of the table of contents item will also be changed to that status, if they have a lower status. If you decrease the Status of the table of contents item (say from Lock for Review to Complete), the status of all parent/higher items will be decreased to be no higher than that value, and any subordinate/child items statuses will not change. For example, an Incomplete lesson has one section that is Incomplete, one section that is Complete, and one section that is Locked. If the lesson is changed to Lock for Review, the Incomplete and Complete sections are changed to Lock for Review. The Locked section remains Locked, as it has a higher status. If the Status of the Locked section is changed to Complete, the lesson is changed to Complete (as would the course and module, if their status was above Complete). The remaining sections' statuses are unchanged. The Delivery Method of this table of contents item. You have the following options under the Curriculum Development folder on the Design tab: •IMI - Interactive Multimedia Instruction. •Instructor-Led - or facilitator led. •Blended - using a mix of IMI and Instructor-Led. •EPSS - Electronic Performance Support System. Objective The Objective of this table of contents item. Click on the link to view all the information about the objective that was captured on the Objectives tab. |
Select View  Figure 133: Curriculum Development > Terminal Objective Level Edit - Skill Basis Tab
Skill Type The Skill Type that forms the basis of the objective, which could be a task, subtask, step, knowledge, skill, or ability entry that was selected for this objective. Skill Item The Skill Item shows the text of the skill (including the verb and skill text) or knowledge, skill, or ability entry. |
You can enter design consideration information to help with the development of any table of contents item. On any screen that displays a Design Considerations link, click that link to display the Design Considerations Detail screen. Once you've opened the Design Considerations Detail screen, you can: •Add a •Paste •Select Explain Flag •Edit •Delete •Copy •Move a selected Text, Note, Caution, or Warning entry Up Select ![Design Considerations - [TO Level Name] Overview](designcons-lessonoverview.png "Design Considerations - [TO Level Name] Overview") Figure 134: Design Considerations - [TO Level Name] Overview
On the [TO Level Name] Overview screen, you can enter an overview or description of the terminal objective level table of contents item. You may wish to copy and paste the text from the Training Management Document > Initiative Overview screen to give you a starting point. This overview should include the recommended sequence of the content and any interrelationships.  Figure 135: Design Considerations - Target Audience
On the Target Audience screen, you can describe who the Learning Event is for and how many people are in the target audience. You may wish to copy and paste the text from the Training Management Document > Target Audience screen to give you a starting point.  Figure 136: Design Considerations - Learning Strategy
In the Learning Strategy field, you can describe the strategies to be used in designing and implementing the presentation of material, including the instructional media, as well as the methods of interactions within the content and with the instructor(s) and participants. Training strategies should be included here, too. Here are some things to include: •Statements as to what type of behavior the participant must show in order to master the learning objectives. •A list of the facts to be memorized, the critical attributes of a concept, the steps to follow in applying a rule or procedure, or the cause-and-effect relationship of a principle. •A list of the aids that shall be included in the instructional content to help the participant recall. •A list of the most common errors made by participants when learning. •A description of the theoretical basis of each instructional strategy used. For Shareable Content Object (SCO) include: •A description of the SCO specifications and metadata tagging requirements to ensure the SCO can work across platforms and systems, along with information on how to reuse the SCO. •A description of the level of granularity for the SCO to be applied within the lesson and the rationale for the level of granularity applied. •A list of the metadata tags required for each SCO in final deliverable format (i.e., compressed or uncompressed) as an element of a course or lesson. •A list of the metadata tags required for each original uncompressed format media object.  Figure 137: Design Considerations - Remediation Strategy
In the Remediation Strategy field, you can describe how participants can or should be remediated when they fail a test or other assessment in the learning event. For e-learning event, you should also describe whether the system will remediate automatically, or whether the participant can choose to review information for remediation.  Figure 138: Design Considerations - Test/Assessment Strategy
In the Test/Assessment Strategy field, you can describe the specific strategies and procedures that will ensure testing is completed at appropriate times and at the appropriate levels. You can identify the objectives to be tested in this field, along with the testing method. Include a description of: •What type of behavior the participant must show in order to master the learning objectives. •Each type of scenario that is to be included in the practice, and test items. A table shall be provided listing the total number of practice and test items that the content author must produce for each type of scenario. •The test types, their sequence and frequency. •The test interface (on paper or electronic) and test marking procedures. •The remediation options. •How the performance of individual participants will be tracked.  Figure 139: Design Considerations - Test Items
In the Test Items field, you can list potential test items (in narrative form) based on the objective and proficiency definition(s). These can later be developed into test items on the Develop tab.  Figure 140: Design Considerations - Prerequisite Knowledge
On the Prerequisite Knowledge field, you can list any prerequisite knowledge that the participants need to benefit from the learning event. You can also list the expected knowledge and skills participants have. This will help the developer write the content to the level that will best enable the participants to make the most out of the learning event.  Figure 141: Design Considerations - Activities/Scenarios
In the Activities/Scenarios field, you can describe the activities and scenarios to be used. Activities and scenarios allow the participants to apply what they have learned. Include a description of each type of scenario. Use a table to list the total number of examples, practice and test items that the content author(s) must produce for each type of scenario.  Figure 142: Design Considerations - Media Requirements
In the Media Requirements field, you can describe the media required to support learning, including audio-visual, printed, models, and any other media. Also include the required interactivity level and fidelity level if you're going to create e-learning or simulations.  Figure 143: Design Considerations - Keyword Listing
In the Keyword Listing field, you can enter keywords that could be used to find matching content in another system (for example, if another system is used to complete the development of e-learning). Points of Contact  Figure 144: Design Considerations - Points of Contact
The Points of Contact area lists the personnel and places involved for this table of contents item. ISD Personnel The ISD Personnel (instructional system design) working on this table of contents item. Initiative Manager The name of the Initiative Manager working on this initiative. Content SME The name(s) of the Content SME(s) (subject matter expert(s)) working on this table of contents item. Production Facility The name of the Production Facility responsible for this table of contents item. Graphics/Media Personnel The name(s) of the Graphics/Media Personnel working on this table of contents item. |
