Figure 160: Curriculum Development > Enabling Objective Level - General Tab

Identifier

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.

[EO Level Name] Title

The full name or [EO 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.

Class

Class shows the total time of all Class entries for the selected Enabling Objective Level, as laid out on the Schedule screen of the Training Management Document. You can only edit this on the Training Data > Schedule screen.

Lab

Laboratory shows the total time of all Laboratory entries for the selected Enabling Objective Level, as laid out on the Schedule screen of the Training Management Document. You can only edit this on the Training Data > Schedule screen.

Content Type

The Content Type of the enabling objective or this table of contents item. You have the following options:

•Fact - a unique specific item or specific information (e.g., November 11 is Veterans Day in the U.S.).

•Concept - a class of items that share common features and are known by a common name (e.g., chair).

•Procedure - a series of clearly defined steps you perform to complete a task (e.g., starting a generator).

•Process - describes how things work (e.g., operation of an internal combustion engine).

•Principle - requires the use of guidelines to perform a task which cannot be performed using a defined set of procedural steps (e.g., provide financial counseling).

If you are unsure as to which content type to pick, use the Decision Wizard by selecting the question mark next to the drop-down selection. The screen that pops-up will walk you through a set of questions to help you decide which content type is most suited to your content. The questions and contents of the wizard can be customized, though the actual content types cannot be changed. The content types are based on Ruth Clark's "Developing Technical Training" book.

The content type predetermines the required elements (headings) you have available to you when developing the content on the Develop tab:

Fact content type required elements:

•Introduction

•Fact

Concept content type required elements:

•Introduction

•Definition

•Example

Procedure content type required elements:

•Introduction

•Steps

Process content type required elements:

•Introduction

•Process Description

Principle content type required elements:

•Introduction

•Principle Statement

•Guidelines

•Example

You can rename all these headings/elements. In addition to these elements, you also have a Practice (for quiz questions) and an Assessment element (for test items that are output in assessments) available to you. Depending on the content type, the other elements (headings) you can add to help you organize your content on the Develop tab include:

•Safety

•Security

•Non-Example

•Analogy

•Demonstration

•Review

•Interaction

You can change or choose a content type on both the Objectives tab and the Design tab under the Curriculum Development folder.

Cognitive Level

The Cognitive Level of this table of contents item allows you to choose whether participants are expected to apply what they learn in the table of contents item or remember it (and potentially apply it later).

Delivery Method

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.

Use View to see all the information about the skill basis that was captured in the task analysis.

Figure 161: Curriculum Development > Enabling Objective Level - 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 Text entry to a selected tab (heading) and convert it to a Note, Caution, Warning entry.

•Paste a copied Text, Note, Caution, or Warning entry to the end of the list of entries.

•Select Explain Flag to review the reasons an item on the design considerations has been flagged.

•Edit a selected Text, Note, Caution, or Warning entry.

•Delete a selected Text, Note, Caution, or Warning entry. Once you've selected OK to the confirmation message, an Undo button displays on the bottom left of the screen that allows you to revert the deletion.

•Copy /Paste a selected Text, Note, Caution, or Warning entry.

•Move a selected Text, Note, Caution, or Warning entry Up or Down in the list of entries to resequence the list of entries.

Select in the top right of the screen to close the Design Considerations Detail screen.

[EO Level Name] Overview

Figure 162: Design Considerations - [EO Level Name] Overview

On the [EO Level Name] Overview screen, you can enter an overview or description of the enabling 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.

Target Audience

Figure 163: 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.

Learning Strategy

Figure 164: 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.

Remediation Strategy

Figure 165: 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.

Test/Assessment Strategy

Figure 166: 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.

ISD Comments

Figure 167: Design Considerations - ISD Comments

In the ISD Comment field, you can capture any comments from the instructional systems designer (ISD) working on the design of the table of contents item that will help with the development effort.

Test Items

Figure 168: 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.

Prerequisite Knowledge

Figure 169: 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.

Activities/Scenarios

Figure 170: 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.

Instructional Content

Figure 171: Design Considerations - Instructional Content

In the Instructional Content field, you can enter an overview of the instructional content to be covered in the table of contents item in as much detail as is needed for the developer.

Media Requirements

Figure 172: 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.

Keyword Listing

Figure 173: 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 174: 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.