Instructional Media Design Package...

Instructional Media Design Package (IMDP)

13S10/13S RTT/UTT Field Artillery Surveyor’s Course Total Army Training System Courseware (TATSC)

Distance Learning (DL)Interactive Multimedia Instruction (IMI)

For the

Army National Guard

Military Interactive Multimedia Instruction Center (MIMIC)

Task Order Number: T0003AJA014

April 4, 2005Version 2.0

Prepared for:The Federal Systems Integration and Management Center (FEDSIM)

6354 Walker Lane, Suite 200Alexandria, VA 22310

Attn: Terry Hone, COR (99180ARE-02)The Federal Systems Integration and Management Center (FEDSIM)

6354 Walker Lane, Suite 200Alexandria, VA 22310

Prepared by:

13S10/13S RTT/UTT Instructional Media Design Package (IMDP)

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PREFACE

Contractor has been tasked with the design and development of selected tasks within the Total Army Training (TATS) Field Artillery Surveyor Course as Interactive Multimedia Instruction (IMI) Distance Learning (DL) courseware for the U.S. Army Field Artillery School (USAFAS), Fort Sill, OK. The courseware will be delivered in two versions: one version will operate on CD-ROM cookie-based data based tracking system and one will function via the Internet in accordance with the Aspen LMS.

The courseware will consist of 62 lessons, totaling 92.15 hours of instruction. Four application level exercises (non-graded practice, pre-test and two post-test) will be delivered with each lesson.

This Instructional Media Design Package (IMDP) consists of the design strategy and the technical specifications that support development of the courseware for the 13S10/13S Distributed Learning Products Resident Training Task (RTT) and Unit Training Task (UTT) course. Included in the design strategy are lesson topic information, audio/video production requirements, screen conventions, performance standards, computer-managed instruction (CMI) features, and flow charts. An IMI prototype lesson is provided as part of the IMDP.

This IMDP was developed in accordance with (IAW) Subcontract S-8918; MOA, USAFAS and NGB-ART dated 21 August 2003; Training and Doctrine Command (TRADOC) PAM 350-70-2; REG 350-70; and other applicable specifications.

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ACRONYMS AND ABBREVIATIONS

Acronym orAbbreviation Meaning

ANG-ART Army National Guard – Army TrainingCD-ROM Compact Disc-Read Only MemoryCMI Computer-Managed InstructionCOL Check-on-LearningDA Department of ArmyDL Distance LearningDTF Digital Training FacilityFED Forward Entry DeviceFM Field ManualFOS Forward Operating SystemGFE Government Furnished EquipmentGFI Government Furnished InformationHTU Handheld Terminal UnitIAW In Accordance WithIMDP Instructional Media Design PackageIMI Interactive Multimedia Instruction LCU Lightweight Computer UnitLMS Learning Management SystemMOA Memorandum of AgreementMSR Met/SurveyNGB-ART National Guard Bureau – Army TrainingPAM PamphletREG RegulationRTT Resident Training TaskSAT Systems Approach to TrainingSCP Survey Control PointSEDME-MR Survey Equipment, Distance Measuring, Electronic-Medium RangeSME Subject Matter ExpertTATS Total Army TrainingTB Technical BulletinTM Training Manual/Technical ManualTRADOC Training and Doctrine CommandUTT Unit Training TaskUSAFAS U.S. Army Field Artillery School

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TABLE OF CONTENTS

PREFACE....................................................................................................................................IIIACRONYMS AND ABBREVIATIONS...................................................................................IVTABLE OF CONTENTS..............................................................................................................VLIST OF TABLES.....................................................................................................................VIIEXECUTIVE SUMMARY...........................................................................................................1SECTION 1 – SUMMARY DESCRIPTION OF TRAINING..................................................2

1.1 METHODOLOGIES...................................................................................................................41.2 TARGET AUDIENCE................................................................................................................81.3 SOFTWARE..............................................................................................................................81.4 COMPUTER CONFIGURATION..................................................................................................8

SECTION 2 - COURSEWARE DESIGN STRATEGY...........................................................102.1 GENERAL APPROACH...........................................................................................................102.2 LMS INTEGRATION..............................................................................................................112.3 SCORM ELEMENTS.............................................................................................................11

2.3.1 API Functions and Data Model Elements.....................................................................112.3.2 Metadata Model Testing...............................................................................................12

2.4 SCORM CONFORMANCE TESTING.......................................................................................122.4.1 SCO Run-Time Environment.......................................................................................122.4.2 Content Packaging........................................................................................................132.4.3 LMS Run-Time Environment.......................................................................................13

2.5 SCREEN DESIGN, CONTROLS, AND NAVIGATION.................................................................132.6 NAVIGATION TOOLBAR........................................................................................................142.7 STANDARD BUTTONS...........................................................................................................152.8 TRACKING AND BOOKMARKING...........................................................................................162.9 PRINTING..............................................................................................................................162.10 TEXT CONVENTIONS..........................................................................................................162.11 MEDIA REQUIREMENTS......................................................................................................162.12 PROTOTYPE LESSON...........................................................................................................172.13 SCREEN DESIGN AND PRESENTATION................................................................................17

SECTION 3 – LESSON STRATEGY........................................................................................193.1 COURSE TITLE AND DESCRIPTION.......................................................................................193.2 LESSON DESIGN AND DEVELOPMENT METHODOLOGY.......................................................19

3.2.1 Storyboards...................................................................................................................193.2.2 Strategic Design Approach...........................................................................................203.2.3 Lesson Structure............................................................................................................22

3.3 LESSON INSTRUCTIONAL STRATEGY....................................................................................243.4 TEST DESIGN STRATEGY......................................................................................................24

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3.5 KNOWLEDGE CHECKS..........................................................................................................253.5.1 Knowledge Check Activities........................................................................................263.5.2 Embedded Activities.....................................................................................................27

3.6 SAFETY, HAZARD, OR ENVIRONMENTAL CONSIDERATIONS................................................273.7 13S10/13S RTT/UTT EQUIPMENT CONSIDERATIONS.........................................................273.8 COURSE DATA – TASKS AND OBJECTIVES...........................................................................27

Phase I Tasks and Objectives (23 lessons)............................................................................28Phase II Tasks and Objectives (39 lessons)...........................................................................34

3.9 REFERENCES.........................................................................................................................42SECTION 4 – COURSEWARE LOGIC FLOW DIAGRAMS...............................................44

EXAMPLE OF COURSE FLOW......................................................................................................44EXAMPLE OF LESSON FLOW.......................................................................................................45

APPENDICES..............................................................................................................................47APPENDIX A: EXAMPLE OF STORYBOARD WITH PAGE TYPE DEFINITIONS...............................48Appendix B: Project Standards..................................................................................................50

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LIST OF TABLES

Table 1. IMI Training Hours............................................................................................................2Table 2. Levels of Interactivity by Task..........................................................................................5Table 3. API Functions and Data Model Elements........................................................................11Table 4. Standard Buttons..............................................................................................................15Table 5. Screen Layouts................................................................................................................17Table 6. References.......................................................................................................................42

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EXECUTIVE SUMMARY

The 13S10/13S RTT/UTT IMI courseware purpose is to provide training to enlisted personnel to perform duties at various skill levels as a member of a field artillery survey party. The course will be web-based and optimized to run on Microsoft Internet Explorer 6.0 or greater. The course will run on The Army Distributed Learning Program Digital Training Facilities (DTF). Both the CD-ROM version and the LMS version will also run on stand alone computers that meet baseline requirements.

The 13S10/13S RTT/UTT IMI courseware will require the students to demonstrate what they have learned through check on learning and practical exercises. Students will receive immediate feedback and remedial training to enhance and reinforce learning. All lessons will be evaluated at the storyboard and IMI stages. Each storyboard and iterative IMI deliverable will receive internal and Government reviews of both technical content and presentation.

The 13S10/13S RTT/UTT IMI courseware, developed by Contractor will be delivered in incremental phases including IMDP, Prototype, Storyboards, Beta Product, and Final Product.

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SECTION 1 - SUMMARY DESCRIPTION OF TRAINING

The 13S10/13S RTT/UTT Interactive Multimedia Instruction (IMI) Distance Learning (DL) courseware is being developed in accordance with the MOA, USAFAS and NGB-ART dated 21 August 2003; Subcontract S-8918. The courseware design follows the guidelines set forth in TRADOC PAM 350-70-2 for military multimedia development training programs. The design features Level 2 and Level 3 interactivity (as defined and approved by the proponent) between the student and the computer-controlled courseware, and utilizes the latest approved multimedia technology available for Web-enablement. The IMI may incorporate text, 2-D or 3-D graphical animations, graphics, photographs and audio. The 13S10/13S RTT/UTT courseware will use simulation, tutorial and inquiry, and drill and practice strategies to reinforce learning and comprehension.

The 13S10/13S RTT/UTT courseware will use a web-based, multimedia, interactive distributed learning model to train enlisted personnel to perform the duties of a skill level one member of a field artillery survey party. This course is comprised of 62 lessons and will provide 92.15 hours of instruction. Each lesson will culminate in a simulation exercise and include an application level pre-test and two post-tests delivered with the courseware. The course will be delivered in phases. Phase one will consist of 23 lessons and phase two will consist of the remaining lessons. The delivery for phase two is to be determined based on the release of updated version of software for the Ruggedized Handheld Control (RHC). The following table describes the 92.15 hours by task:

Table 1. IMI Training Hours Task

Number Title of Lesson Time to Complete

061-355-5100 Prepare the FOS HTU for Operation 1.5 hr

061-355-5105 Shut Down the FOS Device .75 hr

061-355-5102 Initialize the FOS Device 1.5 hr

061-355-5107 Process Monitored Messages .75 hr

061-355-5103 Establish Operational Parameters 1.5 hr

061-355-5104 Transmit Information Messages .75 hr

061-355-5112 Process a Survey Search Order .75 hr

061-355-5113 Enter or Update a Survey Point or Survey Control Point 1.25 hr

061-302-1026 Record Field Notes* 3 hr

061-302-1202 Measure Distance with the Survey Equipment, Distance Measuring, Electronic-Medium Range (SEDME-MR)*

2 hr

061-355-5116 Process a Record in the Intersection Calculation File 2 hr

061-302-1047 Compute an Azimuth from a Simultaneous Observation* 2 hr

061-355-5114 Process a Record in the Artillery Astro Calculation File 2.25 hr

061-355-5115 Process a Record in the Hasty Astro Calculations File 2.25 hr

061-355-5118 Process a Record in the Traverse Calculation File 1.75 hr

061-355-5119 Process a Record in the Triangulation Calculation File 1.75 hr

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Task Number Title of Lesson Time to

Complete061-355-5120 Process a Record in the Resection Calculation File 1.5 hr

061-355-5125 Process a Record in the Trig Traverse Calculation File 1.75 hr

061-355-5126 Process a Record in the Coordinate Conversion File 1.2 hr

061-355-5127 Process a UTM to GEO Listed Datum Transformation 1.2 hr

061-355-5128 Process a Gauss-Kruger Datum Transformation 1.2 hr

061-355-5129 Process a User Defined Datum Transformation 1.2 hr

061-355-5122 Process a Record in the Star ID Calculation File 1.2 hr

061-355-5123 Process a Record in the Polaris Tabular Method Calculation File 1.75 hr

061-355-5124 Process a Record in the Grid Convergence Calculation File 1.5 hr061-302-1203 Perform Operator Services, Checks, and Adjustments on the Survey Equipment,

Distance Measuring, Electronic-Medium Range (SEDME-MR)*1.5 hr

061-302-1053 Perform Theodolite Tests and Adjustments* 1.5 hr061-302-1060 Measure Angles with a 0.2-MIL Theodolite* 2.5 hr061-302-1061 Measure Angles with a 0.002-MIL Theodolite* 1.75 hr061-302-5000 Perform an Astronomic Observation with a Theodolite* 2.5 hr061-302-5001 Perform Services on a Theodolite* 1.2 hr061-302-5100 Measure an Azimuth with the North Seeking Gyro* 1.2 hr061-302-5101 Perform Operator Checks and Services on the North Seeking GYRO* .95 hr061-302-1065 Compute Conversion and Transformation of Coordinates and Azimuth 1.75 hr061-302-5003 Convert to Common Control 1.45 hr061-355-5106 Initialize the Graphics Map .95 hr061-355-5108 Process Routed Messages 1.2 hr061-355-5110 Perform Transmit Queue Operations .95 hr061-355-5111 Process Point/Installation Information Using the SPRT PNT Message 1.2 hr061-355-5117 Process a Record in the Azimuth/Distance Calculation File 1.25 hr061-355-5121 Process an Azimuth from a Sun or Star Altitude Observation Using the HTU 1.5 hr061-302-1063 Mark Survey Positions with the Position and Azimuth Determining System (PADS)* 1.2 hr061-302-2179 Perform Operator Preventive Maintenance on the Position and Azimuth Determining

System (PADS)*1 hr

061-302-5002 Update the Position and Azimuth Determining System (PADS)* .95 hr061-302-5004 Perform Initialization of the Position and Azimuth Determining System (PADS)* .75 hr061-355-5200 Process Fire Unit/Equipment Information Using the SPRT UNIT Message 1.2 hr061-355-5201 Process Database Records from the Graphics Map 1.2 hr061-355-5109 Process Medical Evacuation Information Using the MEDEVAC message 1.2 hr061-302-2102 Evaluate Survey Information 2.5 hr061-302-2165 Install the Position and Azimuth Determining System (PADS) in a Vehicle* 1 hr061-302-2181 Establish a Declination Station* 1.5 hr

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Task Number Title of Lesson Time to

Complete061-302-5008 Plan a Position and Azimuth Determining System (PADS) Survey* 1.75 hr061-355-5301 Install FOS Software 1.75 hr061-302-3201 Plan a Traverse Scheme* 1.45 hr061-302-3202 Plan a Triangulation or Intersection Scheme* 1.45 hr061-302-3203 Plan a Three-Point Resection* 1.45 hr061-302-5006 Plan an Astronomic Observation 1.2 hr061-302-3217 Determine Datum, Spheroid or Ellipsoid, and Grid System for Area of Operation* 1.75 hr061-302-4301 Plan a Survey Operation* 1.75 hr061-302-5007 Locate Traverse Error 1.75 hr 061-302-5009 Check Conversion and Transformation Computations .75 hr061-302-5024 Check Survey Field Notes and Computations 3 hr

Approximate -- TOTAL 92.15 hr

*Lessons in Phase one delivery (23 lessons).

1.1 Methodologies

The Systems Approach to Training (SAT) methodology is being used throughout the development of the 13S10/13S RTT/UTT courseware to achieve the desired instructional outcomes.

1.1.1 Interactivity Levels and Bloom’s Taxonomy

This course will incorporate Level II and III interactivity as defined in the TRADOC 350-70-2 and MIL-HDBK 29612 as follows:

Level II

Limited interaction in which the student makes simple responses to instructional cues. The amplification of the definition of Level II includes, but is not limited to:

Used for non-complex operations and procedures Involves recall of basic information Presents simple emulations or simulations Student has moderate control over lesson Can include simple to standard developed graphics, and/or clip-art, and

customer provided video/audio clipsLevel III

Complex participation in which the student makes a variety of responses using varied techniques in response to instructional cues. The amplification of the definition of Level III includes, but is not limited to:

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Used for complex operations and procedures Involves recall of complex information Presents emulations and simulations, often with video and/or graphics;

lesson scenarios are typically complex and involved Student has substantial control over lesson scenarios; might be required to

alternate between multiple screens to keep pace with the lesson material Can include complex developed graphics, and/or clip-art, and customer

provided video/audio clips Multiple software branches (two to three levels) and rapid response are

provided to support remediation

Table 2. Levels of Interactivity by Task

TASK TITLE INSTRUCTION(level 2)

PEs(level 3)

061-355-5100 Prepare the FOS HTU for Operation 1 .5

061-355-5105 Shut Down the FOS Device .5 .25

061-355-5102 Initialize the FOS Device 1 .5

061-355-5107 Process Monitored Messages .5 .25

061-355-5103 Establish Operational Parameters 1 .5

061-355-5104 Transmit Information Messages .5 .25061-355-5112 Process a Survey Search Order .5 .25

061-355-5113 Enter or Update a Survey Point or Survey Control Point 1 .25

061-302-1026 Record Field Notes* 2 1

061-302-1202 Measure Distance with the Survey Equipment, Distance Measuring, Electronic-Medium Range (SEDME-MR)*

1.5 .5

061-355-5116 Process a Record in the Intersection Calculation File 1.5 .5

061-302-1047 Compute an Azimuth from a Simultaneous Observation* 1.25 .75061-355-5114 Process a Record in the Artillery Astro Calculation File 1.5 .75061-355-5115 Process a Record in the Hasty Astro Calculation File 1.5 .75061-355-5118 Process a Record in the Traverse Calculation File 1 .75

061-355-5119 Process a Record in the Triangulation Calculation File 1 .75061-355-5120 Process a Record in the Resection Calculation File 1 .5061-355-5125 Process a Record in the Trig Traverse Calculation File 1 .75061-355-5126 Process a Record in the Coordinate Conversion File .7 .5061-355-5127 Process a UTM to GEO Listed Datum Transformation .7 .5061-355-5128 Process a Gauss-Kruger Datum Transformation .7 .5061-355-5129 Process a User Defined Datum Transformation .7 .5061-355-5122 Process a Record in the Star ID Calculation File .7 .5061-355-5123 Process a Record in the Polaris Tabular Method

Calculation File1 .75

061-355-5124 Process a Record in the Grid Convergence Calculation File 1 .5061-355-5100 Prepare the FOS HTU for Operation 1 .5

061-355-5105 Shut Down the FOS Device .5 .25

061-355-5102 Initialize the FOS Device 1 .5

061-355-5107 Process Monitored Messages .5 .25

061-355-5103 Establish Operational Parameters 1 .5

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PEs(level 3)

061-355-5104 Transmit Information Messages .5 .25061-355-5112 Process a Survey Search Order .5 .25

061-355-5113 Enter or Update a Survey Point or Survey Control Point 1 .25

061-302-1026 Record Field Notes 2 1

061-302-1202 Measure Distance with the Survey Equipment, Distance Measuring, Electronic-Medium Range (SEDME-MR)

1.5 .5

061-355-5116 Process a Record in the Intersection Calculation File 1.5 .5

061-302-1047 Compute an Azimuth from a Simultaneous Observation 1.25 .75061-302-1203 Perform Operator Services, Checks, and Adjustments on

the Survey Equipment, Distance Measuring, Electronic-Medium Range (SEDME-MR)*

1 .5

061-302-1053 Perform Theodolite Tests and Adjustments* 1 .5061-302-1060 Measure Angles with a 0.2-MIL Theodolite* 1.5 1061-302-1061 Measure Angles with a 0.002-MIL Theodolite* 1 .75061-302-5000 Perform an Astronomic Observation with a Theodolite* 2 .5

061-302-5001 Perform Services on a Theodolite* .7 .5061-302-5100 Measure an Azimuth with the North Seeking Gyro* .7 .5

061-302-5101 Perform Operator Checks and Services on the North Seeking GYRO*

.7 .25

061-302-1065 Compute Conversion and Transformation of Coordinates and Azimuth

1 .75

061-302-5003 Convert to Common Control .7 .75061-355-5106 Initialize the Graphics Map .7 .25061-355-5108 Process Routed Messages .7 .5061-355-5110 Perform Transmit Queue Operations .7 .25

061-355-5111 Process Point/Installation Information Using the SPRT PNT Message

.7 .5

061-355-5117 Process a Record in the Azimuth/Distance Calculation File 1 .25061-355-5121 Process an Azimuth from a Sun or Star Altitude

Observation Using the HTU1 .5

061-302-1063 Mark Survey Positions with the Position and Azimuth Determining System (PADS)*

.7 .5

061-302-2179 Perform Operator Preventive Maintenance on the Position and Azimuth Determining System (PADS)*

.5 .5

061-302-5002 Update the Position and Azimuth Determining System (PADS)*

.7 .25

061-302-5004 Perform Initialization of the Position and Azimuth Determining System (PADS)*

.5 .25

061-355-5200 Process Fire Unit/Equipment Information Using the SPRT UNIT Message

.7 .5

061-355-5201 Process Database Records from the Graphics Map .7 .5061-355-5109 Process Medical Evacuation Information Using the

MEDEVAC message.7 .5

061-302-2102 Evaluate Survey Information 1.5 1061-302-2165 Install the Position and Azimuth Determining System

(PADS) in a Vehicle*.5 .5

061-302-2181 Establish a Declination Station* 1 .5

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PEs(level 3)

061-302-5008 Plan a Position and Azimuth Determining System (PADS) Survey*

1 .75

061-355-5301 Install FOS Software 1 .75061-302-3201 Plan a Traverse Scheme* .7 .75061-302-3202 Plan a Triangulation or Intersection Scheme* .7 .75061-302-3203 Plan a Three-Point Resection* .7 .75061-302-5006 Plan an Astronomic Observation .7 .5

061-302-3217 Determine Datum, Spheroid or Ellipsoid, and Grid System for Area of Operation*

1 .75

061-302-4301 Plan a Survey Operation* 1 .75

061-302-5007 Locate Traverse Error 1 .75061-302-5009 Check Conversion and Transformation Computations .5 .25

061-302-5024 Check Survey Field Notes and Computations 2 1

*Lessons in Phase one delivery (23 lessons).

This course consists of TLOs that are at the application level of Bloom’s taxonomy as indicated in section 3.8, Course Objectives for 13S10/13S RTT/UTT IMI. To derive the level of interactivity and student learning outcomes; our designers will implement design strategies at the application level. The instructional designer will carefully analyze the content and then develop effective interactions that will require the learner to respond in similar ways during the training, as they will on the job. This strategy is evidenced in the Perform Theodolite Test and Adjustment prototype lesson through the practice and perform (e.g. walk, run) sections of the IMI. After the student has viewed the steps and procedures for each Theodolite test and adjustment, the user will then have the opportunity to practice the procedure. After the practice, the student will then perform the steps and procedures on his/her own to determine proficiency of the learning outcome.

Research has shown that students remember more when they have learned the topic using the high levels of the taxonomy. Therefore, the ISD will use performance-based design strategies that enhances the student’s psychological transformation of information related to the job. The following image below emphasizes the application level that will be implemented into the lessons for 13S10/13S RTT/UTT IMI.

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Bloom’s Taxonomy

1.2 Target Audience

The 13S10/13S RTT/UTT course is designed for enlisted personnel to perform duties at various skill levels as a member of a field artillery survey party.

1.3 Software

The IMI will be designed for self-paced learning without facilitation. All content will be delivered via the CD-ROM or the Aspen V1.1 Learning Management System. The CD-ROM version will support the user bookmarking, completion and pass/fail status when the SCOs are complete. The user should use the same system to complete an entire lesson and must enable cookies in his/her browser in order for the CD-LMS to function. The Aspen LMS will track progress and record completion. This courseware is designed and developed to run through the Digital Training Facility (DTF) and on the baseline home computer. Specifications are listed below and contained on the Army Training Support Center (ATSC) web site.

1.4 Computer Configuration

The following list contains the minimum hardware and software configuration for this courseware:

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Hardware

CPU - Pentium II / III or equivalent, 233 or higher MHz speedRandom Access Memory (RAM) - 128 MbytesSound Card - Sound Blaster compatible audio card to include:Graphics/Media standards found in Windows 95 and Windows 98Hard Drive - 1 Gigabyte free storage areaFloppy Drive – At least one standard 3.5” / 1.44 Mbyte floppy drive56K MODEMCD-ROM Drive - quadruple-speed (4X) or faster with maximum access time of 250MS

Software

Operating Systems - Windows 98, Windows ME, Windows 2000, or Windows XPBrowser Support Software (Media Players/Plug-InsWindows Media Player v. 6.4Adobe Acrobat Reader v5.0 or higherMacromedia Flash v. 6.0Visual Basic Scripting support v. 5.0Vector Graphics Rendering VML v. 6.0Internet Web Browser - Microsoft Internet Explorer, version 6.x with 128-bit Secure Sockets Layer (SSL) encryption.

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SECTION 2 - COURSEWARE DESIGN STRATEGY

The designs of the lessons are based on the approved terminal learning objectives located in Section 3.8 and will be built using the approach described in section 2.1. The courseware will conform to the Sharable Content Reference Model (SCORM) version 1.2 as defined by the Advanced Distributed Learning (ADL), dated October 2001. This version of the model outlines the SCORM Application Program Interface (API), data elements and package requirements for successful LMS integration. This section will also outline the approach to SCORM conformance, elements to be tracked, and conformance testing.

2.1 General Approach

The courseware will be dual delivered as either ready for LMS integration or CD-ROM based delivery on the baseline PC. The CD-ROM version will support the user bookmarking, completion and pass/fail status when the SCOs are complete. The user should use the same system to complete an entire lesson and must enable cookies in his/her browser in order for the CD-LMS to function. The Aspen LMS will track progress and record completion. The LMS version will contain the same SCORM functions as the CD version; however the communications will be enabled so data can be stored in the LMS.

Each lesson will be comprised of the following if the TLO includes supporting ELOs. Each SCO is explained in detail in section 3.2.2:

SCO 1 – Introduction SCO 2 – Pretest SCO 3 – Presentation of Instruction SCO 4 – Post Test A SCO 5 - Post Test B

Each lesson will be comprised of the following if there is only a TLO with no supporting ELOs. Each SCO is explained in detail in section 3.2.2:

SCO 1 – Pretest SCO 2 – Presentation of Instruction SCO 3 – Post Test A SCO 4 - Post Test B

Contractor will aggregate all of the SCOs to generate a SCORM conformant package delivered as a course to the LMS. The LMS version will also comply with the Army mandatory SCORM metadata requirements as defined by the ATSC DLXXI contract. The CD-ROM version will have an index screen with links to launch each SCO for easy navigation throughout the course menu.

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2.2 LMS Integration

The courseware will be built to the SCORM 1.2 specification. The Army LMS (currently Aspen v 1.1 transitioning to SABA summer of ’04) and the Aspen V1.1 LMS are both SCORM 1.2 compliant as of the time of this IMDP.

Contractor will test the playability of the product in the LMS by loading the courseware into the LMS available at ATSC. The courseware will then perform correctly in the LMS when accessed from a DTF. This will ensure that the courseware will function on a SCORM 1.2 LMS.

2.3 SCORM Elements

2.3.1 API Functions and Data Model Elements

The courseware will use the following API Functions as well as the Data Model Elements as required by ATSC for approval:

Table 3. API Functions and Data Model Elements

API Use Required Execution State

LMSInitialize() This function indicates to the API Adapter that the SCO is going to communicate with the LMS. It allows the LMS to handle LMS specific initialization issues. It is a requirement of the SCO that it call this function before calling any other API functions.

Yes (SCORM Mandatory)

LMSFinish() The SCO must call this function before it terminates, if it successfully called LMSInitialize at any previous point. This call signifies two things:

1. The SCO can be assured that any data set using LMSSetValue() calls has been persisted by the LMS.

2. The SCO has finished communicating with the LMS.

Yes (SCORM Mandatory)

Data TransferLMSGetValue() This function allows the SCO to obtain information from the LMS.

It is used to determine:

Values for various categories (groups) and elements in the data model

The version of the data model supported Whether a specific category or element is supported The number of items currently in an array or list of

elements1.

Yes

LMSSetValue() This function allows the SCO to send information to the LMS. YesLMSCommit() If the API Adapter is caching values received from the SCO via

an LMSSetValue(), this call requires that any values not yet persisted by the LMS be persisted.

Yes

State ManagementLMSGetLastError The SCO must have a way of assessing whether or not any given

API call was successful, and if it was not successful, what went wrong. This function returns an error status code resulting from

Yes

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the previous API call. Each time an API function is called (with the exception of this one, LMSGetErrorString, and LMSGetDiagnostic -- the error functions), the error code is reset. The SCO may call the error functions any number of times to retrieve the error code, and the code cannot change until the next API call is made.

Data Element Usage Requiredcmi.core.score.raw Indication of the performance of the student during his last

attempt on the SCO. This score may be determined and calculated in any manner that makes sense to the SCO designer. For instance, it could reflect the percentage of objectives complete, it could be the raw score on a multiple choice test, or it could indicate the number of correct first responses to embedded questions in a SCO.

Yes (ResumedGraded Tests only)

cmi.core.lesson_location

This element defines where the student last was inside the SCO. The element could be used by the SCO to store off a "bookmark" during the session. If the SCO is suspended, and then is re-entered later, the lesson_location could be used by the SCO to send the student back into the SCO where they left off.

Definition SCO functionality: The courseware shall receive the bookmark element from the LMS and either go directly to the bookmark location or pop-up a dialog box and give the student a choice to start-over at the beginning or go to the bookmark location. The courseware shall place a bookmark each time a student enter a page and on exiting from the courseware. Some exams may exclude bookmarking. In those cases, a bookmark shall not be set each time a student enters a page or exits within the exam.

Yes (some exams may exclude)

2.3.2 Metadata Model Testing

Contractor will follow the Army mandatory requirements listed in the June 2003, IMI SOW provided by ATSC. The purpose of us noting this requirement is to ensure that the Metadata provided with the SCOs will meet the current statement of work for all TRADOC funded courses.

Contractor understands that all metadata must be: A well formatted XML document Contains all of the elements related to the data provided Will pass the ADL SCORM conformance test suite version 1.2.7

2.4 SCORM Conformance Testing

2.4.1 SCO Run-Time Environment

Contractor will test each SCO as well as the course aggregation against the ADL Test Suite. This test will simulate that LMS launching of the courseware and that the courseware passes the SCORM 1.2 mandatory data elements. The test software provides and API adaptor that, when the SCO is launched, tests to make

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sure that the SCO is working appropriately with the adaptor. The test suite verifies that the SCO accepts the required elements and that the communication between the SCO and ultimately the LMS are in accordance with the SCORM specification. This does not ensure that it will work with the LMS but provides us with a way to test the SCO prior to delivery.

2.4.2 Content Packaging

Contractor will run the final LMS version of the course through the ADL SCORM Conformance Test Suite Version 1.2.7. This test will verity that the package is complete and conforms to the minimum SCORM requirements and tests to ensure that metadata is well formed and meets the ADL requirements. A copy of the test suite log will be provided with the final deliverable.

2.4.3 LMS Run-Time Environment

Contractor understands that Aspen ver. 1.1 will be the LMS used to deliver the courseware to the target audience. Contractor owns a license of Aspen and because of this we will be able to test the SCORM conformant courseware prior to delivery. It is our intent to deliver SCORM 1.2 conformant tested in the Aspen LMS to the U.S. Army Intelligence Center to be successfully integrated into their LMS at Ft. Sill. Contractor understands that successfully integrating the courseware into the LMS is part of the final approval of the courseware and is prepared to complete this requirement.

2.5 Screen Design, Controls, and Navigation

The screen design will provide a consistent look for the courseware. It will provide an attractive, intuitive interface while maximizing the space available for presentation.

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2.6 Navigation Toolbar

The navigation toolbar contains eleven buttons to facilitate interaction with the course and an information area to provide prompts to the student. The Return button appears when the student is on the last page of remediation. The student will click on the Return button in the toolbar to return to the previous check on learning or exercise.

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2.7 Standard Buttons

Navigational requirements include the following elements:

Table 4. Standard ButtonsStandard Buttons

Type of Button DescriptionNext Arrow An arrow button that allows the user to advance to the next frame. Back Arrow An arrow button that allows the user to return to the previous frame. BOOKMARK and EXIT

Allows the user to exit the course and return to the main menu.

PRINT Allows the user to print the current frame if a printer is connected. HELP Displays the help screen that provides user navigation tips. REFERENCE Provides access to a list of resources related to this course and the text version of the

narration. MENU Allows the user to choose a PE and bypass the instruction. Replay An icon to allow the user to stop, replay, and play the available audio, video, and/or

animation within the frame. Pause An icon to allow the user to pause the media. When the media is paused, this

becomes the play button. Stop An icon to allow the user to stop and rewind available audio, video, and/or

animation within the frame. RETURN Allows the user to return to a check on learning from a remediation screen.

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2.8 Tracking and Bookmarking

The Courseware will be built to the SCORM 1.2 specification with the intention of setting a bookmark when the user exits the lesson. This bookmark will be retrieved when the user re-enters the lesson and the user will be prompted and asked if he/she want to return to the last page viewed. The courseware will also pass back completion status as well as pass or fail information to the LMS. Tracking course completion will be handled by using the SCORM data element cmi.core.lesson_status. This value will be set as passed or failed based upon how the student performed on any of the examinations. The status of passed will be set in the LMS upon either, successful completion of the pretest, or any of the posttests. The status of failed will be set in the LMS upon failure of the second posttest.

2.9 Printing

Many reference materials will be provided to the students in the reference page. The resources will be provided in the Adobe Portable Document Format (PDF) and will be printable using the interface controls provided with Acrobat Reader.

2.10 Text Conventions

Contractor will use style sheets extensively to ensure that text conventions are consistent throughout the courseware. Titles, instructional text, menu options, navigation instruction prompts and labels will all be identified as a style to ensure that they are unique and easily identified. The font used will be 13 point Arial bold. The minimum font size for instructional text will be 12 point to ensure readability. The page title will be larger while the navigation instruction may be smaller. The color of the font will be determined after the interface design is completed to ensure that it is aesthetically pleasing and complementary to the background. Readability is the most important design consideration of the interface.

2.11 Media Requirements

Course media will include still photos, graphics, Flash animation, and audio. There will be no video in the course. Each media type will be used as appropriate to facilitate the best presentation of course content.

Motion may be used when appropriate to convey an action and/or movement of objects or persons. Motion will be accomplished using animation or video. Animation may include digital audio to enhance the instructional value of the procedure being demonstrated. In all cases, motion will only be used where the instructional value of the material will be enhanced.

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Still photos will be used to realistically present 13S10/13S RTT/UTT equipment. Photos may be provided by the client, taken from our stock library, or arrangements can be made to have them shot by our videographer/photographer. Army personnel appearing in photos will be actual service members and will include personnel from diverse cultural and ethnic backgrounds.

Graphics will include diagrams, flowcharts, and drawings used as necessary to illustrate concepts and procedures within the course. Flash animation will be used to when appropriate to emphasize or clarify concepts and to make content more engaging.

Audio will be used to present course content through narration or dialog. All audio will be recorded using in-house production facilities. Audio signals will be recorded in accordance with TRADOC PAM 350-70-2 audio guidelines and stored in digital format.

2.12 Prototype Lesson

This prototype reflects the standards, conventions and instructional approach identified in this document. Once approved, this prototype will become the “baseline” upon which the entire course will be modeled. The prototype lesson will be a representative sample of content and will not exceed 30 minutes of seat time.

2.13 Screen Design and PresentationDesign standards have been established and will be maintained throughout the 13S10/13S RTT/UTT IMI courseware to ensure consistency and enhance the presentation of instruction. For this reason, standardized screen layouts have been developed, and are shown in Table 6. These screen layouts represent the initial layouts from which variations will emerge.

Table 5. Screen LayoutsScreen Description Illustration

Standard Screens: Screens that are used repeatedly throughout the courseware, serving the same purpose in each lesson. Note that all lesson screens will contain the lesson title, topic title, and page number.

LESSON INTRODUCTION SCREEN

Introduction to lessons and topics: Full screen 3D graphic with text and audio.

LESSON AND TOPIC SUMMARY SCREEN

Transition/Summary: Full screen 3D graphic with audio and timed bullets.

Instructional Screens: These are various screen layouts that may be used to present the 13S10/13S RTT/UTT IMI courseware. Note that all lesson screens will contain a lesson title and page number (e.g., “1 of 30”).

VERTICAL THIRD Graphics on right 2/3 of the screen with text on the left.

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Screen Description IllustrationFULL-GRAPHIC Graphic on most of the screen.

FULL TEXT Text on most of the screen.

Question Screens: Screen layouts that may be used for check on learning questions.

BRIEF SIMULATION Students will interact with on-screen representations of equipment controls in response to a prompt.

MULTIPLE CHOICE Multiple-choice question. Variations of this design will be used that will incorporate graphics related to the content.

Question Screens: Screen layouts that may be used for application level practical exercises.

SIMULATION Students will interact with on-screen representations of equipment controls in response to a scenario or prompt.

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SECTION 3 - LESSON STRATEGY

3.1 Course Title and Description

13S10/13S RTT/UTT

The 13S10/13S RTT/UTT IMI courseware purpose is to provide training to enlisted personnel to perform duties at various skill levels as a member of a field artillery survey party. This courseware will use a web-based, multimedia, interactive distributed learning model to meet the US Army Field Artillery School’s requirement to convert selected tasks within the TATS Field Artillery Surveyor Course for DL delivery. The purpose of the courseware is to train enlisted personnel to perform the duties of a skill level one member of a field artillery survey party. Each task to be trained will be designed as a stand-alone lesson to be delivered by the client’s LMS. This IMI project consists of 62 lessons comprising approximately 92.15 hours of instruction. Each lesson will include an introduction, IMI instruction, a practical exercise, and pre-tests and post-tests to emulate what the soldier will do in the field.

3.2 Lesson Design and Development Methodology

The 13S10/13S RTT/UTT IMI courseware design relies heavily upon analysis of the GFI supplied to the contractor, and discussions with government Subject Matter Experts (SME). Contractor instructional designers conducted an intensive review of the government provided 13S10/13S RTT/UTT documents and reference material supplied as GFI. The course was organized by task into independent lessons which will be accessed via the LMS.

As specified by the client, each lesson will be designed as a stand-alone course. Therefore, there is no course design strategy per se, apart from the lesson design strategy presented in the following section.

A collaborative and iterative process is used centered on a traditional instructional systems design (ISD) methodology in designing and developing 13S10/13S RTT/UTT course for presentation as IMI. The ISD model is based on tying instructional strategies and instructional content to specific learning objectives. Designers will organize and present the material in a logical fashion in order to facilitate student mastery of the course learning objectives.

3.2.1 Storyboards

Instructional designers will create storyboards prior to the lessons going into multimedia production. During this stage the designers communicate the design of the lesson. The storyboard will then go through an internal review prior to submitting to the customer for review using Utopia. Once the storyboards have been revised and finalized, lessons will go into production. An example of a storyboard can be found in Appendix A with definitions of what goes into each

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section. In addition, page type descriptions are provided to assist reviewers when evaluating storyboards.

3.2.2 Strategic Design Approach

Instructional sequences are designed to support student comprehension of the topic’s material and performance of the topic’s associated objectives. This course consists of performance-based objectives and will be designed at the application level. Refer to Section 3.8, Course Objectives, to view terminal learning objectives, enabling learning objectives, and critical tasks for 13S10/13S RTT/UTT IMI.

Each lesson consisting of a TLO with supporting ELOs will include the following design structure: Introduction, Pretest, Instructional Presentation and Summary, Post-test A, and Post-test B. The following design structure will be used when lessons consist of only a TLO with no supporting ELOs: Pretest, Instructional Presentation and Summary, Post-test A, and Post-test B. The approved prototype shall be the design standard in which to follow. The following is a description of each design element.

Introduction

A lesson consisting of a TLO with supporting ELOs will include an introduction SCO. The introduction will begin by providing the student the overall goal of the lesson, the terminal learning objective (TLO), key training points for the lesson, and how it fits into the bigger picture of the course. The student will be informed on how the instruction will be presented and the method of evaluation. A motivational statement will be presented as to why this lesson is important to learn and consequences of non-performance. If there are any prerequisites, the student will be informed as to the prerequisites and how the prerequisites relate to the lesson and why followed by an introduction summary.

Lessons consisting of a TLO with no supporting ELOs will not include an introduction SCO. An introduction will be part of the instructional presentation and begin with an introduction and why the tasks in this lesson are important. Students will be informed of the overall learning objective in this lesson and how the lesson will be structured (e.g. presentation, check on learning, practical exercise, and test). Safety Warnings, if any, will also be introduced along with any prerequisite content prior to the instructional presentation.

Pretest

The pretest will provide the student the opportunity to test out of the lesson. An introduction will be presented, followed by an explanation of the type of assessment presented in the pretest, and how to perform each assessment (e.g.

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drag and drop, etc.). During the pretest a variety of assessment questions will be presented that will be representative of the instruction, check on learning, practical exercises, and post-test. For example, the student will demonstrate how to perform the circular bubble test and adjustment in the Perform Theodolite Tests and Adjustments lesson. This type of exercise would be “recycled” during the instruction and posttest to enhance learning and provide consistency throughout. A pretest summary page will inform the student of results and transition the student to the main menu to bypass the instruction or advance to the lesson presentation.

Instructional Presentation

The presentation will begin with an introduction and why the tasks in this lesson are important. Students will be informed of the key training points and/or performance measures presented in this lesson followed by how the lesson will be structured (e.g. presentation, check on learning, practical exercise, and test), any safety warnings, applicable prerequisites and how the prerequisites relate to the lesson and why prior to the instructional presentation.

In addition a cognitive instructional strategy known as "advance organizer or cognitive organizers" will be used to promote the learning and retention of new information. This is demonstrated in the prototype lesson as follows:

Presenting the key training points at the beginning of the lesson to prepare the student as to what they are about to learn (e.g. advance or cognitive organizer)

Presenting the material in a logical order and engaging the students in meaningful learning activities (e.g. demonstrating procedures, followed by guided practice, and then allowing the student to perform the procedure or the crawl, walk, run strategy)

Providing transitional statements throughout the lesson in relation to the advance organizer (e.g. key training points) that provides a “roadmap” to guide the student throughout the lesson (e.g. where the student has been, is now, and where the student is going).

Activities will be provided to the student throughout the presentation to reinforce learning points. For performance based activities, such as adjusting the plate level for the theodolite, the designer will first demonstrate how to adjust the plate level followed by student practice with guidance and then allowing the student to perform the activity without guided prompts. The designer will provide real-world experiences such as providing the opportunity for the student to perform activities that he/she may perform in the job (e.g., actually moving the 0.002 theodolite into the first position), if applicable. Learning activities and/or practical exercises will

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simulate real-life situations by providing the student the opportunity to practice and perform at an application level for performance based objectives prior to taking the post-test. If sequenced steps are presented and practiced, audio and text will guide the student through the sequence of events. For knowledge based objectives (e.g. factual information such as identifying symbols and abbreviations used in recording field notes), the designer will reinforce learning points by providing activities that will reinforce the content. Refer to Section 3.4 and 3.5 to view the testing strategies for this course.

The instructional presentation will conclude by summarizing the main learning points of the lesson. The summary will provide a transitional statement to the post-test.

Post-test A and B

The post-test will provide the opportunity to assess what the student has learned. An introduction will be presented, followed by a variety of assessment questions that will representative of the instruction, check on learning, practical exercises, and pretest. For example, presenting the student how to center the bubble on the theodolite, and then having the student perform this activity. This type of exercise would be “recycled” during the instruction and pretest to enhance learning and provide consistency throughout. A post-test summary page will inform the student of results and transition the student to either the main menu, or Post-test B if the student failed the first post-test. If the student fails Post-test A, he/she will have the opportunity to review the instruction again, and then proceed to Post-test B. Although, content that is procedural such as plate level test and adjustment, located in the Perform Theodolite Test and Adjustment lesson, will remain the same from Post-test A and B, data inputs as in horizontal collimation test and adjustment will vary between the two Post-tests to assess student learning.

The IMI will provide topical and objective reinforcement via knowledge checks and using interactive learning techniques. The course will be constructed to provide the student with contextual job-related reasons to learn the materials and perform objectives. While live training can never be replaced, the application of technology can provide simulations to enhance training that can be transferred into the real-world. Knowledge checks and feedback responses will be integrated into the instruction to enhance student learning and promote success.

3.2.3 Lesson Structure

Lesson – Lesson NameSCO 1 – Introduction

Introduction Administrative Information (TLO)

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Key Training Points for This Lesson Presentation and Method Evaluation Prerequisite Knowledge Summary

SCO 2 – Pretest Introduction and Instructions Pretest Exercises Summary

SCO 3 – Presentation of Instruction Lesson Introduction Purpose Key Training Points for This Lesson Presentation and Method Evaluation Safety Warning Prerequisite Knowledge Instructional Presentation

Topic of Instruction to include introduction, knowledge checks, and transitional statements

Topic of Instruction to include introduction, knowledge checks, and transitional statements

Continue with topics of instruction until all material has been presented.

Lesson Summary Practical Exercise Introduction and Instructions

PE(s) PE Summary

SCO 4 – Post Test A Introduction PE(s) Summary (PE summary)

SCC 5 – Post Test B Introduction PE(s) Summary (PE summary)

Note: There will be no SCO 1 if there is only a TLO with no supporting ELOs in lesson.

3.3 Lesson Instructional Strategy

Within each IMI lesson, one or more of the following instructional strategies may be employed:

Tutorial and Inquiry: This strategy will be used to present general knowledge related to a concept. For example, the tutorial and inquiry strategy may be used to present

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information about astronomical concepts. Content-based COL questions will be used to evaluate student understanding of the instruction presented using this strategy. Immediate feedback or remediation will be provided, based upon the student response. If the response is correct, positive feedback will be provided and the student will move on to the next learning segment.

Drill and Practice: Drill and practice will be used to present knowledge regarding a process or procedure. COL exercises may be placed in the instruction to assess and reinforce student learning. COL exercises may require students to manipulate depictions of on-screen controls in response to a prompt from the courseware. Multiple-choice questions may also be used for conceptual material. Immediate feedback or remediation will be provided, based upon the student response. If the response is correct, positive feedback will be provided and the student will move on to the next learning segment. The variety and number of COL questions will depend upon the content and complexity of the lesson.

Simulation: Simulation will be used to provide practice and complement subsequent hands-on training. In a simulation, the learner manipulates a computer-controlled model that replicates actual parts, equipment and situations. COL exercises may require students to manipulate depictions of on-screen controls in response to a prompt from the courseware. Each lesson will culminate in an application level practical exercise that simulates the task trained as closely as possible. These exercises are not scored.

3.4 Test Design Strategy

In accordance with the client’s specifications, there will be one pre-test and two post-tests for each 13S10/13S RTT/UTT lesson. These tests will be designed to simulate the task being trained as closely as possible within the limitations imposed by the input devices. The client has specified that students must score 100% on the pre-test or post-test to receive a pass for each lesson.

In the equipment-based lesson prototype the pre-test allows the student to proceed throughout each test with no prompts other than a step indicator as the student completes each step. A pretest summary page will inform the student of results and transition the student to the main menu to bypass the instruction or advance to the lesson presentation.

During the lesson presentation a crawl, walk, run approach will be implemented into the lesson for equipment-based lessons such as the Perform Theodolite Test and Adjustment lesson. Using this approach allows the student to see a demonstration of the procedures, the opportunity to practice the procedures and then perform on his/her own during the COL and practical exercise. During the practice the student has the opportunity to practice performing the steps with guidance. The student receives audio prompts with feedback to indicate correct or incorrect feedback. The incorrect feedback guides the student to review the step again (directions next to the step button) and then try again. The student is able at any time to click on the demo button to view all the steps in sequence if needed. During the practice, students are able to practice as much as they want before moving forward in the lesson. Assessments without guidance, such as COL

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and practical exercise will include a 3-part remediation as follows: 1) correct/incorrect response, 2) incorrect response with a hint, and 3) incorrect response and then showing the answer. For equipment-based lessons, students will see highly realistic depictions of the equipment trained, and interact with on-screen depictions of the controls to perform the specified tasks to standard.

In the equipment-based lesson prototype as in the pretest, the post-test allows the student to proceed throughout each test with no prompts other than a step indicator as the student completes each step. A posttest summary page will inform the student of results and transition the student to the main menu to advance to the lesson presentation for review and then take Posttest B or exit the lesson.

3.5 Knowledge Checks

The courseware will help the student assess their performance by providing knowledge checks to stimulate student retention and maintain motivation. Some knowledge checks will consist of displaying the equipment to be trained and requiring the student to manipulate on-screen representations of the controls. All appraisals will be topical, tied to objectives and will serve to move the content forward. Knowledge checks shall be developed in such a manner that a student is provided immediate feedback, remediation, and the correct answer. The instructional designer will use a variety of testing strategies as described below.

The knowledge checks, practical exercises, and lesson tests will focus on:

Lesson objectives as outlined in Section 3.8. Provide real-world relevance to stimulate student retention and maintain

motivation. Helping the student to understand the important role of performing the

procedures with accuracy in the field.

The instructional designer will also provide feedback, remediation and advice as the student progresses to reinforce student learning by:

Introducing and summarizing key points for each lesson. Providing focused reinforcement by tying content to the overall goal of the course.

Providing a contextual reason for the student to conduct the performance, and thus learn the content, by linking content to the objectives and real-world relevance.

Providing specific feedback associated with correct/incorrect answer sequences.

Directing the learner to access applicable references to support and reinforce key learning points.

Providing one-on-one guidance while the student learns performance-based tasks

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3.5.1 Knowledge Check Activities

For all equipment-based lessons the instructional strategy is to implement the crawl, walk, and run approach. Using this approach the procedure will be demonstrated, followed by the student practicing the procedure with guidance, and then the ability to perform the procedure on his/her own.

As needed for non-equipment lessons, designers will develop and insert Knowledge Check activities throughout the course to support student practice and to provide specific feedback to increase student retention. At least one Knowledge Check will be developed for each learning objective and/or at least once after every 3-6 screens (depending on the content presentation). The designer will use a variety of quiz formats for knowledge checks to stimulate student retention and maintain motivation.

The following are sample knowledge checks that may be employed in the course as appropriate:

Standard Multiple Choice. Student receives a single question followed by four possible responses. One response is correct while the other three serve as distracters/lures. Students click on the appropriate response button to indicate their answer.

Matching. Students will match a list of terms, descriptors, or other labels identified by an alphabetical sequence or statement. Students will drag/drop the letter or element corresponding to the correct description to the appropriate space preceding or following the term in the first list. Where possible, graphics or test objects will be used vs. letters and text for drag and drops to help gain/maintain student interest.

Fill-in-the-Blank. Students will recall keywords, concepts, and facts to supply a missing word/key phrase that is omitted from the listed statement. Students choose the words from a list of distracters/lures, drag and drop the correct key words into the blanks in the statement to make it complete, meaningful, and true.

Short Case Study (scenario). Students will receive specific direction to complete a task or set of compound tasks/questions associated with sample information, scenario, or a case study provided by the courseware. The courseware will provide short answers the student can use to check their work with tasks/questions building in complexity as the student progresses through the sequence.

Problem solving. Similar to case study with the exception that the student will typically receive a very discrete problem to solve. Problem solving involves prompting the student to resolve a situation, reach a conclusion, or determine a correct response based on the information provided in an earlier instructional sequence (i.e., drill and practice).

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Combined. Comprehensive appraisals will combine one or more of the described appraisal types to verify and support appropriate feedback.

3.5.2 Embedded Activities

Instructional designers will design this course to provide students with engaging, contextually appropriate interactive sequences, including scenario based activities, and simulations which stimulates learning and retention. Activities will be created around a variety of learning strategies that are appropriate for the course’s content and objectives. Designers will ensure that scenarios or simulations are built around realistic settings and situations to avoid trite or meaningless examples.

3.6 Safety, Hazard, or Environmental Considerations

When applicable, a warning or caution will be displayed to alert the student of any potential safety hazards relevant to a particular piece of equipment and/or procedure.

3.7 13S10/13S RTT/UTT Equipment Considerations

Warning, Cautions, and Hazards, encountered for the 13S10/13S RTT/UTT equipment that is being presented, will be implemented within the appropriate SCO instruction that pertains to that piece of equipment.

3.8 Course Data – Tasks and ObjectivesThis section lists the tasks and lesson objectives that are covered by the 13S10/13S RTT/UTT courseware, the estimated time to complete the lessons and if the task is a Resident Training Task (RTT) and Unit Training Task (UTT). This will be divided according to Phase I and II as described in Section 1.

Phase I Tasks and Objectives (23 lessons)

13S10/13S RTT/UTT IMI

1. 061-302-1026 (RTT) 3 hrs (13S10)

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Action: Record Field Notes.

Conditions: You will be given a DA Form 4446, a 3H or harder pencil, a straightedge or protractor, a watch that can be read to the nearest second, and survey data as it is determined.

Standards: Recorded field notes accurately, neatly, and legibly.

2. 061-302-1053 (UTT) 1.5 hrs (13S10)

Action: Perform Theodolite Tests and Adjustments

Conditions: Given a virtual 0.2-mil or 0.002-mil theodolite with accessories, a virtual shaded area with firm ground protected from the wind, a well defined point at least 100 meters from the theodolite, and Field Manual (FM) 6-2.

Standards: Performed theodolite tests and adjustments in accordance with (IAW) FM 6-2.

3. 061-302-1060 (RTT) 2.5 hrs (13S10)

Action: Measure Angles with a 0.2-MIL Theodolite

Conditions: Given a virtual 0.2-mil theodolite with accessories at a survey station with visible rear and forward stations and a recorder.

Standards: Measured angles with a 0.2 mil theodolite within fifth-order survey specifications.

4. 061-302-1061 (UTT) 1.75 hrs (13S10)

Action: Measure Angles with a 0.002-MIL Theodolite

Conditions: Given a virtual 0.002-mil theodolite with accessories at a survey station with visible rear and forward stations and a recorder.

Standards: Measured angles with a 0.002 mil theodolite within fourth-order survey specifications.

5. 061-302-5000 (RTT) 2.5 hrs (13S10)

Action: Perform an Astronomic Observation with a Theodolite

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Conditions: Given a virtual 0.2-mil or 0.002-mil theodolite with accessories at a survey station with a visible azimuth mark, an identified celestial body, the method of observation, a means of communications, and a recorder.

Standard: Performed an astronomic observation to within fifth-order specifications.

6. 061-302-5001 (UTT) 1.2 hrs (13S10)

Action: Perform Services on a Theodolite

Conditions: Given a virtual 0.2-mil or 0.002-mil theodolite with accessories, cleaning materials specified in the Technical Manual (TM), and Department of the Army (DA) Form 5988E.

Standards: Performed services on the theodolite in accordance with (IAW) Technical Manual (TM) 5-6675-270-15 (0.2 mil) or TM 5-6675-296-14 (0.002 mil), and record uncorrected faults on DA Form 5988E.

7. 061-302-5100 (RTT) 1.2 hrs (13S10)

Action: Measure an Azimuth with the North Seeking GYRO

Conditions: Given a virtual Survey North Seeking Gyro with accessories at a survey station with a visible azimuth mark, Field Manual (FM) 6-2 and a recorder. Standards: Measured an azimuth with the North Seeking Gyro, azimuth must agree with the actual azimuth within 0.3 mil.

8. 061-302-5101 (UTT) .95 hr (13S10)

Action: Perform Operator Checks and Services on the North Seeking GYRO

Conditions: Given a virtual North Seeking Gyro with accessories, applicable Technical Manual (TM), cleaning materials and tools specified in the TM, and Department of the Army (DA) Form 5988E.

Standards: Performed operator checks and services on the North Seeking Gyro in accordance with (IAW) the references, record uncorrected faults on DA Form 5988-E.

9. 061-302-1202 (RTT) 2 hrs (13S10)

Action: Measure Distance with the Survey Equipment, Distance Measuring, Electronic-Medium Range (SEDME-MR).

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Conditions: You will be given survey equipment, distance measuring, electronic medium range (SEDME-MR) with accessories, two intervisible points located at least 30 meters apart, and a recorder.

Standards: Determined the distance from at least three readings that agree within 0.01 meters of the mean.

10. 061-302-1047 (RTT) 2 hrs (13S10)

Action: Compute an Azimuth from a Simultaneous Observation.

Conditions: You will be given Field Manual FM 6-300, a standard 1:50,000-scale military map of the area, a coordinate scale, a plotting scale, a protractor (mils), survey field data, and known starting data.

Standards: Computed an azimuth from a simultaneous observation within fourth- or fifth-order astronomic specifications.

11. 061-302-1063 (RTT) 1.2 hrs (13S10)

Action: Mark Survey Positions with the Position and Azimuth Determining System (PADS)

Conditions: Given a virtual updated Position and Azimuth Determining System (PADS) mounted in a vehicle or helicopter, a theodolite with accessories, positions to be marked, and one virtual assistant.

Standards: Marked survey positions with the PADS to the nearest 0.1 meter and azimuth to the nearest 0.01 mil.

12. 061-302-2179 (UTT) 1 hr (13S10)

Action: Perform Operator Preventive Maintenance on the Position and Azimuth Determining System (PADS)

Conditions: Given a virtual Position and Azimuth Determining System (PADS) mounted in a vehicle, cleaning materials and tools specified in Technical Manual (TM) 5-6675-308-12, Department of the Army (DA) Form 5988E, and two virtual assistants.

Standards: Performed operator preventive maintenance on the PADS in accordance with (IAW) the operator maintenance table in TM 5-6675-308-12.

13. 061-302-5002 (UTT) .95 hr (13S10)

Action: Update the Position and Azimuth Determining System (PADS)

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Conditions: Given a virtual initialized Positioning and Azimuth Determining System (PADS) mounted in a vehicle or helicopter, a virtual theodolite with accessories, a virtual survey station, coordinates and height of the survey station, or a virtual operational Global Positioning System (GPS), and one virtual assistant.

Standards: Updated PADS data to the nearest 0.1 meter.

14. 061-302-5004 (UTT) .75 hr (13S10)

Action: Perform Initialization of the Position and Azimuth Determining System (PADS)

Conditions: Given a virtual Position and Azimuth Determining System (PADS) mounted in a vehicle, an initialization site, and initialization data, or an virtual Global Positioning System (GPS).

Standards: Performed initialization of PADS accurate within 100 meters in position and 10 meters in elevation.

15. 061-302-5008 (UTT) 1.75 hrs (13S20)

Action: Plan a Position and Azimuth Determining System (PADS) Survey

Conditions: Given Field Manual (FM) 6-2, Technical Manual (TM) 5-6675-308-12, a survey mission order, standard 1:50,000-scale military map(s), and trig lists of the area, a coordinate scale, a plotting scale, a protractor (mils), a compass, virtual binoculars, and a virtual vehicle with a radio and driver.

Standards: Planned a position and azimuth determining system (PADS) survey that provides survey control within the time and accuracy specified in the survey mission order.

16. 061-302-4301 (RTT) 1.75 hrs (13S30)

Action: Plan a Survey Operation

Conditions: Given a mission order, a briefing on the overall operation, a standard 1:50,000-scale map of the area, a coordinate scale, a protractor (mils), a compass, binoculars, trig list data of the area, and a vehicle with a radio and a driver.

Standards: Planned a survey operation that provides survey control at critical locations within the time and accuracy specified in the survey mission order.

17. 061-302-2165 (UTT) 1 hr (13S20)

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Action: Install the Position and Azimuth Determining System (PADS) in a Vehicle

Conditions: Given Technical Manual (TM) 5-6675-308-12, a virtual Position and Azimuth Determining System (PADS), a virtual vehicle with an installation kit installed, and two virtual assistants.

Standards: Installed the PADS in a vehicle in accordance with (IAW) the procedures in TM 5-6675-308-12.

18. 061-302-3201 (UTT) 1.45 hrs (13S30)

Action: Plan a Traverse Scheme

Conditions: Given a Field Manual (FM) 6-2, a survey mission order, standard 1:50,000-scale military map(s) and trig lists of the area, a coordinate scale, a plotting scale, a protractor (mils), a compass, binoculars, and a virtual vehicle with a radio and driver.

Standards: Planned a traverse scheme that provides survey control at critical locations within time and accuracy standards required in the survey order.

19. 061-302-3202 (UTT) 1.45 hrs (13S30)

Action: Plan a Triangulation or Intersection Scheme

Conditions: Given a Field Manual (FM) 6-2, a survey mission order, standard 1:50,000-scale military maps and trig lists of the area, a coordinate scale, a plotting scale, a protractor (mils), a compass, binoculars, and a virtual vehicle with a radio and driver.

Standards: Planned a triangulation or intersection scheme that provides survey control at critical locations within the time and accuracy specified in the survey order.

20. 061-302-3203 (UTT) 1.45 hrs

Action: Plan a Three-Point Resection

Conditions: Given a Field Manual (FM) 6-2, a survey mission order, standard 1:50,000-scale military maps and trig lists of the area, a coordinate scale, a plotting scale, a protractor (mils), a compass, binoculars, and a virtual vehicle with a radio and driver.

Standards: Planned a three-point resection that provides survey control at critical locations within the time and accuracy specified in the survey order.

21. 061-302-2181 (UTT) 1.5 hrs

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Action: Establish a Declination Station

Conditions: Given a complete Table of Organization and Equipment (TOE) survey equipment and virtual personnel for a Position and Azimuth Determining System (PADS) or a virtual conventional survey team at a survey control point, known starting data, a coordinate scale, a protractor (mils), and a standard 1:50,000-scale military map of the area.

Standards: Established a declination station in accordance with (IAW) the procedures in Field Manual (FM) 6-2.

22. 061-302-3217 (RTT) 1.75 hrs (13S30)

Action: Determine Datum, Spheroid or Ellipsoid, and Grid System for Area of Operation

Conditions: Given a map of the area, Defense Mapping Agency (DMA) Technical Manual (TM) 8358.1, a coordinate scale, and a plotting scale.

Standards: Determined datum, spheroid (ellipsoid), and grid system of area of operation in accordance with (IAW) DMA TM 8358.1.

23. 061-302-1203 (UTT) 1.5 hrs (13S10)

Action: Perform Operator Services, Checks, and Adjustments on the Survey Equipment, Distance Measuring, Electronic-Medium Range (SEDME-MR)

Conditions: Given Technical Manual (TM) 5-6675-330-12&P, a virtual Survey Equipment, Distance Measuring, Electronic-Medium Range (SEDME-MR) with accessories, cleaning materials and tools specified in the references, and Department of the Army (DA) Form 5988E.

Standards: Performed operator services, checks, and adjustments on the SEDME-MR in accordance with (IAW) TM 5-6675-330-12&P.

Phase II Tasks and Objectives (39 lessons)

13S10/13S RTT/UTT IMI

1. 061-355-5100 (RTT) 1.5 hrs (13S10)

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Action: Prepare the FOS Device for operation.

Conditions: Given a virtual FOS Device, power source, radio set, necessary power, communication interface cables, and TB 11-7021-228-10-1.

Standards: Prepare the FOS Device for operation without error in accordance with TB 11-7021-228-10-1.

2. 061-355-5105 (RTT) .75 hr (13S10)

Action: Shut down the FOS Device.

Conditions: Given a virtual FOS Device and TM 11-7021-228-10-1.

Standards: Shut down the FOS device in accordance with (IAW) TB 11-7021-228-10-1.

3. 061-355-5102 (RTT) 1.5 hrs (13S10)

Action: Initialize the FOS Device.

Conditions: Given a virtual FOS Device, initialization data, and TB 11-7021-228-10-1, initialize the FOS without error.

Standards: Initialized the FOS Device in accordance with (IAW) TB 11-7021-228-10-1/2/4.

4. 061-355-5107 (RTT) .75 hr (13S10)

Action: Process Monitored Messages.

Conditions: Given a virtual FOS Device which has been initialized, communications established with other net members, message monitoring established, and TB 11-7021-228-10-1.

Standards: Processed Monitored messages without error in accordance with (IAW) TB 11-7021-228-10-1.

5. 061-355-5103 (RTT) 1.5 hrs (13S10)

Action: Establish Operational Parameters.

Conditions: Given a virtual FOS Device with power and required initialization step completed, member monitor summary displayed and TB 11-7021-228-10-1.

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Standards: Established operational parameters without error in accordance with (IAW) TB 11-7021-228-10-1.

6. 061-355-5104 (RTT) .75 hr (13S10)

Action: Transmit Information Messages.

Conditions: Given a virtual FOS Device that has been initialized, communications established with other net members, enemy location, shelling activity, or other information to report and TB 11-7021-228-10-1.

Standards: Transmitted information messages without error in accordance with (IAW) TB 11-7021-228-10-1.

7. 061-355-5112 (RTT) .75 hr (13S10)

Action: Process a Survey Search Order.

Conditions: Given a virtual FOS Device, a power source, an operational mode of survey communications established with other net members, a received SURV SRCH message or information to initiate search request.

Standards: Processed a survey search request without error in accordance with (IAW) TB 11-7021-228-10-4.

8. 061-355-5113 (RTT) 1.25 hrs (13S10)

Action: Enter or Update a Survey Point or Survey Control Point.

Conditions: Given a virtual FOS Device with an operational mode of survey, communications established with other net members, and survey control point (SCP) or survey point information.

Standards: Processed a survey point or SCP without error in accordance with (IAW) TB 11-7021-228-10-4.

9. 061-355-5116 (RTT) 2 hrs (13S10)

Action: Process a Record in the Intersection Calculation File.

Conditions: Given a virtual FOS Device, a power supply, and known field data.

Standards: Processed a record in the intersection calculation file within fourth- or fifth-order survey specifications.

10. 061-355-5114 (RTT) 2.25 hrs (13S10)

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Action: Process a Record in the Artillery Astro Calculation File.

Conditions: Given a virtual FOS Device, known field data, and known starting data.

Standards: Processed a record in the Artillery Astro Calculation file with fourth- or fifth-order astronomic specifications.

11. 061-355-5115 (RTT) 2.25 hrs (13S10)

Action: Process a Record in the Hasty Astro Calculation File.

Conditions: Given a virtual FOS Device.

Standards: Processed a record in the Hasty Astro calculation file with fourth- or fifth-order astronomic specifications.

12. 061-355-5118 (UTT) 1.75 hrs (13S10)

Action: Process a Record in the Traverse Calculation File.

Conditions: Given a virtual FOS Device, field data with a sketch of the traverse, and the known starting and closing data.

Standards: Processed a traverse and closing data within fourth- or fifth-order survey specifications.

13. 061-355-5119 (UTT) 1.75 hrs (13S10)

Action: Process a Record in the Triangulation Calculation File.

Conditions: Given a virtual FOS Device, field data with a sketch of the triangulation, and the known starting and closing data. Standards: Processed a record in the Triangulation Calculation file within fourth- or fifth-order survey specifications.

14. 061-355-5120 (UTT) 1.5 hrs (13S10)

Action: Process a Record in the Resection Calculation File.

Conditions: Given a virtual FOS Device field data with a sketch of the resection, and the known starting and closing data.

Standards: Processed a record in the Resection Calculation file within fourth- or fifth-order survey specifications.

15. 061-355-5125 (UTT) 1.75 hrs (13S10)

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Action: Process a Record in the Trig Traverse Calculation File.

Conditions: Given a virtual FOS Device and known field data.

Standards: Processed a record in the Trig Traverse Calculation file within fourth- or fifth- order survey specifications.

16. 061-355-5126 (UTT) 1.2 hrs (13S10)

Action: Process a Record in the Coordinate Conversion File.


Standards: Processed a record in the Coordinate Conversion file without error in accordance with Technical Bulletin (TB) 11-7021-228-10-4.

17. 061-355-5127 (UTT) 1.2 hrs (13S10)

Action: Process a UTM to GEO Listed Datum Transformation.


Standards: Processed a UTM to GEO Listed Datum Transformation without error in accordance with Technical Bulletin (TB) 11-7021-228-10-4. 18. 061-355-5128 (UTT) 1.2 hrs (13S10)

Action: Process a Gauss-Kruger Datum Transformation.


Standards: Processed a Gauss-Kruger Datum Transformation without error in accordance with Technical Bulletin (TB) 11-7021-228-10-4.

19. 061-355-5129 (UTT) 1.2 hrs (13S10)

Action: Process a User Defined Datum Transformation.


Standards: Processed a User Defined Datum transformation without error in accordance with Technical Bulletin (TB) 11-7021-228-10-4.

20. 061-355-5122 (UTT) 1.2 hrs (13S10)

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Action: Process a Record in the Star ID Calculation File.


Standards: Processed a record in the STAR ID Calculation file without error in accordance with Technical Bulletin (TB) 11-7021-228-10-4.

21. 061-355-5123 (UTT) 1.75 hrs (13S10)

Action: Process a Record in the Polaris Tabular Method Calculation File.

Conditions: Given a virtual FOS Device, field data, and known starting data.

Standards: Processed an Azimuth from a Polaris Tabular Observation within fourth- or fifth- order astronomic specifications

22. 061-355-5124 (UTT) 1.5 hrs (13S10)

Action: Process a Record in the Grid Convergence Calculation File.

Conditions: Given a virtual FOS Device, UTM projection grid, or geographic coordinates of a point, and grid azimuth.

Standards: Computed conversion and transformation of coordinates and azimuth without error in accordance with Technical Bulletin (TB) 11-7021-228-10-4.

23. 061-302-1065 (UTT) 1.75 hrs (13S10)

Action: Compute Conversion and Transformation of Coordinates and Azimuth

Conditions: Given a virtual FOS Device DA Form 4446, Field Recorder’s Notebook Universal Transverse Mercator (UTM) projection grid coordinates and geographic coordinates of a point, grid azimuth and Defense Mapping Agency (DMA) TM 8358.1.

Standards: Computed conversion and transformation of coordinates and azimuth without error.

24. 061-302-5003 (UTT) 1.45 hrs (13S10)

Action: Convert to Common Control

Conditions: Given a virtual FOS Device, a computed survey that started on assumed control, and the common control of the starting point.

Standards: Converted to common control in accordance with (IAW) fourth- or fifth-order specifications.

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25. 061-355-5106 (RTT) .95 hr (13S10)

Action: Initialize the Graphics Map

Conditions: Given a virtual FOS Device that has been initialized and Technical Bulletin (TB) 11-7021-228-10-1.

Standards: Initialized the Graphics Map without error IAW TB 11-7021-228-10-1.

26. 061-355-5108(RTT) 1.2 hrs (13S10)

Action: Process Routed Messages

Conditions: Given a virtual FOS Device, communications established with other net members, and Technical Bulletin (TB) 11-7021-228-10-1.

Standards: Processed routed messages in accordance with (IAW) TB 11-7021-228-10-1.

27. 061-355-5110 (RTT) .95 hr (13S10)

Action: Perform Transmit Queue Operations

Conditions: Given a virtual FOS Device, communications with other net members, multiple fire plan, graphics, or survey messages that are being transmitted.

Standards: Transmitted queue messages without error in accordance with Technical Bulletin (TB).

28. 061-355-5111 (RTT) 1.2 hrs (13S10)

Action: Process Point/Installation Information Using the SPRT PNT Message

Conditions: Given a virtual FOS Device, communications established with other net members, and point/installation information.

Standards: Processed point/installation information using the SPRT PNT message without error in accordance with Technical Bulletin (TB).

29. 061-355-5117 (UTT) 1.25 hrs (13S10)

Action: Process a Record in the Azimuth/Distance Calculation File

Conditions: Given a virtual FOS Device, and the coordinates of two known points.

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Standards: Processed the azimuth between the two points without error in accordance with Technical Bulletin (TB) 11-7021-228-10-4.

30. 061-355-5121 (UTT) 1.5 hrs (13S10)

Action: Process an Azimuth from a Sun or Star Altitude Observation Using the HTU

Conditions: Given a virtual FOS Device, field data, and known starting data.

Standards: Computed an azimuth from the Sun or Star Altitude Observation within fourth- or fifth-order astronomic specifications.

31. 061-355-5200 (UTT) 1.2 hrs (13S10)

Action: Process Fire Unit/Equipment Information Using the SPRT UNIT Message

Conditions: Given a virtual FOS Device, communications established with other net members, fire unit support information, and appropriate Technical Bulletin (TB).

Standards: Processed fire unit/equipment information using the SPRT UNIT message without error.

32. 061-355-5201 (RTT) 1.2 hrs (13S10)

Action: Process Database Records from the Graphics Map

Conditions: Given a virtual FOS Device, established communication, information in the database that can be displayed from the graphics map, and Technical Bulletin (TB).

Standards: Processed database records from the graphics map without error.

33. 061-355-5109 (UTT) 1.2 hrs (13S10)

Action: Process Medical Evacuation Information Using the MEDEVAC Message

Conditions: Given a virtual FOS Device, communications established with other net members, a requirement to request medical evacuation of casualties, and Technical Bulletin (TB) 11-7021-228-10-1.

Standards: Processed medical evacuation information using the MEDEVAC message in accordance with TB 11-7021-228-10-1.

34. 061-302-2102 (UTT) 2.5 hrs (13S20)

Action: Evaluate Survey Information

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Conditions: Given completed survey field notes and computations, a virtual FOS Device, standard 1:50,000-scale military map(s) of the area, and a plotting set (Survey Planning and Coordination Element [SPCE] only).

Standards: Evaluated survey information in accordance with (IAW) survey operations in Field Manual (FM) 6-2.

35. 061-355-5301 (UTT) 1.75 hrs (13S20)

Action: Install FOS Software

Conditions: Given a virtual Pentium LCU, CD-ROM reader, CD caddy, the appropriate power and SCSI cables, a SCSI terminator (Standard), a PCMCIA card, and a PCMCIA disk drive adapter for the LCU; or a PCMCIA card with FOS software on it; and a virtual Handheld Terminal Unit (HTU) and Technical Bulletin (TB).

Standards: Installed software IAW TB 1121-228-10-1/2/4.

36. 061-302-5006 1.2 hrs (13S30)

Action: Plan an Astronomic Observation

Conditions: Given a survey mission order, local date and time of observation, time accurate to the nearest second, temperature accurate to +/- 5 degrees, standard 1:50,000-scale military map of the area, Field Manual (FM) 6-300, a world star chart, a coordinate scale, a protractor (mils), starfinder and identifier, a virtual FOS Device and DA Form 4446, Field Recorder’s Notebook.

Standards: Planned an astronomic observation that provides an azimuth within the time and accuracy specified in the survey mission order.

37. 061-302-5007 1.75 hrs (13S30)

Action: Locate Traverse Error

Conditions: Given a Field Manual (FM) 6-2, the field notebook(s) and computation forms of a completed traverse that did not meet closing specifications, standard 1:50,000-scale military map of the area, a coordinate scale, a plotting scale, a protractor (mils), a virtual FOS Device and DA Form 4446, Field Recorder’s Notebook.

Standards: Located the traverse error in accordance with (IAW) procedures in FM 6-2.

38. 061-302-5009 .75 hr (13S30)

Action: Check Conversion and Transformation Computations

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Conditions: Given completed conversion and/or transformation computations, DA Form 4446, Field Recorder Notebook, known data, a standard 1:50,000-scale topographic map of the area, a coordinate scale, a plotting scale, a protractor (mils), and a virtual FOS Device.

Standards: Checked conversion and transformation computations for compliance with survey specifications.

39. 061-302-5024 3 hrs (13S30)

Action: Check Survey Field Notes and Computations

Conditions: Given Field Manual (FM) 6-2, field notebook(s), completed survey computations, a virtual FOS Device, FM 6-300, DA Form 4446, Field Recorder’s Notebook, a standard 1:50,000-scale military map of the area, a coordinate scale, a plotting scale, and a protractor (mils).

Standards: Checked survey field notes and computations for compliance with fourth- or fifth-order specifications.

3.9 References

The following table lists the reference materials, which may be used in the design and development of the 13S10/13S RTT/UTT IMI courseware.

Table 6. ReferencesPublication

SectionTitle/Description

FM 6-2 Tactics, Techniques, And Procedures For Field Artillery Survey, Dated 23 September 1993

FM 6-300 Army Ephemeris, 1993-1997, Dated 23 July 1992

TM 11-7025-300-10 Operator's Manual For Forward Entry Device (FED) Met/Survey (MSR), Dated 1 November 1993

TM 9-7000-200-13&P Operator's, Unit, And Direct Support Maintenance Manual (Including Repair Parts And Special Tools List) For Computer Set, Field Artillery, General And Computer Set, Field Artillery, Dated 7 June 1994

TM 11-7025-299-10 Operator's Manual For Forward Entry Device (FED) Forward Observer Command and Control (FOCC), Dated 1 June 1993

TM 5-6675-330-12&P Operator And Unit Maintenance Manual For Survey Equipment, Distance Measuring, Electronic, Medium Range, Dated 31 August 1987

TM 5-6675-270-15 Operator's Organizational, Direct And General Support And Depot Maintenance Manual For Theodolite: Directional; 0.2 Mil Graduation, 59 In. Long Telescope W/Accessories, Dated 5 March, 1990

TM 5-6675-296-14 Operator's, Organizational, Direct Support, And General Support Maintenance Manual For Theodolite, Directional: 0.002 Mil Graduation, 5.9 Inch Long Telescope, Detachable

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Publication Section

Title/Description

Tribrach W/Accessories And Tripod, Dated 30 January, 1987

TM 5-6675-308-12 Operator's and Organizational Maintenance Manual for Position and Azimuth Determining System, Dated 1 February, 1994

DMA TM 8358.1 Datums, Ellipsoids, Grids, and Grid Reference Systems, Dated 20 September, 1990

TB 11-7021-228-10-1 Operator's Manual For Forward Observer Systems (FOS) (Software Version 7.0) HTU (Digital Data Set AN/PSG-9) LCU (Fire Control System AN/GYK-37) RHC (Digital Data Set AN/PSG-11), Dated 1 November 2003

TB 11-7021-228-10-2 Operator's Manual For Forward Observer Systems (FOS) (Software Version 7.0) HTU (Digital Data Set AN/PSG-9) LCU (Fire Control System AN/GYK-37) RHC (Digital Data Set AN/PSG-11), Dated 1 November 2003

TB 11-7021-228-10-3 Operator's Reference Manual For Forward Observer Systems (FO/FIST and FSO/CDR Operational Modes) (Software Version 7.0) RHC (Digital Data Set AN/PSG-11) LCU (Fire Control System AN/GYK-37) HTU (Digital Data Set AN/PSG-9), Dated 1 November 2003

TB 11-7021-228-10-4 Operator's Reference Manual For Forward Observer Systems (Survey Operational Mode) (Software Version 7.0) HTU (Digital Data Set AN/PSG-9) RHC (Digital Data Set AN/PSG-11), Dated 1 November 2003

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SECTION 4 - COURSEWARE LOGIC FLOW DIAGRAMS

Example of Course Flow

Continued course structure throughout

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Example of Lesson Flow

Lesson Flow based on Record Field Notes Prototype (Awaiting Approval)

Lesson Flow based on Theodolite Tests and Adjustments Prototype

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46


APPENDICES

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Appendix A: Example of Storyboard with Page Type Definitions

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Page Type Definitions

Static Graphic Page - This page contains a still graphic with text and sometimes audio. Animation Page – This page has an animation on it. An audio narration will support the animation. This page may or may not

contain text. Pop Pages – A page that has pop items such as pop text, pop graphics, pop videos will have buttons for the user to click and

activate the pop item. This page can have a combination of text, audio, images, etc. When the user clicks on a button, the item will pop-up on the screen.

Timed Graphics Page – This page will have different graphics display in time with an audio. Timed Bullets Page – This page contains a graphic with text that pops-up timed with the audio. Mouseover Page – This page has a number of hot spots on a page that allows the user to move the mouse over the hot spot and

display different information. Jump Pages – Jump pages are pages that provide links to other pages containing supplemental information about a learning point.

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Appendix B: Project Standards

Change History

Date Description

08/10/04 Updated to reflect prototype

08/13/04 Removed “alpha product” from last paragraph of Executive Summary section. It now reads: The 13S10/13S RTT/UTT IMI courseware, developed by Contractor will be delivered in incremental phases including IMDP, Test Package, Storyboards, Beta Product, and Final Product.

08/13/04 Removed the following sentence in section 2.11: In addition, sound effects will be used when appropriate for feedback or to enhance Flash animations. The customer has requested no sound effects for feedback.

08/20/04 Inserted flowcharts for Theodolite Tests and Adjustments and Record Field Notes prototype.

08/20/04 Inserted example of storyboard from portal in Appendix A.

12/28/04 Updated lesson flowchart for Perform Theodolite Tests and Adjustments based on customer comments from conference calls on 11/01/04 and 11/03/04. Awaiting approval for Perform Theodolite Tests and Adjustments lesson from customer.

04/08/05 Updated objectives based off of GFI Report (dated April 29, 2004) provided by the customer.

Art and Development Standards

• The page text font will be13 point Arial bold.

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• The page text color will be 0-0-0 black.

• All pop text and label text will use the same standards as page text unless otherwise specified by the ISD.

• All pop text will be outside the frame of a graphic, not overlapping the graphic or the frame.

• The preferred placement of pop text is below the graphic, approximately flush left or centered under the graphic.

• All pop text should orient from the same point on a given page.

• Label text may be placed on the graphic area if necessary, but must be clear and readable.

• A 2 pixel black border will be used around photographs.

• Leader and label lines will be 255-0-0 red and 2 pixels wide. Lines will be vertical, horizontal, or a combination. No lines will run at angles.

• Outlined boxes at the end of leaders will be 255-0-0 red and 2 pixels wide.

• No dots or squares will be used at the ends of label lines.

• Image highlights will be 255-255-0 yellow, 30% opacity. Image highlights are not used when red outlined boxes are used at the end of leaders.

• Arrows to show motion will be 255-255-0 yellow, with a 1 pixel black outline.

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ISD Standards

Checklist of items to implement into lessons:

√ Item:Structure of lesson – refer to section 3.2.3Template for Presentation Method and Evaluation

Template for Safety Warning:

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Template for Key Training Points for This Lesson:

Template for Administrative Information:

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Template for Introduction to Pretest:

Instructional Strategies to Implement:√ Item:

Prerequisite Knowledge Screen for SCO 1 tells the students that their training will be enhanced if they complete the training in a particular lesson. For SCO 3, the KSAs that the student should possess are presented as an overview. For example, in the Tests and Adjustment lesson, two screens were added identifying the components of the T16-84

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theodolite. A third screen was added explaining the procedures for reading scales. Provide a presentation screen prior to student interaction. For example, “On the next screen, you will be presented with the 6 steps in testing and adjusting the optical plumb. You will click the step buttons and receive audio instructions. This will be accompanied by an animation to further illustrate the teaching point. You will have the opportunity to review all of these steps in sequence by clicking the Demo button.” This screen was set up as a timed animation. As the audio addressed what would be transpiring on the following screen, those items were highlighted or, an animation playing. Refer to the prototype for an example. Replace “Click the Exit button” with “Click the Bookmark and Exit button to return to the main menu” on summary screens.Replace reference to “surveyor” with “artilleryman”.Timed bullets – The presentation of timed bullets will appear on the screen and the end of the audio vice the beginning.Presentation Method and Evaluation – Ensure that the screen presents sufficient information to the student informing them how they will be interacting with the IMI to be presented. Refer to the prototype for an example. Explain why prerequisites are necessary and the scope of their application to the current block of instruction. Where should the learner have developed these skills? What are the ramifications if they do not have the requisite base knowledge?Provide transitions between pages.Provide navigation instructions.Provide a roadmap to let the student know where they are goingEnsure that the learning point is clear to the student, if it occurs over several screens, provide roadmap to the student.Ensure that the student knows what to do and how to do it regarding task at hand, if applicable. Use of the Done button in exercises. Be consistent throughout. Reference buttons; make sure the pages match the reference pages (not adobe pages).In the Introduction, provide instructions if the student wants to view the Demo.Ensure summary pages for PEs, and Pretests are functioning correctly. Provide the learner a real-world explanation of the functionality of this lesson and what they should expect to have learned when they complete the lesson. Lesson needs an effective introduction, motivator, and advance cognitive organizer. It needs overt statements concerning what is to be learned, how it will be addressed, and its practical application to soldier. This means explaining to the learner how the new information might tie in with what they have learned before (prior experiences), why the new information is going to be useful (practical application), and what they should anticipate from the lesson procedures (cognitive organizer). Provide learner instruction on where to go and what to click to get there. Throughout this and the other modules there should be overt textual cues on every page of how the learner is supposed to interact with the elements on the page and what he is supposed to do to move forward. These navigation and instructional cues are absolutely critical for lesson cohesiveness and accessibility.

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Notes from Meeting with Fort Sill on the 13S ProjectBased on Perform Theodolite Tests and Adjustments Lesson

Consensus on the following areas from Monday and Wednesday meetings (11/01/04 and 11/03/04):

Text and buttons will not appear on the screen until after it is mentioned in the audio. o For example, screen 10 of 62 during the presentation (SCO 3), will only

display the theodolite as the page loads.o The presentation text will appear after it is spoken in narrationo The buttons with text will appear after it is spoken in narrationo The Demo button will appear after it is spoken in narrationo Screen 10 has been updated and uploaded as an example using this

strategy. This is in reference to DR #4603. Large chunks of text (paragraphs), should be placed in bullet form.

o Text should be concise and to the point. o Text and narration should be similaro If text is bulleted, the narration should be similar, but enhanced in the

audio.

The toolbar will be introduced on screen 11 of the presentation. Each tool will be emphasized here. On subsequent screens (e.g. 16, 21, 25, etc.) only introduce the tool that will be used for that particular test. It is not necessary to reintroduce all the tools again. For example, the adjusting pin is the only tool that is used to perform the circular bubble test on screen 16. An animation provides the learner a demonstration of how to adjust the circular bubble using the adjusting pin.

A global change needs to be implemented throughout to let the student know when the student has completed a Check on Learning (COL) and started a new procedure.

For all Introduction screens, include an instructional statement to cue the student to move forward to learn about or practice the content on the next screen. For example, screen 16 could use the following statement as a cue for the student to move forward: When you are ready, click forward to practice the circular bubble and adjustment test.

In general, make certain that there are transitional statements/cues to lead the student through the lesson.

As the student is tested on the turning of adjustment knobs, screws, etc. on Pretests, PEs, Post tests, make all appropriate knobs/screws hot. For example, on screen 13 (step 3) requires the student to use the adjustment knobs to center the plate level in its vial. All three adjustment knobs are “hot”, but only two are correct and functional. If the student clicks on the incorrect adjustment knob on screen 13, negative feedback appears on this screen and an indication to try again. The production team has provided an example of this strategy, which is uploaded on Utopia. This is in reference to DR #4608.

The menu button in the introduction is grayed out during SCO I. The production team needs to distinguish the inactive button from others on the screen.

The Pretest will not have any text and audio prompts to help the student perform steps

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since this determines the ability of the student to perform without assistance. o Provide cues, and transitional statements as necessary.

Prerequisite Knowledge:o Prerequisite Knowledge screens were placed in SCO I (introduction) and

SCO II (presentation). SCO I will only mention prerequisite knowledge needed to take this

lesson. In SCO I, screens 6 and 7 would be deleted. Screen 5 could be as follows:

Before you begin Perform Test and Adjustments on the Theodolite you should be familiar with:

o T16-84 Theodolite componentso Reading the Horizontal and Vertical Scales

SCO II will remain as is for the prerequisite knowledge section (screens 6-8).

The crawl, walk, run (or show, guide, practice) method is an effective instructional strategy. It is not necessary to keep the review section (screens 47-54) and will be removed. The overarching instructional architecture will be as follows:

o Show, guide, practice (Test 1)o Show, guide, practice (Test 2)o Show, guide, practice (Test 3)o Show, guide, practice (Test 4)o Show, guide, practice (Test 5)o Lesson Summaryo PEs for all Theodolite tests

In general, if a component is presented on one screen, indicate and provide a transition to connect what was presented and what will be on the next screen.

In general, refer to the screens as “screens” and not pages in the IMI. The team will use a graphical representation to relate 1600 and 3200 MILs on screen 10;

steps 3, 6, and7. Also need to provide where the numbers come from and provide an explanation.

o Ft Sill SME will provide statement as to why the student needs to adjust ½ the error.

o Production team also to show what a graduation is. Screen 15 animates moving from the theodolite to the circular bubble. The customer has

requested that the animation is slowed down. o It is also a consensus to place the animation on screen 14 to orientate the

student with the “big picture” and then move to the circular bubble. Production team will check the feedback for Pretest and both Post tests. Customer had

indicated that NO/GOs are the only end of test feedback response. For the purpose of the IMI, the theodolite will be able to turn counterclockwise. Within

the lesson, there should be a WARNING that indicates that the student should never turn the theodolite counterclockwise.

Use the “Perform Theodolite Tests and Adjustments” and “Record Field Notes” (awaiting approval of Record Field Notes) approved prototypes as examples for follow-on lessons.

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