DLXXI Courseware Guidelines Workshop

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DLXXI Courseware Guidelines Workshop

• The University of Southern California
• Center for Cognitive Technology
• Institute for Creative Technology
• Dr. Richard E. Clark,
• Rich DiNinni, Kenneth Yates
• Lesson 2

2
Goals

• You will identify the three types of knowledge
  taught in all training courses
• You will recognize the two uses trainees can make
  of each of the three types
• You will be able to determine whether designs
  have adequately presented each of the three types
  of knowledge for each of the two uses

3
What types of knowledge can be learned in
training?

• Each of three types of knowledge has to be
  trained, practiced and tested differently
• We use Merrills Component Display Theory (used
  by Information mapping)
• Three types of knowledge
• Two uses for each of the three types
• Well explain the types and uses discuss them
  and then demonstrate how to locate them in DL
  designs using the checklist

4
3 Knowledge Types for Training

• 1. Concept - What is it? How is it defined?
• 2. Process - How does it work? What phases
  does it go through?
• 3. Procedure - How do I do it?

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2 Applications of 3 Knowledge Types

• 1. Remember/say Occasionally (seldom) trainees
  need to learn something that they can later
  remember consciously and, if necessary, tell
  others
• 2. Use/apply Most often trainees need to learn
  procedures that they later use by applying them
  on the job.

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3 Knowledge types and 2 Applications

• 3 TYPES
• 2 APPLICATIONS
• Remember/Say Use/Apply
• Concept
• Process
• Procedure

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Example Objective

• ACTION Operate a Borelight. (Ft. Benning,
  AIMMSS)
• CONDITIONS In a classroom environment given a
  borelight device, and borelight manual.
• STANDARDS Identify the characteristics,
  operation, maintenance, zeroing and
  boresighting of the borelight device.

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3 Knowledge types and 2 Applications

• 3 TYPES
• 2 APPLICATIONS
• Remember/Say Use/Apply
• Concept
• Process
• Procedure

?
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2 Uses/Applications of 3 Knowledge Types

• 1. Remember/say Borelight Trainees need to learn
  definitions of concepts, processes and procedures
  that they can later remember consciously and if
  necessary, tell others.
• Concept Define borelight.
• Process Describe how a borelight works in
  phases
• Procedure State the action and decision steps
  for using a borelight on a rifle

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Concept Knowledge

• Example
• What is a Borelight assembly?

The borelight assembly is a compact lightweight
advanced Electro-optical assembly, which provides
a highly collimated beam of visible energy for
weapon aiming.
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Process Knowledge

• Examples
• How do the optics work in a Borelight? Or How
  does a Borelight work?

12
Procedure Knowledge

• How should a soldier boresight a weapon?

1) Select the mandrel for the weapon being
boresighted and attach it the borelight. 2)
Insert the mandrel into the muzzle of the weapon
until no further travel of the mandrel into the
muzzle is permitted. 3) Turn the borelight on.
With the help of an assistant, secure the zeroing
mark approximately ten meters from the end of the
barrel so that the laser dot strikes the zeroing
mark. 4) Slowly rotate the borelight 360
degrees while watching the red dot made by the
laser on the zeroing mark. If the red dot spins
on itself the borelight is boresighted to the
weapon.
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3 Knowledge types and 2 Applications

• 3 TYPES
• 2 APPLICATIONS
• Remember/Say Use/Apply
• Concept
• Process
• Procedure

?
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2 Uses/Applications of 3 Knowledge Types

• 2. Use/apply People need to learn procedures
  that they later use by applying them on the job.
• Concept Circle the borelights in this
  picture
• Process This borelight has stopped working
  at this phase in its functioning. What might be
  wrong with it?
• Procedure Set up the borelight and calibrate it
  accurately to use with the boresight on
  this weapon

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Learning objectives for 3 types and 2 uses?

• Remember/Say Use/Apply
• Concept Define Classify new
  examples
• Process Describe phases Solve problem
  w/phases
• Procedure List/tell Steps Apply/Do
  Procedure
• All uses/applications are procedures

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Lesson 2. Training methods for three
knowledge types

• For concepts and processes does training provide
• Clear definitions
• Examples
• Practice
• When teaching a procedure
• Is training based on task analysis?
• Does it provide a complete list of all steps?
• Is there a mission relevant demonstration?
• Does it provide active, hands on practice and
• An opportunity to review when mistakes are made?

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Learning objectives for 3 types and 2 uses?

• Remember Use/Apply
• Concept Define Classify new
  examples
• Process Describe phases Solve problem
  w/phases
• Procedure List/tell Steps Apply/Do
  Procedure
• All uses/applications are procedures

?
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Evaluating Training Design
The Scout Leaders course design was delivered
with a sample lesson. In the sample a number of
concepts were taught , including the concept of
Threat. Check the next slide and decide
whether the concept of Threat is adequately
defined.
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Concept of Threat
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Evaluating Training Design
Is the concept of Threat is adequately defined?

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Evaluating Training Design
Specified Task You are directed by the
commanders OPORD to move to an objective to
prepare for urban operations ? Based on your
analysis and experience, you determine that
snipers could be a potential threat on this
mission because of the close proximity of the
objective to the urban area ? Implied Task You
place counter sniper measures in your tentative
plan, knowing that this will assist in the
success of the overall unit mission.
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Evaluating Training Design
We concluded that the design did not demonstrate
a good example of the concept threat. The
example would have to be a nation or
organization that ... Are snipers an
organization? We think that either the
definition or the example(s) should be changed.
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Evaluating Training Design
We could not find any examples of a practice
exercise for the concepts that were taught
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Evaluating Training Design
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Concepts and Definitions for Adaptive Operations
Lesson
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Adaptive Operations Exercise 1
In the context of adaptive operations, identify
the differences between controlling tempo and
controlling access by matching criteria to
concepts.
A. Delay access to combat power B. High tempo to
conclude operations before help arrives C.
Disrupt access to accumulation of weapons D. Slow
tempo to prolong conflict beyond resources of
opposing forces E. Deny access to infrastructure
needed to develop effective combat power
Controlling Tempo
Controlling Access
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Matching Exercise Screen
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Learning objectives for 3 types and 2 uses?

• Remember Use/Apply
• Concept Define Classify new
  examples
• Process Describe phases Solve problem
  w/phases
• Procedure List/tell Steps Apply/Do
  Procedure
• All uses/applications are procedures

?
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Evaluating Training Design
Page 15 - Promise that processes will be
trained Content consists of basic facts,
concepts, step-by-step procedures, processes, and
principles. Page 17 - Promise that visual
interpretation of material will be provided
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Evaluating Training Design
Page 15 - Promise that processes will be
trained Content consists of basic facts,
concepts, step-by-step procedures, processes, and
principles. Page 17 - Promise that visual
interpretation of material will be provided
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Evaluating Training Design
See process description of Urban assault and
reconnaissance phases In Notes section below
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Evaluating Training Design
The 7 phases of urban assault describe a process
in which different units collaborate together and
one phase leads to the next. See description
below in Notes section
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Evaluating Training Design

• We could not locate any process exercises.
• Look at the process description below and think
  about
• Do trainees need an opportunity to practice it?
• If yes, how you could set up an exercise where
  they were asked to list the phases and the
  actions that occur at each phase in the process?

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Phases of Urban Assault
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Phases of Urban Assault Exercise 2
?
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Stages of Urban Assault Exercise 1
Describe key activity of phase
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Stages of Urban Assault Exercise 4
Describe how reconnaissance in step 1 helps to
define the objective in step 2
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Evaluating Training Design
Read the description of the phases in the process
described below. Does it fulfill this checklist
requirement?
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Evaluating Conceptual Procedural Knowledge
Instruction
We were satisfied with the process description
were you?
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Learning objectives for 3 types and 2 uses?

• Remember Use/Apply
• Concept Define Classify new examples
• Process Describe phases Solve problem
  w/phases
• Procedure List/tell Steps Apply/Do
  Procedure
• All uses/applications are procedures

?
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Evaluating Training Design

• From the course introduction, page vii
• The Course Design Strategy translates critical
  task analysis data into sequential, progressive
  training. It is the process to
• Determine the optimum training strategy for each
  critical task and the supporting skills and
  knowledge.
• Translate each individual critical task and the
  supporting skills and knowledge into learning
  objectives.

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Evaluating Training Design
Although there is no evidence of an SME, the
course does include approved documents such as
the demolition card and therefore meets the
requirement.
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Evaluating Training Design
Below is a procedure found in the course which is
used in conjunction with the job aid found on the
next slide.
Hasty Steel Cutting Procedure 1. Measure
rectangular sections of members separately. 2.
Find the charge for each section, using the
table. 3. Add charges for sections to find total
charge. 4. Use next larger dimension if
dimension is not on the table
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Hasty Steel Cutting Table
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Evaluating Training Design
The Hasty Steel Cutting slides provide a step-by
step demonstration of the correct procedure for
using explosives and detonators to accomplish
steel cutting tasks quickly and effectively.
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Evaluating Training Design
The design describes what appear to be decision
rules for adjusting charges to accommodate
different materials For dead stumps, use 1 pound
of explosive per foot diameter. Place charge 1
foot in depth for each foot in diameter. For
standing timber, increase charge size by 50
percent. See other decision rules in Notes
below Is this adequate?
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Evaluating Training Design
We believe that the design will lead to
outstanding training on how to make decisions
about different kinds of objects or media that
must be demolished.
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Evaluating Training Design
Note that the steel cutting procedure is about 4
steps
Hasty Steel Cutting Procedure 1. Measure
rectangular sections of members separately. 2.
Find the charge for each section, using the
table. 3. Add charges for sections to find total
charge. 4. Use next larger dimension if
dimension is not on the table.
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Evaluating Training Design
Hasty Steel Cutting Procedure 1. Measure
rectangular sections of members separately. 2.
Find the charge for each section, using the
table. 3. Add charges for sections to find total
charge. 4. Use next larger dimension if
dimension is not on the table.
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Evaluating Training Design
The following procedure is described in the IMDP.
Could the concepts on the next page be used to
modify this procedure? 5. ELO D Calculate and
designate breaching charges a. Emplacement b.
Evaluating target c. Breaching formula d.
Factors e. Determine critical dimensions and
number of charges f. Hasty breaching
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Material Factor (K) for Breaching Charges
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Evaluating Training Design
The following procedure is described in the IMDP.
Could the concepts on the prior page be used to
modify this procedure? 5. ELO D Calculate and
designate breaching charges a. Emplacement b.
Evaluating target c. Breaching formula d.
Factors e. Determine critical dimensions and
number of charges f. Hasty breaching
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Evaluating Training Design
See following slide for evidence of practice
exercise for procedure from Scout Leaders Course,
demolition module.
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SLC Procedure Practice Exercise
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Evaluating Training Design
We believe that the prior slide is evidence of a
practice exercise for a procedure.
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Team Exercise 2Evaluating Training Design

• Each team selects
• A Team Leader (coordinator, timekeeper)
• A Reporter (summarizes and presents teamwork to
  rest of us)
• Assign responsibility to find examples of each
  introduction item (2.1 to 2.3.6) in the design
  for the Armor Captains Career Course
• Report those examples to the rest of the workshop
  when it is your turn

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