Distance Learning Coordination Committee DLCC

1
Distance Learning Coordination Committee (DLCC)

• Dr. Ken Pisel, DLCC Chair
• MECC W/G Briefing
• 14 November 2007

2
Agenda

• Meeting overview
• OPMEP
• DL Curricula
• Standard 1

3
Meeting Overview

• 11-12 September at Quantico
• Goal is to hold meetings at the MECC school sites
• Focus was update briefings on all school DL
  programs
• Common areas for potential content sharing
• Good ideas to leverage
• Determined to suspend spring conference program
• Next meetings
• Spring at Leavenworth date tbd
• Follow-on meeting at Carlisle in Fall

4
DL Curricula
Enclosure B, paragraph 6.c.

• JPME Learning Objectives. Non-resident programs
  must meet the JPME learning objectives assigned
  to their respective resident institutions.
  Non-resident curricula and related educational
  products and materials should derive from and
  closely parallel the Program of Instruction
  (POI)/curriculum of their respective resident
  institutions. The differences between the two
  types of programs are primarily in the specific
  delivery methodology and techniques employed to
  achieve the PME and JPME learning objectives.

• Propose to address OPMEP language in next review
  cycle
• Intent of closely parallel is not clear
• Looking at language that supports sharing across
  programs per DODI 1322.26

5
Standard 1

• Three issues
• Student Mix
• Assess and measure
• Standards v. Learning Areas
• Propose to discuss and make proposal at next MECC
  WG
• End goal is to incorporate changes in next OPMEP
  update

6
Standard 1

• Develop Joint Awareness, Perspective, and
  Attitudes. JPME curricula should prepare
  graduates to operate in a joint, interagency and
  multinational environment and bring a joint
  perspective to bear in their tactical,
  operational, strategic and critical thinking as
  well as professional actions. Institutions
  missions, goals, objectives, educational
  activities and the mix of students and faculty
  should reflect joint educational requirements,
  encourage critical analyses of current and
  emerging national strategies from a joint
  perspective and foster a commitment to joint and
  interagency cooperation. The institutions
  leadership, faculty, and students should manifest
  an appropriate commitment to jointness.

7
Student Mix

• Standard 1
• the mix of students and faculty should reflect
  joint educational requirements, encourage
  critical analyses of current and emerging
  national strategies from a joint perspective and
  foster a commitment to joint and interagency
  cooperation.
• Paragraph 6.d of Enclosure B
• nonresident programs need not maintain the mix
  of students by Service in their overall student
  bodies and seminars required of resident
  programs. ILC and SLC non-resident programs
  should, when delivered in a group environment,
  seek diversity in student populations by
  providing enrollment opportunities to non-host
  Services, Reserve Components, DOD and non-DOD
  civilians, as appropriate.
• Conflicting guidance on mix
• Concept of seeking diversity is unclear
• Non-resident programs have little/no control
  over other Service play
• Example USMC seminars at Yuma or Okinawa

8
Assess and Measure

• Standard 1
• foster a commitment to joint and interagency
  cooperation. The institutions leadership,
  faculty, and students should manifest an
  appropriate commitment to jointness.
• Commitment is solidly in the affective domain
• It would be assessed at one of the three highest
  levels in Krathwohls model
• MECC institutions and PAJE teams have no specific
  guidance on how to manifest or measure that
  commitment
• There is a gap between what is specified in the
  OPMEP and what is (and can be) assessed by a PAJE
  team

9
Standard v. Learning Area

• Only 1 affective LA in OPMEP Phase II AJPME
• Value a thoroughly joint perspective and
  appreciate the increased power available to
  commanders through joint, combined, interagency
  efforts and teamwork.
• Krathwohl defines Valuing as showing some
  definite involvement or commitment
• It can be interpreted that Standard 1 expects the
  valuing level of the affective domain to be
  achieved, which is equivalent to the LA for Phase
  II/AJPME

10
Questions?