1. VISION Learning Station
Mike Reitmeyer

2. The Purpose, Scope, and Organization of the VISION System

3. Objective
Identify the purpose, scope and organization of the VISION system.

4. Module Interaction

5. How the Learning Station is Organized: The Five Main Areas

6. Objective
Identify the five main areas of the VISION Learning Station and the purpose of each.

7. Five Main Areas of the VLS:
Provides learners with access to assigned courses, tests, qualification events and an area to create custom lessons to support task performance.
Training
Provides access to on-line review and approval of course materials. This area is still in a development state, not all options are currently available.
Workflow
Provides access to records involving assessments, courses, evaluations, qualifications, and personnel.
Records
Provides access to record summaries and reports involving training, exams, questions, qualification, organizations and personnel.
Reports
Provides administrators with access to the organization, evaluations and qualification, and provides instructors access to courses and assessments.
Administration

8. Projects and Work Areas in VISION

9. Objective
Identify characteristics of a VISION database in terms of projects and work areas.

10. Projects and Work Areas in VISION Developer
Analysis
Objective
Program
Work Area 1
Work Area 1
Work Area 1
Work Area 2
Work Area 2
Work Area 2
Work Area 3
Work Area 3
A project represents all of the training information for a department, type of job position, a system, or some other logical division within a database. Projects can be associated with organizations in the Learning Station, and it is from these that lessons and tests will be taken to give to LS learners.
Work areas make up projects, and they will contain your training information. There are three different kinds of work areas and you can use any number or configuration of them within a project. These work areas are:
Analysis: Develop the tasks that learners will need to be able to do in order to accomplish their jobs and determine what they need to know to perform the tasks. The emphasis here is to list every step that makes up a job and every element and skill that supports each step.
Objective: Tasks, elements and skills/knowledge are taken from the analysis hierarchy and are reworded and grouped into teachable objects. Elements from all over a job hierarchy can be grouped and transformed into one objective, or a single difficult task might become one objective. The emphasis in this hierarchy is to organize all of the pieces of the job into teachable nuggets and reword them into learning objectives.
Program: Objectives are worked into lessons whose contents and lengths are determined by factors like the length of time that the lesson will take or the reason that the lesson is being created. In this work area the emphasis is on structuring lessons that have all the necessary information and fill the needs that they are being created for.
Work Area 4

11. How Training Information is Connected

12. Objective
Describe how the instructional design data elements are connected together in VISION to form an integrated foundation.

13. How Training Information is Connected
The illustration below shows how the elements of the VISION data are connected.
VISION establishes relationships between data. These relationships can be hierarchical (jobs contain tasks, and tasks contain the elements that make them up), or they can be links (questions are linked to each other and to objectives, cross referenced data is linked to a task).
Analysis items, or the elements of a job, become trainable Objectives. These then are grouped into Program items, or lessons.

14. Publishing online materials using VISION Developer

15. Objective
Identify the correct steps to publish content online from the VISION Developer module to the VISION Learning Station.

16. Launch the Course Event Generate the Course and Course Event
Add “Assessment Profile” (if necessary)
Sequence objectives into VISION Training Units (Lessons)
Enter content into Vision Developer module

17. Enter content into Vision Developer module.
Develop or import content into the Objective
Convert the content to HTML with the “Convert to HTML” button.
Check the “Deliver” and “Deliverable” check boxes.
Set the Objective status to “Content Approved”.

18. Sequence objectives into VISION Training Units (Lessons).
Sequence objectives into “training units”
Go to the “Design” tab of the training unit and click the “Content” button.
Check the “Deliver” check box.
On the “General” tab, mark the “Status” as “Completed-Active”.

19. Add “Assessment Profile” (if necessary).
Assessment profiles are the rules for how the training unit is going to be assessed.
This option is on the “Tests” tab of the training unit.
Use the “Assessment Profiles” button to add an “assessment profile”.

20. Generate the Course and Course Event.
Connect VDM training units to courses in the VISION Learning Station.
Create a Course Event.
Assign learners to the course event.

21. Choosing questions for the VISION Learning Station

22. Objective:
Recognize the types of exam questions that can be used by the VISION Learning Station for electronically graded tests.

23. Three types of questions
The three types of questions that the VISION Learning Station can use for electronically graded tests are:
Multiple Choice
True/False
Matching

24. Types of Assessments

25. Objective
Given a list of situations requiring assessments to be set up in the VLS, identify the most appropriate type of assessment for each one.

26. System Generated Static Credit/100% Manual Scored
types of Assessments:
Generated by VLS
Each exam is different
System Generated
Generated by instructor
Will not change
Static
Created by instructor
No grade other than 100%
Credit/100%
Graded by instructor
Manual Scored

27. System Generated Assessment
These assessments are compiled by VISION out of questions connected to the objectives contained within the training unit.
They are generated at the time that a student requests a test given the parameters that have been set in VISION Learning Station.
Each test is unique.

28. Static Assessment
These assessments are compiled by an instructor out of questions connected to the objectives contained within the training unit.
The instructor can make more than one static assessment and the test will be chosen randomly when a student requests it from the VISION Learning Station.
VISION will not change the test, order of questions or questions selected for the test.

29. Credit/100% Assessment
This is used to confirm that the learner has viewed all of the lesson content.
When the student is finished viewing the content they will be sent a question written by the instructor such as, “did you read and understand the material”. Once they respond to this question they will have completed the course.
Student cannot be given a grade for this type of assessment.

30. Manual Scored
This profile is used when a instructor will manually grade an assignment, lab or evaluation.

31. Graded Assessments

32. Objective:
Given a list of situations requiring assessments to be set up in the VLS, identify the most appropriate type of assessment for each one.

33. System-Generated Assessments
Number of questions
Percent of questions by objective
By Points
By Time
Program Exam Weighting

34. Number of questions
Choose this assessment when you want a specific number of questions on a test.
At least one question from each objective will be selected.

35. Percent of questions by objective
Use this assessment when you want to determine which objectives will have the most (or least) questions on the test.
Each objective within the lesson must get at least 1%, which means that each will contribute at least one question.

36. By Points
Use this assessment when you want the test to be worth a specific number of points.
This test might be very long or very short, depending on how many points your questions are worth.

37. By Time
This assessment uses the “Time to Complete” field on each question. Use it when the time a test will take is the most important factor.

38. Program Exam Weighting
Unlike the other assessment profiles, Program Exam Weighting is created in the VISION Developer module.
Use this option when you want to set the number or percentage of questions that VISION will retrieve from a lesson (rather than objective).

39. What is an “Organization” in the Learning Station?

40. Objective
Identify the features of the Organization structure in the VISION Learning Station

41. The Organization Structure
Top Node/Organization name
Organization
Organizer
Department
Job positions connect qualifications and courses to the learners who will use them.
Job Position
Job Position
An organization in the VISION Learning Station has these general features:
The organization appears on the left of the display.
The top level of the hierarchy is usually the name of the organization. Sometimes the organization stops at just this level.
The organization is sometimes divided into units, for example, Departments.
The units are sometimes subdivided into levels that show the incumbent job positions.
The window to the right of the organization contains a set of tabs that display other activities that are related to setting up the organization.
Department
Job Position

42. Why Projects in VISION Developer are Linked to the Learning Station

43. Objective
Identify the purpose and implications of establishing a link between job positions within an organization in the VISION LS and Developer.

44. Development
Analysis Hierarchy
Objective Hierarchy
Program Hierarchy

45. Development VLS Organization Project Two Projects People
Training Unit
Course One
Course Two
Work Area Two
Organizer
Organization
Department
Job Position One
Job Position Two
Project Two
Projects
Project One
Project Two
Project Three
Project Four
Work Area One
Work Area Two
Work Area Three
Work Area Four
Qual Two
Qual Three
Qual One
Course Two
Course Three
Course One
People
Organization Two

46. Why Develop an Organization Hierarchy?

47. Objective
Decide whether or not an organization hierarchy is appropriate for your implementation of VISION.

48. With an Organization you can:
Set up, distribute and manage a qualification program
Provide learners with on-demand access to job task information
Assign a job-specific curriculum to all learners in a job
Generate reports that show statistics for a job group.

49. Security Roles

50. Objective
Name the differences between the four types of security roles in the VISION Learning Station.

51. The four security roles in the VISION Learning Station:
Learner
Instructor
Site Administrator
Administrator

52. Learner Access courses and tests assigned to him or her
Can view training history and qualification status
Can manage his/her qualification cards
Perform performance support activities

53. Instructor
Ability to manage a course, or course event to which he or she is assigned
Add or edit assessment profiles
Ability to interact with courses, course events, learners, assessment profiles and learner feedback.

54. Site Administrator
Has access to all parts of the VISION Learning Station for the organization(s) to which he or she has been assigned.
This includes records, reports, users, assessments, and courses.

55. Administrator
The Administrator has full access to all aspects of the VISION Learning Station, including all organizations, courses, records and reports.

56. Learning Station Course Event Features

57. Objective:
Identify the features of a Learning Station Course Event.

58. The Features of a Course Event
The course can be delivered on-line
Statistics can be gathered about the course material
Statistics can be gathered about how the course is taught
Details about the course can be changed
Student’s attempts, scores, and attendance can be updated

59. The Difference between Analysis and Program Qualification Cards

60. Objective
Differentiate between analysis-based and program-based qualification cards

61. Analysis & Program Qualifications
Analysis Qualification Cards
Made directly from tasks in VISION’s Analysis Hierarchy.
Delivered in the VLS through “Qualifications”.
Program Qualification Cards
Made from training units in VISION’s Program Hierarchy.
Delivered in the VLS through “Courses”.
Analysis Hierarchy Qualification Cards
These qualification cards are made from tasks in the analysis hierarchy. You can also include questions to stimulate oral questioning as part of the qualification process. These cards stand independent from courses, objectives, or other objects in VISION Developer.
The benefit of creating this type of qual. card is that you do not have to populate your objective and program hierarchies to create them. Everything can be one in the analysis hierarchy. For example, you can implement electronic qualification or create a quick JTA out of tasks and procedural guides without ever having to create a single objective.
On the other hand, with this method you cannot include cognitive material on the Qualification Card. This type of card only supports performance based tasks. For example, this type of qual card cannot be a performance segment in a mixed performance and cognitive lesson.
Program Hierarchy Qualification Cards
These qualification cards are integrated with objectives and courses, but can be virtually identical to the qual cards made directly out of tasks in the analysis hierarchy.
The benefit of creating qual cards in the program hierarchy is that you can create a card that mixes both cognitive and performance based outcomes. For example, let’s say you were to create a qual. card to certify students to drive an automobile. With this method, you could include driving rules and a written exam with the performance test of actually driving the vehicle. Additionally, this type of qualification card is treated as a Job Specific course in the VLS.

62. Qualification Card Attributes

63. Objective
Identify the attributes of qualification cards in the VISION Learning Station.

64. Qualification Card Attributes Handout