1. IMDP Prelude

2. CPM Projects Tab
The FEA has been completed, the BCA has been done and it is time to go into CPM and approve the JDTA and finish building the objectives.
The ISD Considerations must be completed in the Project Tab.
The TCCD and IMDP are both generated once the information has been entered in CPM.
Demonstrate approving a JDTA, building objectives, and adding ISD Considerations in the Project Tab.

3. IMDP Overview Objective:
Given an IMDP Report from CPM and a Word Processing Program, develop an IMDP to NETC’s Specifications outlined in the SOP.
What does the IMDP add to the End-to-End Process?
Where is it in the End-to-End Process?

5. IMDP
The Instructional Media Design Package (IMDP) is to detail and demonstrate the design intent for each module and lesson within a course and to describe how the course will achieve the intended learning.
The IMDP is a living document, and will probably change, even after you submit it for review.
A course prototype will be developed with the IMDP.
Ask participants what it means that the IMDP is a living document. It is necessary to continue to update the IMDP, throughout course development.
A course prototype helps with risk management and to get a feeling for how the course will actually present.

6. Before we get to the IMDP….
We have to start building the blueprint for the course in CPM. This is really part of the AIM CPM/LOM Training Class, but we will go through the major steps to foster an understanding of the process leading to the IMDP.
We will enter the ISD Considerations in the Project Tab, after we enter our learning objectives. These are taken from our FEA Worksheet.

7. IMDP
The IMDP starts pulling the course together, and allows the designer to communicate decisions that will have an impact on both the quality and cost of the course.
Developing the IMDP starts with the report generated from AIM CPM. Data is added to the report as needed to communicate the design of the course and according to guidance.
The required fields for the IMDP are taken from the DiD Instructional Media Design Package, DI-SESS-81520B.
Direct participants to open the IMDP DiD, and review the Instruction Sheet in their TGs to see the required elements from the DiD.

8. IMDP from CPM, Plus….
IMDP Sections that need to be added to CPM Output:
Summary Description of Training- 2-2, I to O
Course Design Strategy- The complete section 2.3
Lesson Design Strategy- The complete section 2.4
Courseware Logic Flow – all of 2.5
When starting an IMDP, go to AIM CPM and generate an IMDP Report. This is a good starting place for developing the rest of the IMDP, which will include:
Course Strategy-Consider the following when developing :
Course completion criteria
Assessment criteria
Course duration
Lesson Design Strategy- Consider the following:
Instructional strategies
Lesson format guidelines
Metadata specifications
The Test Design Strategy: provides a description of test scenarios, presentation sequence, appropriate learning types and levels, test frequency, test interface, remediation options and performance tracking. Plan and develop your Test Design Strategy early. Consider the following:
Assessment level: module, course, lesson
Pre- and Post assessment plans
Re-assessment plan
Item analysis data collection

9. Course Prototype Why do a course prototype?
A course prototype helps with risk management and to get a feeling for how the course will actually present.
What is in the course prototype?
The course prototype should be a representation of the IMDP, and should include storyboards, metadata, and assessments, at the section or the element level.
Direct participants to view the example course prototype.

10. PRACTICE ON YOUR OWN Working in your groups:
complete section of The Instructional Media Design Package, 81520B, letters a through d.

11. Reviewing the IMDP Who will probably be reviewing the IMDP?
What should that person be reviewing it for?
If you were writing a job description for an IMDP Reviewer, what requirements would you list as needed for this position?
What are the consequences of approving a ‘bad’ IMDP?
LSOs and Project Leads often have to review IMDPs to ensure that the course objectives are properly aligned with the appropriate media, assessments, and instruction, and reflect the design of a well-planned course. Ensuring that the technical delivery requirements are addressed is also necessary. The review of the IMDP will lead this document being approved or disapproved before further development is allowed. In many cases a media prototype will also be developed to augment and better explain the IMDP and the plan to support further media development. It is critical at this phase the appropriate levels of review and approval occur to reduce significant risk during the development of media further in this process.
To effectively and efficiently review an IMDP, it is primarily important that the course represents the work accurately, but it is also necessary to have a thorough understanding of guidance requirements, sound ISD methodology, and an understanding of the funding available for the course.

12. Reviewing the IMDP (cont)
When reviewing the IMDP, remember that the goal or big picture is to ensure that the project has been properly scoped. Does the course fit within the time, technical, and delivery constraints that are being suggested? Are the ISD considerations appropriate for the learning objectives?
Both the DI-SESS-81520B (Instructional Media Design Package Acquisition Guidance) and the sample IMDP available in Appendix F of the ILE Handbook should help to identify gaps in the IMDP.
1.Ask participants to discuss courses they may have worked on or attended where there was a misalignment of course elements that a properly executed IMDP may have alleviated.
2. Direct participants to the ILE Handbook, Appendix F to see a basic template for the IMDP.

13. PRACTICE ON YOUR OWN
Imagine you are the Project Lead or LSO for the LC. Review IMDP #2 for any additional problems (other than the software discrepancy already identified). Notate any problem areas you find on a separate document.
Observe participants and discuss answers as a group.

14. Approving the IMDP
The IMDP has already been reviewed, so approving the IMDP is really about considering the financial ramifications. Before approving an IMDP, it is vitally important to consider cost.
It is sufficient for the LSO or the Project Lead to send an approving the IMDP and Prototype, which is likely a project deliverable.
This is the time to ensure that everything that needs to be planned is planned adequately, to mitigate risk later in the project. The person approving the IMDP needs to understand the financial risk involved with the project, and if it is necessary to stop the project to modify an existing element. It is less expensive to do it at this point then later, when developers are already working on the content.
Once you approve a learning objective in the Projects Tab, you can never change it. Subsequently, only approve LOs if you are certain they will under no circumstances, change.
The Course Prototype should factor into the approval; if it has not been satisfactorily presented, the IMDP should not be approved.

15. Transferring Project to LO Module
Once the IMDP has been approved, it is time to move the project from the EDE to the Learning Object Module.
Demonstrate exporting a course from CPM and then importing it into LOM.

16. PRACTICE ON YOUR OWN
Using Job Sheet , Import a course into the Learning Object Module from the EDE.
Observe as participants export/import their courses.

17. Prelude to LO Module

18. Learning Object Module (LO)
The LO Module is where course development begins.
Much of the development in LO depends on choices that were made in CPM. For example, content types, delivery method, and skill or knowledge proficiency level were chosen in CPM.
This section is about content types: Facts, Concepts, Processes, Procedures, and Principles, referred to sometimes as FCPPP.
If time permits, it would be beneficial at this point to watch the video on the AIMEREON website about the Instructional Design and Development Overview for CPM and LOM, to get insight into the LOM's capabilities:

19. Content Types
The best types of interactions for training depends on the content type.
If you are trying to convey facts, use the fact to complete a task. An example would be using a table to find the answer to a specific question.
If you are trying to convey a concept, identify an instance of the concept. An example would be the log on page for different webpages. They operate under the same concept, but have different log on rules.
If you are trying to teach a process, solve a problem. An example would be creating a log-on for a program.

20. Content Types
If you are trying to teach a procedure, provide a task with steps, such as a job sheet for importing courses from CPM into LOM.
If you are trying to convey a principle, perform a task by applying guidelines, such as creating a course based on guidance.
Discuss near and far transfer: A way to help distinguish between content types is whether they involve near or far transfer of knowledge. Near transfer of knowledge means tasks are similar to other tasks, and therefore are easier to learn, or transfer knowledge: the concepts are close. Far transfer requires more cognitive processing, that is they are not similar to other tasks and are not done repeatedly. This makes the transfer of knowledge a bit farther away, hence far transfer. So procedures are near transfer because they follow a specific linear or branching path, while principles are guidelines that are applied differently, depending on the context.

21. FCPPP Practice How to enter data into CPM is a __________
The E2E development system is a __________
Completing the media analysis of the FEA is a ______________
Open-ended questions are a__________
Abraham Lincoln was the 16th President of the United States is a ______________
(procedure- you follow specific steps)
(process-it can be described in a flowchart, it is how something works, in this instance, curriculum development for NETC)
(principle, it requires you apply guidelines differently, based on the LO.)
(concept- each answer varies but they are all open-ended questions- an non-example is a close-ended question)
(Fact)
Ask participants to come up with their own examples of content types.

22. PRACTICE ON YOUR OWN
Review the content typing you did for your FEA Objectives. Explain why you chose those content types.
Then, develop at least two new examples of each content type. Be prepared to explain why you identified each content type example the way you did.
Circulate and observe.

23. Delivery Strategies What are some delivery strategies?
This section offers suggestions on how to build effective training using instructional delivery strategies like brainstorming and role-playing.
NETC's philosophy is that instructional design is much more than ordering information or activities. Deliberate decisions must be made to determine how a learner will interact with the information.
Each instructional piece has its own characteristics that impact how other instructional pieces interact with it.
Ask participants what delivery modalities they have used to develop training, and discuss the pros and cons of each.

24. CPM Delivery Methods
Interactive Multimedia Instruction (IMI) - Everything from PowerPoint to flight simulators, web-based, etc.
Instructor Led Training Class - traditional training with an instructor, tutor, or coach
Instructor Led Training Lab - traditional, but in a lab instead of classroom to conduct practical exercises
Instructor Led Training Onboard Training - traditional training done onboard, access to training aids may be limited
Blended - any combination of training types listed here
Electronic Performance Support System (EPSS) - A highly interactive IETM
With these six choices, almost any instructional delivery method may be developed in the lesson plan. For example, if the Recommendations and Solutions Statement from the FEA recommended a blend of ILT and IMI, the developer could use the Blended Learning Option in CPM, which would allow them to use instructor activities and job sheets as well as storyboards for IMI. An example of a blended learning solution for a class with 3 days might include mornings working on self-paced IMI, and afternoons in the classroom or lab with the instructor.
Ask participants how many of these delivery methods they have used, then direct them to review the Instructional Strategies Matrix from TRADOC in their TG.
After letting them review the matrix, ask if they can think of any ways they might use the strategies in their current training development.

25. What are some blended learning strategies for this scenario?
Based on media types and media delivery modes analysis the instructional strategy recommendations for the content module are for a blended learning solution media types consisting of:
Instructor/tutor
IMI with ICW/SIM/electronic management systems – CAI, LMS/electronic publications.
Traditional print and digital materials.
Trainers/training devices–component trainers
Media delivery modes:
CBT (78.35%)
ILT (55.27%)
LAB (53.75%)
(IMI and Instructor) Have an electronic classroom with an Instructor. Review the online IETM by assigning teams to work on specific parts and develop their own lesson plans for teaching that section to the other groups.
(IMI) Assign participants online homework (shorten the class day by 1-2 hours to facilitate this) to review factual and lower level information they need to know.
(Instructor and Lab)Once the foundational knowledge is learned, have participants work together on a piece of equpment, if it is available. When they get familiar with the equipment, provide them with troubleshooting problems to work on together.

26. Non-Example of Training Strategies
Portraying or just presenting information (using just PowerPoint, instructor lectures, or page turning CBTs) is not as an effective instruction delivery format as more engaging presentations.
Is it possible, that presenting non-engaging training, at the lowest levels of learning, ends up costing NETC more money, resources and training time; as well as impacts fleet readiness?
Ask participants how many of them have experienced training like this. Is it effective?

27. RECOMMENDATIONS AND SOLUTIONS:
PRACTICE ON YOUR OWN
This is the recommendations and solutions statement for a course that is currently taught through formal ILT training. Determine some methods for presenting instruction that might be congruent with the recommendations.
RECOMMENDATIONS AND SOLUTIONS:
It is recommended that multiple DL and ILT style resources be used to provide supplemental training to the formal course. These resources would supplement current training without interfering with current formal course content.
For example, cryogenics, the A-School students don’t have prerequisites. They put them on night study to scaffold them to the level they need to be at. Then during the day, they are paired with more advanced students.

28. Knowledge and Skill Levels
What is the cognitive domain NETC bases its proficiency levels upon?
What is the psychomotor domain?
What are Remember and Apply?
What are the Proficiency Levels?
We will be discussing these in this section. Although these were already assigned to the objectives in CPM, it is helpful to have a refresher course in what the levels mean, and how that translates to developing training.
The word 'Cognitive' is an adjective. Its definition is: of, relating to, or involving conscious mental activities (such as thinking, understanding, learning, and remembering). In training, the cognitive level is the level of mental difficulty of the task. Bloom's Taxonomy, developed in 1956, is often used to assign cognitive levels to tasks, from tasks that don't require thinking beyond remembering them, to those that require analysis and evaluation. Similarly, the CPM currently uses 'Remember' and 'Apply' to indicate the cognitive level of an objective. 'Remember' means the task requires simple recall information, while 'Apply' requires the learner to take the information and use it.
Whereas the cognitive domain is about knowledge, the psychomotor domain is about skills. The psychomotor domain taxonomy that NETC refers to is R. H. Dave's, which has five skill levels (Imitation, Manipulation, Precision, Articulation and Naturalization).
Proficiency levels are assigned KPL 1, 2, and 3; and SPL 1, 2, 3; based on their domains and perceived difficulty level.

29. Cognitive Domain
In training, the cognitive level is the level of mental difficulty of the task. Bloom's Taxonomy, developed in 1956, is often used to assign cognitive levels to tasks.
Bloom’s cognitive levels are condensed to three for training :
Recall/Comprehension: define, duplicate, list, memorize, recall, repeat, reproduce. discuss, explain, identify
Application/Analysis: choose, demonstrate, employ, illustrate, schedule, write, discriminate, distinguish, examine
Synthesis/Evaluation: appraise, argue, defend, judge, select, support, value, evaluate, assemble, construct, create, design, develop, formulate
Interestingly, in the 90’s, Bloom’s taxonomy was updated to:
Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

30. Knowledge Proficiency Levels
KPL 1 – is the knowledge/comprehension level of cognitive learning. This is the lowest level of learning, but supports foundational learning of facts, rules, basic concepts, and procedures.
KPL 2 – is the application/analysis level of the cognitive domain. This is the target for most formal training development since it teaches the learner application and analysis level problem-solving.
KPL 3 – is the synthesis/evaluation level. If formal training requires undocumented procedures or evaluation to determine the proper course of action, this level of training is appropriate.
Ask participants to look at verb list and identify verbs that would be classified under each SPL.
Direct participants to review Information Sheet on Cognitive, Psychomotor, and Affective Domains in their TG.

31. Example of KPL with FCPP
The Knowledge Dimension
Remember
Understand
Apply
Analyze
Evaluate
Create
Facts
list
paraphrase
classify
outline
rank
categorize
Concepts
recall
explains
demonstrate
contrast
criticize
modify
Processes
estimate
produce
diagram
defend
design
Procedures
reproduce
give an example
relate
identify
critique
plan
Principles
state
converts
solve
differentiates
conclude
revise

32. Psychomotor Domain
Whereas the cognitive domain is about knowledge, the psychomotor domain is about skills. The psychomotor domain taxonomy that NETC refers to is R. H. Dave's (1975), which has five skill levels that have been condensed to three:
Imitation/Manipulation: copy, follow, mimic, act, execute
Precision/Articulation: calibrate, demonstrate, adapt, construct
Naturalization: design, naturally, perfectly
Which domain should be the most prevalent in technical training?
Sometimes there is a mismatch between the identified level of an objective and the activity that is used to teach it.

33. Skill Proficiency Levels
SPL 1 – Observing and patterning behavior after someone else. Performance may be of low quality
SPL 2 – Refining, becoming more exact. Performing a skill with precision without the presence of the teacher
SPL 3 – Mastering a high level performance consistently and with ease.
Ask participants to look at verb list and identify verbs that would be classified under each SPL.

34. Learning Object Module
The AIM LOM Course Structure is Course, Module, Lesson, Section. A section is the equivalent of one enabling learning objective, and contains:
Element text (Discussion Points)
Instructor activity text (Related Instructor Activity-RIA)
Resources (from site RRL)
Metadata

35. LOM Basics
Each section is comprised of elements that correspond to the content type that was chosen in CPM: fact, concept, process, procedure, and principle.
The tabs in the right side of the window also differ, based on what type of instruction was chosen.
If Instructor-led training (ILT) was chosen, the Instructor Activity tab will appear. It will not be available if Interactive Multimedia Instruction (IMI) is chosen. Job sheets are available if ILT is chosen, but not for IMI. If blended content is chosen in CPM, the same choices will be available as if ILT were chosen.

36. LOM Section Example
A section based on a Principle has the following required elements:
Introduction
Principle Statement
Guidelines
Practice
Assessment
Review a principle section with participants by going through a section in LOM, discussing each element and how to populate it. Demonstrate deleting elements that are not bolded.
4. Demonstrate how to add a resource to site RRL and then add it to the section.
5. Demonstrate how to add an assignment sheet.
6. Demonstrate how to add Instructor Activity text.
7. Demonstrate how to preview the section and the sheets.
While demonstrating the section assets, ask participants to help develop text, test items.

37. PRACTICE ON YOUR OWN
IN LO Module, develop one job sheet, one instructor activity, 2 different test items, and list one resource.
Observe participants as they practice.