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KQSS Domain 2
MTS KQSS Domain 2
| Question | Answer |
|---|---|
| Discuss the purpose of the Shareable Content Object Reference Model(SCORM) and its application in content development. | -A collection of standards that specify how e-learning software should be built. |
| Describe Reuse, Repurpose, and Reference(R3) as it applies to NCOM. | Reuse- use of an existing object in a new learning event without any modification. Repurpose- The use of an existing object in a new learning event with little to no modification. Reference- The use of an existing object as an info source |
| Name the 5 content types and describe when each would be used as they relate to enabling objective statements. | CFPPP Concepts-categories that include multiple examples. Facts-Unique/specific info. Procedures-sequence of steps followed to achieve a task. Processes- Flow of events how something works. Principles- Directions that outline guidelines for action. |
| Describe enabling objective content use levels. | -Degree of recognition/performance learner is expected to display after training. REMEMBER use level and APPLY use level. |
| Describe Metadata and its capabilities. | -Data about data allowing it to be categorized by content, context, and structure. |
| Discuss the key precepts of ILE Information Architecture to include Navy Content Object Model, Sharable Content Object Knowledge Model (SCORM), and Enabling Learning Objectives/Terminal Learning Objectives (ELO/TLO). | NCOM=Navy version of the SCORM. Data drill down heirarchy dictates assets(single media/text element) are grouped into ELOs, ELOs are grouped into TLOs. |
| What is a Job Task Analysis(JTA)? | -Finding out what Knowledge, skills, abilities are needed to do a job |
| Contrast level 1&2 JTA data. | Level 1- Descibes what work is being performed. Level 2- Describes how the work is being performed. |
| Where does one find technical specifications, XML specifications, and NMCI core build requirements? | Tech specs- MPT&ECIOSWIT-ILE-SPEC-4D XML specs- MPT&ECIOSWIT-ILE-SPEC-2B NMCI core build reqs- NMCI core build contents document |
| What are the 3 educational domains discussed in the NAVY ILE learning objective statements (NLOS) specifications and guidance? Name the main verb categories attributed to each. | CAP. Cognitive- Evaluation-THINK. Affective- Responding-FEEL Physchomotor- Articulation-DO |
| Discuss the types of questions used for each content use level. | REMEMBER-should assess if able to recognize and recall info(ex. matching). APPLY-assess on performance of procedures(ex. exercise). |
| Discuss the phases of the Instructional Design Process. | (ADDIE) Analyze- use JTA to generate Learning Objective Statements(LOS). Design- creates prototype lesson. Develop- translate inputs from first 2 phases into courseware. Implement-integrate into ILE. Evaluate- |
| Discuss the item(s) developed in phase I(plan) of task-based curriculum development. | -Training Project Plan(TPP)-Identifies materials required and development sequence of events. |
| Discuss the items developed in phase II (analyze). | -Course Training Task List(CTTL)- consisting of Jobs-made up of duties and tasks, Duties-made up of tasks, Tasks. CTTL foundation for TLOs and ELOs |
| Discuss the items developed in phase III(design). | -Curriculum Outline of Instruction(COI)- first formed from Learning Objectives. Training Course Control Document(TCCD) contains the COI and is final output of design phase. |
| State the two categories of learning objectives. | Termainal objectives(TO)-developed from duties. Enabling objectives(EO)-developed from tasks. |
| Discuss the items developed in phase IV(develop) | Lesson plan, Trainee guide, Tests, Visual information(VI), Instructional media material(IMM), and Pilot |
| Discuss the purpose of instructional media material(IMM) and Visual Information(VI). | Used to INTRODUCE, REINFORCE, or SUPPLEMENT training. |
| State and discuss the elements of the Lesson Plan(LP). | FRONT MATTER-cover, title, change record, table of contents, security awareness, safety/hazard awareness, terminal objective. LESSON TOPICS- topic pages list, discussion-demonstration activity pages. |
| State and discuss the elements of the Trainee Guide(TG). | FRONT MATTER-cover, title, change record, table of contents, security awareness, safety/hazard awareness, how to use, TOs,CMS(optional). INSTRUCTION SHEETS- Outline, assignment, information, job, problem, diagram. |
| State the rules for writing a Course Training Task List(CTTL) statement. | Statement must begin with ACTION VERB and contain the OBJECT of that verb; limited use of a/an; Acronyms spelled out first time; no parenthisis within parenthisis; Short words/phrases; Simple words; etc. |
| State the purpose of testing. | Primary tool for determining trainee atainment of Terminal and Enabling objectives. |
| Explain the purpose of conducting a pilot (phase IV). | Validate curriculum and materials and determine effectiveness. |
| List the justifiable reasons for developing, revising, or canceling a course. | (NESTIT) Navy Training Plans(NTP), Tasking by higher authority, internal course reviews and local command initiatives, external course reviews, Surveillance and external feedback, Training appraisal. |
| Discuss the purpose of phase V (Implementation). | Implemented by the CCMM. Navedtra 135A used as a guide. |
| Discuss the purpose of phase VI (Evaluate) | Evaluation of Instructional materials, instructon, instructors, and trainees. |
| Discuss the relationship between the following as used in the CTTL. | JOB-made up of duties and tasks. DUTIES- major part of a job made up of tasks. Measureable. TASKS- major part of a duty. Measureable. |
| State the difference between the Course Mission Statement and a Terminal Objective. | Mission statement- descriptive of the course. Terminal Objective- relates to the trainee. |
| Describe the three products of a Training Course Control Document (TCCD). | FRONT MATTER-cover page, letter of promulgation, table of contents, forward, course data, trainee data, personnel physical reqs, security clearance, pre-reqs, olbserv, NOBC/NEC earned. CURRICULUM OUTLINE of INSTRUCTION-TOs and EOs. ANNEXES- RRL and CMS. |
| List the Volumes of the Navedtra 130 and their purpose. | I-DEVELOPERS GUIDE, II-SAMPLE PRODUCTS, III-MANAGERS GUIDE. |
| Spell out the full term for the following abbreviations/acronyms: LP, D-D-A Page, TO, EO, DP, RIA, IMM | LP-Lesson plan, D-D-A-Discussion-demonstration-actvity page, TO-Terminal objective, EO-Enabling objective, DP-Discussion point, RIA-Related instructor activity, IMM-Instructional media material |
| Discuss where to find the procedures for handling and storing classified training materials. | SECNAV-M 5510 |
| State the volumes and titles in the NAVEDTRA 131A and what they contain. | I-DEVELOPERS GUIDE, II-SAMPLE PRODUCTS, III-MANAGERS GUIDE. |
| Describe the pre, post, and cores stages involved in developing materials following the Personnel Performance Profile (PPP)- based curriculum development method (seven) | PLANNING- TPP. STAGE 1-Training Path System(TPS). STAGE 2-Prelim Training Course Control Document(TCCD). STAGE 3- LP, TG, Tests, Materials. STAGE 4- Pilot Monitoring Report. STAGE 5-final curriculum, TCCD, LOP. EVALUATION- int & ext always |
| List the contents of a Training Project Plan (TPP). | -Cover page, Table of contents, justification, impact if not undertaken, course data, safety & hazmat, curriculum dev method reccommended, milestones, resource requirements. |
| Define a Personnel Performance Profile (PPP). | -minimum list of knowledge and skills required to operate/maintain system or equipment or perform a task or function. |
| State the most critical element of curriculum development per NAVEDTRA 131A, and explain its importance. | PPPs-quality curruculum from quality PPPs. All PPPs developed before curriculum. |
| Discuss the products of the Training Path System (TPS) stage 1. | Training Objective Statements (TOS), Training Level Assignments (TLAs), Table Assignment Matrix (TAM), and Training Path Chart (TPC). |
| Describe the contents of the preliminary Training Course Control Document (TCCD). | Objective assignment chart (OAC)-coverage of PPP items within curriculum, Resource requirements list (RRL), and Curriculum outline of instruction (COI). |
| Describe the elements of the Lesson Plan (LP). | FRONT MATTER-essential info for managing and conduction course, PARTS-primary organizational element, RRL(optional) |
| What are the six types of instruction sheets found in the Trainee Guide (TG)? | Job, Information, Assignment, Problem, Diagram, and Outline. |
| Describe the Training Objective Statement (TOS) codes for both knowledge and skill. | SKILL: T0/S- skill (background), T0/J- skill(task/function), O- Operation, P- Preventative Maintenance, C- Corrective Maintenance, M- Maintenance. KNOWLEDGE- F-familiarization, T-Theory. SKILL/KNOWLEDGE: 0, 1, 2, 3, 4 |
| Define the three task sets. | COORDINATE- 2nd tier supervision and guidance, DIRECT- Provide direct supervision, PERFORM- Do actual work. |
| Discuss the types of courses listed in a Training Path Chart (TPC). | BACKGROUND- pre'reqs for first assignment. REPLACEMENT- provides min req'd operational and maint quals. CONVERSION- for previously trained, but new equip/procedures. ADVANCED- after conversion and gives in depth analysis training. ONBOARD- on ship |
| When should job sheet development begin? | As soon as the Training Path System (TPS) is done. |
| Explain how Course Learning Objectives (CLOs) are developed. | Using the appropriate, already prepared CLO Model Statements. |
| How are part numbers determined? | From the PPP table numbers. |
| What are the 8 ways to sequence a course? | JCCCCRRS: Job Performance Order, Chronological, Critical sequence, Combination, Comparative, Relationship to COI, Reverse sequencing, Simple to complex. |
| What is contained in a Resource Requirements List (RRL)? | Texts, References, Equipment, Films, Graphics, Support Materials, Other. |
| What is contained in the final Training Course Control Document (TCCD)? | FRONT MATTER: Cover page, letter of promulgation, table of contents, foreword, course data page, trainee data page, other. COI: CLO's, part titles, section tables, topic titles, TLO's. ANNEXES: RRL, CMS, OAC, Fault applicability list. |
| What annexes are included in the final TCCD? | Resource Requirements List, Course Master Schedule, Objective Assignment Chart, Fault Applicability List. |
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sogfrog
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