3.+Design+Plan+Goals+and+Audience

I really like Brads paras below. Approved by Paula. Mar 16th.

Paula agrees to Brads slimming down pt.... [BRAD - OK. I like it but I think we can likely edit down some of the items we already said in the Analysis. I take this as if it were the second document sent to a client - they likely have the first doc printed out on their desk beside them and this is just an update. On the other hand, I can see why leaving some of it in is a good refresher.]


 * Paula 5 MAR: Very Well done pumpkin! I am in bourgandy, made some edits. xoxo **

Annette 5MAR - I've pulled our initial comments about our overall plan/ goals/ audience from our first assignment and left what was taken word for word in blue so that you can quickly refer. My first draft is in black below, pls feel free to expand on, chg or make deletions and we will discuss as required. From Ellen's comments and Design Plan examples, this part is not the meat of the assignment but does provide the context (and a sober second look back at our previous concepts or formative eval). I've borrowed and stolen bits from all of the examples and the Intuology Website. For ref [] (online 5 Mar 11) This info showed that we also need an intro piece to go along with the Goals of instruction so I've tried to insert that here as well. For your consideration, enjoy;)

//Intro/ Design Plan Goals//

The ** goal of this **Design Plan is to ** build on the work contained in the Analysis Report (13 February 2011) as it pertains to the "Advise on DL" Learning Objective (LO) now added to the TDO Basic Qualifying Course (BQC) .** As it pertains to this LO, this document serves to verify instructional design processes and concepts are complete and provides a formative evaluation (designer and expert review) for the decisions made this far (Brown & Green, p. 162). This Design Plan also provides guidance to any Instructional Design Team that may take up the work of developing learner content in the future for this LO.

The Basic Qualification Course (BQC) for Training Development Officers (TDO) prepares officers to advise the various Commands within the Canadian Forces (CF) on all training issues and increase effectiveness and efficiencies at all levels of training. The course is approximately six months long and provides the students the background, policy framework and general structure of the CF training system. During the course students learn training policy, visit training establishments, use and build technology to support training and get hand on experience particularly in the Analysis and Design phases. On completion of the BQC, the students can effectively advise senior management in their respective schools or headquarters and support the continuous improvement of training programs.

Due to rapid advances in learning and communications technology and the ever changing, high tempo operations of the CF, it has become obvious that there are segments of the TDO BQC course that may need to be revisited in order to meet the needs of tomorrow's TDOs. As detailed in the Analysis Report, TDO BQC instruction is based on a somewhat linear approach to the CFITES - ADDIE construct, which limits new TDOs from viewing CF training from a learner-centric perspective. It also has not to date, included formalized instruction on "advising on DL" despite DL becoming a very proven part of hybrid learning strategies across the CF training continum. Using a revised system model and approximately 50 years of combined experience [BRAD - I think we can take the years of experience out], the authors hope to improve, update and increase the relevancy of the BQC in these regards by first positing a learner centric CFITES/ADDIE model and then using this approach to define the now missing "Advise on DL" Learning Objective (LO).

To remain within the timelines and scope of this report, only one Learning Objective, 'Advise board members of Distance Learning (DL)' will be taken past analysis and into the design phase. The goal of this particular LO is to enable future TDOs to professionally advise Training Plan Writing Board (TPWB) members on DL as an instructional strategy with a variety of potential media and methods, such that the finished product, the training plan (TP), contains useful, accurate and timely guidance to development/instructional staff. In order to reach this objective a number of subordinate learning objectives have been established and instructionally sequenced. Instructional strategies have also been selected and an assessment plan created.

This Design Plan builds on the task analysis to ensure ** "the training of" **this performance objective is met in an efficient and effective manner and that it will be relevant to the student. Upon completion if this portion of the course, the students will be able to effectively advise ** their respective boards on DL. **

//The Learner//

The target audience for the BQC will be CF members who have undergone a rigorous selection process. They have a wide variety of education, personal and work related experiences, and at a minimum, basic computer skills. They have a certain standard of professionalism and academic achievement, including university level training. They have at least five years in the military environment, including the training environment – and they have been successful. While they are a captive audience they are highly motivated to succeed. There are no anticipated failures due to academics.

The learner profile will be monitored and updated as each course is run so that we ensure we are meeting the needs of the CF and learner.

--> Insert LOs REVISED/CLEANED UP LO STATEMENTS as of 7 Mar __**EO 013**__ __Advise board members on DL__

The TDO will advise board members, during TPWB or similar TP creation/modification mechanism, on distributed learning development and conduct, i //n accordance with the standard of performance indicated on checklist contained at EC 013, // by: a. communicating DL considerations to SMEs; b. demo DL options; c. identify DL; d. conduct FA; and e. select DL strategy

**__EO 013.01 Demonstrate potential DL options__ **

The TDO shall demonstrate potential DL options during TPWB or similar TP creation event, i //n accordance with the standard of performance indicated on checklist contained at EC 013.01, // by: a. presenting sound and relevant information on potential DL methods tailored to proposed trg; b. presenting sound and relevant information on potential DL media tailored to proposed trg; and <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal; line-height: 0.5cm; margin-bottom: 0cm; orphans: 2; widows: 2;">c. Providing samples of existing DL used in similar trg contexts

**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal;">__EO 013.02 Communicate with SME(s)__ **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;">The TDO shall communicate DL considerations with SMEs in TPWBs or similar TP creation event,, i //<span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;">n accordance with the standard of performance indicated on checklist contained at EC 013.02, //<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;"> by: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal; line-height: 0.5cm; margin-bottom: 0cm; orphans: 2; widows: 2;">a. facilitating DL decision discussion using DL flowchart tool (uses CF policy and doctrine in ensuring board is capable of making sound decisions on using DL); <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal; line-height: 0.5cm; margin-bottom: 0cm; orphans: 2; widows: 2;">b. addressing DL methodologies in context of the course being developed; <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal; line-height: 0.5cm; margin-bottom: 0cm; orphans: 2; widows: 2;">c. managing SME expectations of DL production, awareness of costs and benefits of distributed learning, appropriate DL media and methods, tailoring advice to TE(s) capabilities and limitations

**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal;">__EO 013.03 Identify potential DL media/method(s)__ **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;">The TDO shall identify DL effective and efficient media and method(s), i //<span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;">n accordance with the standard of performance indicated on checklist contained at EC 013.03, //<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;"> appropriate to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal; line-height: 0.5cm; margin-bottom: 0cm; orphans: 2; widows: 2;">a. Training Establishment (TE) specific DL capability; <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal; line-height: 0.5cm; margin-bottom: 0cm; orphans: 2; widows: 2;">b. TE Quantity Control parameters; <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal; line-height: 0.5cm; margin-bottom: 0cm; orphans: 2; widows: 2;">c. Instructional staff competency in DL design/ delivery

**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal;">__EO 013.04 Guide the Selection of Development Option__ **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;">The TDO shall guide TPWB members on selection of Development Option, i //<span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;">n accordance with the standard of performance indicated on checklist contained at EC 013.04, //

**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal;">__EO 013.05 Complete Feasibility Report__ **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;">The TDO shall, in accordance with Training Authority and Training Establishmet orders, ALSC DL SOP 2010 and //<span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;"> the standard of performance indicated on checklist contained at EC 013.05, //<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 9pt; font-style: normal; font-weight: normal;"> complete DL Feasibility Report, to ensure DL production is not negatively affected by overlooked factors.

This component of learning is sequenced as portrayed in the scalar below, figure 1, (sequenced bottom up, left to right). Please note, there is a DL as well as a face to face portion for all EOs, some of which has been combined with smaller DL portions for flow and ergonomics. A discussion of the overall strategy follows, below.

[INSERT SCALAR FIGURE]

Overall Strategy

Each learner will begin learning the enabling objectives through a selection readings, for example from pertinent policy documents or references to facilitation. Where required, learners will be required to review previously learned material, for example on DL media or methods, by accessing shareable content objects on the Learning Content Management System (LCMS). Learners will, in most cases, be asked to review cases from CF training establishments. Case studies will lead to moderated face-to-face group discussion sessions which are designed to make connections between the theoretical learning, the cases and the requirements of TDO work in a board setting. Learners will then apply their learning through a simulated board setting given provided scenarios. The flow from review, theory, discussion and application of their skills in the scenario/simulation is key to the learning strategy.

The sequence of learning follows the above format with the following exceptions. EO 013.01 and 013.02 are covered via computer and in a group first before their respective scenario/simulation sessions. This approach was taken because the content for EO 013.01 ans013.02 was sufficiently complimentary to merit combining their practical events. The same is true for EO 013.05 and 013.05.

The sequence, instructional strategy, media, methods, time considerations, required resources and required development steps are depicted in figure 2, the Developmental Tracker. When reading this figure, items marks with "a", like EO 013.01a for example, typically refer to DL and group discussion sessions and items marked with a "b", like EO 013.04b, typically refer to simulated sessions.

[INSERT NEW PAGES FOR DEV TRACKER WHEN READY]