>ISD+Rough+Draft

Rough Draft ISD:

**Need Identification** At the turn of the 21st Century, the U.S. Navy recognized a need to improve how its sailors were trained. Training needed to support the educational requirements set forth by the Navy while enabling sailors to meet mission requirements with minimal disruption. As a result, the Integrated Learning Environment (ILE) was created in 2002 as part of an initiative the Revolution in Training (RIT). ILE (n.d.) reports this initiative having sparked the Chief of Naval Operations (CNO) to initiate a working group called the Executive Review of Navy Training (ERNT) in to develop recommendation “to improve training, education, and learning throughout the U.S. Navy.” ILE (n.d.) lists the ILE implementation goals included the following: The U.S. Air Force has also recognized the need to improve training opportunities for its Airmen. From October 1, 2011 through June 30, 2012, the U.S. Air Force (2012) completed the FY 2012 Career Development Course (CDC) Student Satisfaction Survey which indicated that individuals surveyed believe that this course is helpful and that it helps achieve specific goals required to obtain successful rank upgrade. Although survey results suggest that individual learners prefer traditional method of delivery using textbooks and paper, the course was also offered electronically with little dissatisfaction. The survey also revealed that 73% (p. 14) of individuals surveyed prefer textbook/paper learning over Internet/eLearning, and out of them 83% stated printing was due to “portability for studying while away from the computer” (p. 23). The Air Force University is an accredited military university that promotes leadership and education to all personnel in the Air Force. Civilians, airmen and officers are educated through in residence or distance learning courses. Each year the Air Force University conducts a student satisfaction survey to determine the effectiveness of their program. The U.S. Air Force also reported that in 2012, 41,670 (p. 3) surveys were sent to personnel who took an Air Force accredited class. From those surveys 7,732 were completed giving an 18.6% return rate (p. 3). The survey showed that 65% of the course work was delivered through internet, 33% through paper, and 2% DVD (p. 10). The survey also showed that 69% of those surveyed would prefer to have instruction through paper, 26% internet, and 5% through DVD (p. 11). The points made in the Air Force report along with research by Frank and Barzalai (2008), Franklin (2011), and Barkand and Kush (2009) suggest the reason for requesting the needs assessment include the following:
 * Defining a baseline of current and future ILE capabilities
 * Implementing critical business processes and program management controls for requirements
 * Establishing procurement vehicles, life-cycle support, and quality assurance
 * Supporting Component Commanders and Fleet Forces by providing the necessary information and tools to execute their training and education requirements
 * Ensuring coordination of capabilities and schedules with Sea Warrior initiatives
 * Achieving rates of 40% content reuse for initial skills training, and 20% content reuse for specialized skills training
 * Driving down the cost of contracts by at least 20%
 * Facilitating the development of learning products that are capable of being tailored to the unique needs and learning styles of an individual
 * Developing certifiable content standards that are compatible with the latest version of Advanced Distributed Learning (ADL) Sharable Content Object Reference Model (SCORM)
 * Assessing current system architecture and design, and implementing an architecture that meets performance objectives for delivering content to the individual learner
 * 1) To improve students desire to receive instruction through Internet.
 * 2) Improve course delivery through internet to make course content more current through updates.
 * 3) Improve wording of course exam items to make a clear connection to learned course material
 * 4) Implement illustrations/graphics/videos/interactive modules that relate to the subject material and establish a more in depth learning Improve user experience for those accessing course materials on a variety of digital mediums including iPads, Cell phones, PDAs, laptops, and e-readers
 * 5) Reinforce learned materials through web based review games and interactive environments before examinations

**Goal Statement** By using ubiquitous learning technologies, military personnel will demonstrate the ability to access multimodal, web based learning tools through their service e-learning portal to complete both mandatory and continuing education courses with high regularity for personal and professional development. The Navy’s goal for suicide prevention is to help students recognize and understand suicide risk, along with learning protective factors and how to effectively and successfully intervene.

** Task Analysis ** Figure 1: Task Analysis. This figure lists the basic steps associated with accomplishment of personal or professional training goals using ubiquitous technologies.

Figure 2: ISD Objective 1.0. This figure details the steps for developing a learning plan based on personal goals or professional requirements.

Figure 3: ISD Objective 2.0 Task Analysis. This figure details steps associated with accessing training courses using a kinesthetic interactive learning network (KILN).

Figure 4: ISD Objective 3.0. This figure details the steps associated with registering for a course at a learning center within the KILN.

Figure 5: ISD Objective 4.0. This figure details the steps associated with accessing and completing a registered course within a learning center.



Figure 6: ISD Objective 5.0. This figure details the steps associated with documenting progress toward completing training goals.

**Learner Analysis** The general characteristics of the target population consists of individuals over the age of 23, with a minimum of a high school diploma or GED, a minimum of four (4) years active duty military, and assigned to a permanent military installation. Individuals will have graduated from previous basic training or commissioning program, applicable initial specialty school, and will have completed a minimum of three classes of continuing military training. All learners will be required to speak English. However, due to the diverse background of military personnel, English may not be their first language. At a minimum, they will be able to demonstrate baseline knowledge of service specific military history, customs, traditions, and regulations. They will also exhibit basic literacy in the use of ubiquitous learning technologies like computers and mobile devices.

**Learning Context** Due to the mobile nature of military deployments and operations, the learning environment requires a variety of delivery methods. Face-to-face, hybrid, and mobile learning offer a wide array of opportunities for learners of all modalities. Since training locations include sites like military bases, ships at sea, and remote deployed locations, a less localized training method is expected. The use of computer based training, teleconferencing, webinars, and virtual learning environments will be needed to provide sufficient learning opportunities to reach a very mobile military force. Training topics range from highly technical and mechanical operations and repairs to extensive administrative and policy related lessons. Subject matter may be unclassified or highly classified requiring special security clearances. For the purposes of this project, unclassified materials and lessons will be the focus.

2.0 Students will log into their service eLearning portal’s kinesthetic interactive learning network (KILN) to access training courses identified on their learning plan using a secure internet enabled device. 3.0 Students will register for courses based on their learning plan using KILN to navigate to desired learning center. 4.0 Students will complete registered courses using preferred ubiquitous technologies to navigate to course location within learning centers throughout the KILN. 5.0 Students will document completed training using their learning plans to track learning goal benchmarks. || 1.1 Students will define suicide with accuracy rate of 96 to 100 percent after course completion. 1.2 Students will identify the suicide risk factors with an accuracy rate of 96 to 100 percent after course completion. 1.3 Students will identify the suicide warning signs with an accuracy rate of 96 to 100 percent after course completion 1.4 Students will identify the suicide protective factors with an accuracy rate of 96 to 100 percent after course completion. 1.5 Students will identify the three actions a suicide first responder knows with an accuracy rate of 99 to 100 percent after course completion. 1.6 Students will identify the suicide resources with an accuracy rate of 96 to 100 percent after course completion. ||
 * |||| Component |||| Instructional Strategies  ||  General Lesson Examples  ||
 * |||||| **Orientation**  ||   ||
 * **Overview** |||||| The Military’s goal for suicide prevention is to help students recognize and understand suicide risk, along with learning protective factors and how to effectively and successfully intervene. || Welcome to the Military’s Suicide Prevention/ Recoginition Class ||
 * Objectives |||||||| 1.0 Students will develop a learning plan using their service related eLearning course catalog to identify required or desired training courses, delivering methods, and estimated completion time.
 * Sample lesson objectives |||||||| Students will demonstrate competency in each individual learning objective after accessing and interacting with all learning objectives.
 * Relevance of instruction to learner |||| Who knows why we are required to have suicide prevention and recognition training? |||| According to Suicide.org Military people are very much unwilling or hesitant “to ask for help when they are depressed because they do not want to be seen as weak.” Untreated depression is the number one cause for suicide. Military personnel need to get to learn to recognize someone who is depressed or suicidal and help make sure that individual receives help. ||
 * Prior Knowledge |||||||| Military personnel are required to be over the age of 23, with a minimum of a high school diploma or GED, four (4) years active duty military, and assigned to a permanent military installation. Individuals will have graduated from previous basic training or commissioning program, applicable initial specialty school, and will have completed a minimum of three (3) classes of continuing military training. All learners will be required to speak and read English. However, due to the diverse background of military personnel, English may not be their first language. At a minimum, they will be able to demonstrate baseline knowledge of service specific military history, customs, traditions, and regulations. They will also exhibit basic literacy in the use of ubiquitous learning technologies like computers and mobile devices. ||
 * Navigation |||||| INSERT SITE ||  ||
 * **Instruction** ||
 * Content and Information |||||| ** Simulation. ** Students will problem solve and role play the first responder and suicidal person based on the case studies provided through software for their preferred electronic device method of delivery. Students will make decisions and learn from successes and failures, which will enable student learning in the mastery of suicide recognition and intervention. || [] ||
 * Learning Cues/Practices |||||| An animated instructor will explain the purpose of the lesson, and provide an overview of how the lesson will proceed. Students will be educated in the rules, definitions, characteristics and behaviors of a suicidal individual; also the goals for the simulation are explained and practice will be provided. The animated instructor will serve as a guide providing feedback and illuminating errors, and maintaining the rules. The instructor will not tell students what to do or provide direct assistance. ||  ||
 * Debriefing |||||| The lesson will provide a debriefing aspect of the lesson, and allow time to describe and analyze experiences, make comparisons to real world situations, and relate the experience to the subject they are studying. || [] ||
 * Measurement ||
 * Assessments |||||| ** Pre-Assessment: ** Students will answer an informal multiple choice and true/false test consisting of 10 questions to determine their understanding of the various components of suicide, as well as the roles of the first responder.


 * Post-Assessment: Students are required to complete a two (2) part Post Assessment consisting of essay discussion regarding a case-study and multiple choice questions.**

Students will answer a variety of multiple choice, true/false questions and write an essay to describe in detail from their selection of one case study, the various components and factors that determine suicide and what should be done or should have been done to prevent it. Essay d iscussion will include the following:
 * Post-Assessment: Part I **
 * 1) What risk factors for suicide were present in this case study?
 * 2) What suicide warning signs are presented in this case study?
 * 3) Identify the first responders?
 * 4) Identify when first responders intervene, or should have, and how?
 * 5) What did the first responders do right? What did they do wrong?

The Post-Assessment Part II will also include multiple choice and true/false test questions to demonstrate their learning of the various components of suicide, as well as the roles of the first responder. || []
 * Post-Assessment: Part II **

[]

[] ||  ||   ||   ||

** References **

Alden, J. (2011). Assessment of individual student performance in online team projects. //Journal of Asynchronous Learning Networks//, 15(3), 5-20.

Answers.com (2012). Instructional strategies and learner outcomes: Stimulation, //Gale Encyclopedia of Education: Instructional Strategies. R//etrieved on July 22, 2012 from http://www.answers.com/topic/instructional-strategies

Barkand, J. & Kush, J. (2009). Gears a 3d virtual learning environment and virtual social and education world used in online secondary schools. //Electronic Journal of E-Learning,7//(3). Retrieved from http://www.eric.ed.gov/PDFS/EJ872406.pdf

Beebe, R., Vonderwell, S., & Boboc, M. (2010). Emerging patterns in transferring assessment practices from F2f to online environments. //Electronic Journal of E-Learning//, 8(1), 1-12.

Bigatti, S., Hillix, W., & Cronan, T. (n.d.). Healthinmind/emergencies/suicide/case study. // healthinmind.com - mentesana.com //. Retrieved July 22, 2012, from []

Frank, M. & Barzilai, A. (2008, March). Using principles of the instructional systems design approach for implementing open source learning management system in higher education. //The Open Education Journal, 1//(3), 1-8

Franklin, T. (2011, October). Mobile learning at the tipping point. //The Turkish Online Journal of// //Educational Technology, 10//(4). Retrieved from http://www.eric.ed.gov/PDFS/EJ946635.pdf

ILE. (n.d.). Introduction & Overview. //Integrated Learning Environment//. Retrieved July 15, 2012, from https://ile-help.nko.navy.mil/ile/index.aspx

Luchoomun, D., McLuckie, J., & van Wesel, M. (2010). Collaborative e-learning: e-portfolios for assessment, teaching and learning//. Electronic Journal of E-Learning//, 8(1), 21-30

Stone, B. (n.d.). A Case Study on Suicide. Eagleflight.org. Retrieved July 22, 2012, from http://www.eagleflight.org/ministryresources/hard-questions/371-a-case-study-on-suicide

Suicide Prevention and Risk Reduction Committee (SPARRC). (n.d.). DoD/VA suicide outreach | Resources for suicide prevention. //SuicideOutreach.org//. Retrieved July 22, 2012, from http://www.suicideoutreach.org/

U. S. Air Force (2012). FY 2012 Career development course (CDC) Student satisfaction survey. Maxwell-Gunther AFB, Montgomery, AL: Air University. Retrieved on July 12 , 2012 from http://www.au.af.mil/au/afiadl/