Analysis of Navy Technical School Training Objectives for Microcomputer Based Training Systems

Wetzel, Chris; Kekerix, Donald L. Van; Wulfeck, Wallace H.

doi:10.21236/ada187666

Cited by 4 publications

(2 citation statements)

References 8 publications

(5 reference statements)

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“…These applications were adjunctive in that they supplemented a regular course of instruction with opportunities for practice, review and remediation. Such applications were consistent with earlier project surveys showing instructor concern with basic entering skills, and an analysis of some 32,000 instructional objectives showing the most common types to be facts and procedures (Wetzel, Van Kekerix andWulfeck, 1987~ 1987b). The pattern of CBI development at test sites was consistent with general prescriptions about selectively determining when CBI is appropriate to use and to what kinds of instruction it is best adapted (Kaiser, 1989;Montague and Wulfeck, 1984;Wetzel et al, 1987b Wetzel andWulfeck, 1991).…”

Section: Context Of Field Usesupporting

confidence: 82%

Generative aspects of the Computer Based Educational Software System (CBESS)

Wetzel

1993

Instr Sci

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A system of computer-based instruction (CBI) authoring and delivery tools was developed in whichgenerativeCEtItechniques wereusedtodynamicallycreateinstructionalpresentationsfromcontent databases during program execution. Three applications using these techniques are examined with regard to trade-offs between ease of development and limitations imposed by program specificity: 1) A semantic network was used to represent large bodies of terse facts to be memorized.lhe need for authors to create large numbers of question screens was avoided by a feature enabling questions and foils to be generated on-the-fly from database assertions as the student programs ran. 2) Technical vocabulary training was accomplished with a generative approach in which an array of student learning activities were automatically generated from a database minimally consisting of technical terms and their definitions.3) A more difficult program allowed greater interface and lesson control flexibility for creating more sophisticated practice lessons in which new instances were dynamically inserted into templates for questions, anticipatedanswersandfeedback.Acommonapplicationthemeemerging~omfield-testingtheprograms was their use in learning resource centers to address specific learning objectives from larger courses.

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Section: Context Of Field Usesupporting

confidence: 82%

Generative aspects of the Computer Based Educational Software System (CBESS)

Wetzel

1993

Instr Sci

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“…Surveys conducted in the mid 1980s showed that training administrators identified some form of laboratory in as many as three fourths of their courses. Training objectives involving procedural learning were also found to be the most frequent objective beyond those involving basic factual information (Wetzel, Van Kekerix, & Wulfeck, 1987a, 1987b). …”

mentioning

confidence: 99%

The DTIC Review: Distance Learning. Volume 3, Number 2

Cupp¹,

Levine²

1997

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Distribution. The DTIC Review is approved for public release. REPORT DOCUMENTATION PAGE Form Approved I OMB No. 074-0188Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions. searching existing data sources, gathering and maintainin the data needed, and completing and reviewing the collection of information. Send comments regardlng this burden estimate or any other aspe of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services. Ft. Belvoir, VA 22060-6218 SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSORING/ MONITORING AGENCY REPORT NUMBERSame as # 7 SUPPLEMENTARY NOTESThis publication is published irregularly by the Defense Technical Information Center 12a. DISTRIBUTION /AVAILABILITY STATEMENT 12b. DISTRIBUTION CODEApproved for Public Release; Distribution is unlimited Statement A ABSTRACT (Maximum 200 words)Distance learning involves any method of presenting training that is interactive and in which the trainees are physically separate from the trainers. The advent of interactive multimedia, satellite comnications and the Internet have dramatically expanded the number and variety of instructional technology alternatives. Resource constraints and Base Realignment and Closures (BRAC) activities limit conventional educational opportunities. Current DoD simulation research centers on real-time interactive simulation of realistic,complex, ivirtual worlds" is collectively known as Distributed Interactive Simulation or DIS. The DTICReview SUBJECT TERMS 15. NUMBER OF PAGES Defense Technical Information CenterThe DTIC Review Distance LearningCompiled by: Manpower and Training Research Information System (MATRIS) Office AD-A323 717Vol. 3, No. 2 DTIC June 1997The DTIC Review Defense Technical Information Center FOREWORDThe advent of interactive multimedia, satellite communications, and the Internet has dramatically expanded the number and variety of instructional technology alternatives, including distance learning in all its manifestations in both government and the private sector.This edition of The DTIC Review features an overview of advances in electronic media and communication systems as applied to the various concepts of distance learning, distributed training, networked simulation, distributed interactive simulation, video teletraining (VTT), remote-site training, computer conferencing, and related developments.The selected documents and bibliography are a representation of the information available on distance learning and distributed training from DTIC's extensive collection on these subjects. The editorial staff hope you find this effort of value and appreciate your comments. Kurt N. Molholm AdministratorThe DTIC Review Defense Technical Information Center INTRODUCTIONDistance learning involves any method of presenting training that is interactive and in which the trainees are physically separate from the trainers. The advent of interacti...

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An evaluation of instructional systems development in the Navy

Taylor

Ellis

1991

ETR&D

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" S-P-5 i991 I 11. SUPPLEM MNTARY NOTES. 12a. DISTRIBUTIONIAVAILABIUTY STATEMENT 12b. DISTRIBUTION CODEApproved for public release; distribution is unlimited. A ABSTRACT (Maximum 200 words)One hundred Navy enlisted courses were evaluated to determine how instructional system development (ISD) has been applied in technical training. We examined the following components of the courses; (1) classroom objectives and test items and (2) classroom presentations for knowledge objectives. The major findings are that (1) 56 percent of the 1945 knowledge objectives examined were inappropriate for the course training goal and future job requirements, f2) 49 percent of the objectives were not tested, (3) 48 percent of all test items did not match related objectives, (4) 38 percent of all test items were inappropriate, (5) practice was incomplete or not present for almost one-half of the presentations, and (6) many instructional strategies proven to be effective in civilian classrooms were not utilized. 91-11457

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Analysis of Navy Technical School Training Objectives for Microcomputer Based Training Systems

Cited by 4 publications

References 8 publications

Generative aspects of the Computer Based Educational Software System (CBESS)

Generative aspects of the Computer Based Educational Software System (CBESS)

The DTIC Review: Distance Learning. Volume 3, Number 2

An evaluation of instructional systems development in the Navy

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