Back to DCST Home PageChapter II-9
II-9-1. Chapter Overview
Introduction a. The Army Distance Learning Plan defines and describes the
Army Distance Learning Program (ADLP). This chapter provides
policy and guidance for execution and management of the program
within TRADOC. The ADLP is designed to ensure and enhance the
readiness posture of the Total Army through the delivery of
standardized training to soldiers and units at the right place
and time using multiple delivery means and technologies.
Chapter b. This chapter covers the following: Index
Content Map Number
Administrative Information II-9-2
Distance Learning Program Responsibilities II-9-3
Distance Learning Applications II-9-4
Courses Selected for DL Conversion II-9-5
Distance Learning Media Selection II-9-6
Purpose a. This chapter :
Establishes responsibilities of TRADOC organizations and
agencies for ADLP execution and management including the
modernization of TRADOC classrooms to incorporate DL
capabilities.
Establishes an approval mechanism for the distribution of
allocated ADLP resources within the Command.
Provides policy guidance concerning the use of DL in lieu
of in-residence courses for training and leadership
development, self-development, and Army modernization training
(AMT).
Provides guidance for identifying and prioritizing courses
for redesign using DL methods.
Provides guidelines for selecting the appropriate medium or
media mix for delivery of DL instruction.
References b. Required regulatory and procedural references are as
follows:
Regulatory:
AR 350-1, Army Training.
AR 350-17, NCO Development Program.
AR 350-35, Army Modernization Training.
AR 350-41, Training in Units.
AR 351-1, Individual Military Education and Training.
AR 351-9, Interservice Training
TRADOC Regulation 350-35 The Combined Arms Training Strategy
(CATS).
TRADOC Regulation 351-1, Training Requirements Analysis
System.
Other chapters, this regulation:
Force XXI Training Development (TD) Vision.
Chapter II-2, Training Development Workload and Resource
Management.
Chapter II-5, Training Aids, Devices, Simulators, and
Simulations (TADSS) Training Development and Management.
Chapter IV-1, Needs Analysis.
Chapter IV-2, Training Strategies.
Chapter IV-3, Interface with Other Systems.
Chapter V-3, Collective Training Design: Unit Training
Strategies and Product Design.
Chapter VI-3, Individual Task Management: Common, Shared,
and Branch.
Chapter VI-4, Individual Training Design: Individual
Training Strategies and Course/Product Design.
Chapter VI-6, Training Course Design.
Chapter VI-7, Student Performance Measurement/Testing.
Chapter VI-8, Training Course Development.
Chapter VI-9, Army Correspondence Course Program (ACCP).
Chapter VI-10, Multimedia Training Program
Chapter VI-11, Graphic Training Aid (GTA) Program.
Chapter VII-3, Video Teletraining (VTT) Program.
Chapter VIII-1, Evaluation and Quality Assurance Program
Description and Requirements.
Chapter VIII-3, Validation.
Procedural:
DA Pam 350-100, Extension Training Material Consolidated MOS
Catalog.
DA Pam 351-20, Army Correspondence Course Program Catalog.
TRADOC Pam 525-5, A Concept for the Evolution of
Full-Dimensional Operations for the Strategic Army of the Early
21st Century
CG TRADOC Strategic Plan.
TASS Operations Plan-2.
Army Distance Learning Plan.
TRADOC Warrior XXI Campaign Plan.
TRADOC Warnet XXI Action Plan (Draft).
TRADOC Classroom XXI Master Plan (Draft).
TRADOC Embedded Training Action Plan (Draft Version 2).
Responsibilities See Appendix B, Responsibilities, for training development
functional responsibilities. The following responsibilities
apply to management and execution of the ADLP.
The... Will...
HQ TRADOC, Serve as the HQDA executive agent for the
Deputy Chief ADLP.
of Staff for Develop DL policies and guidance.
Training Develop policies and provide guidance for
(DCST) implementation of DL facility-modernization
actions and Classroom XXI.
Plan and program DL resource requirements.
Approve the distribution of programmed
resources allocated for DL implementation and
execution.
Coordinate with HQDA and Army senior leadership
for ADLP implementation.
Coordinate and monitor Army wide DL classroom
modernization, hardware procurement, and standing
-up of the DL infrastructure.
Coordinate linkage of Army wide DL
infrastructures with Defense information systems
networks, state assets, other Federal assets, and
commercial carriers.
Coordinate with proponent schools and the US Army
Forces Command (FORSCOM)-chaired TATS working group
to establish priorities for redesigning courses for
DL delivery.
Review and approve subordinate command ADLP
implementation/operations plans (Oplan).
Direct and coordinate pilot programs to demonstrate
and evaluate emerging DL technologies and methods.
Coordinate with Sister services and other DOD and non-
DOD agencies to exchange DL lessons-learned and share
DL resources e.g., networks, facilities, training courses,
and other training materials).
Providing consultant services for TATS course design
and the application and use of DL methods and technologies.
Commander, US Support ADLP implementation by-
Army Training Executing primary and support responsibilities
Support Center assigned in the Army Distance Learning Plan.
(ATSC) Assisting users in developing statements of
work/delivery orders for contractor multimedia
courseware-development support, when required.
Assisting proponent schools in executing supporting
DL implementation/operations plans (OPlan)
Coordinating the reproduction, storage, packaging,
distribution, and maintenance of DL products and
training materials.
Designate a point of contact (POC) responsible
for coordinating ADLP implementation and execution
and identify to TRADOC, DCST.
Develop an internal ADLP implementation plan and
coordinate with TRADOC, DCST.
Ensure DL classrooms are equipped with
standardized multimedia hardware and software in
accordance with the Army Distance Learning Plan and
comply with the Army Technical Architecture (ATA).
Coordinate the scheduling and delivery of DL training
with TRADOC, DCST; proponent schools; and Total Army
School System (TASS) Regional Coordinating Elements (RCE).
Commanders/ Designate POCs responsible for coordinating ADLP
commandants implementation and execution and identify to TRADOC,
of the Army DCST.
service schools Develop internal ADLP implementation plans and
and training/TD coordinate with TRADOC, DCST.
(task) Execute responsibilities assigned in the Army
proponents Distance Learning Plan.
Identify requirements for equipment and classrooms
upgrades necessary to ensure DL capbilities stay
stay abreast of evolving technologies.
Forward requirements to TRADOC, DCST for approval.
Manage the expenditure of allocated DL resources
in accordance with the Army Distance Learning Plan.
Coordinate the scheduling and delivery of DL training
with TRADOC, DCST; Commander, ATSC; and TASS RCEs.
II-9-4. Distance Learning Applications Scope a. Distance learning applications include individual,
collective, and self-development training; AMT; the Army
Continuing Education System (ACES); the Army Civilian Training,
Education, and Development System (ACTEDS), and unit training.
Policy b. TRADOC proponent schools will meet Total Army training and
readiness requirements by actively employing DL technologies
and instruction.
Courses will be structured to reach the largest feasible
training audience and meet established performance standards at
the most economical cost.
DL c. In redesigning courses for DL, training developers have the
Structures flexibility to choose from a variety of training delivery
formats and use a mix of presentation media and instructional
techniques. Structures that may be used are described below.
Non-resident d. This structure is fully configured for DL. Figure 1 shows a
notional two-phase course . The example course comprises 64
hours of video teletraining (VTT) supplemented by individual
pre-course and outside self-study. The VTT could be conducted
during consecutive days for Active Component (AC) soldiers.
The Reserve Components (RC) could schedule it over 16 inactive
duty training (IDT) periods consisting of combinations of
monthly unit training assembly (MUTA) -3s and MUTA-4s.
Phase I consists of two modules:
Module A is based on a combination of print and VTT.
Module B is VTT-based and ends with a written examination
(TE2).
Phase II has three modules:
Two modules use combinations of print and VTT.
Module C has a non-hardware oriented practical exercise (PE2)
and a TE2 exam.
Phase Modules
A B C
I Print - VTT - 15 hrs
(24 hours) Pre-course TE2 - 1 hr
VTT - 8 hrs
II VTT - 8 hrs Print - PE2 - 6 hrs
(40 hours) Print - Outside Reading TE2 - 2 hrs
Outside Reading VTT - 16 hrs
VTT - 8 hrs
Non-resident e. Figure 2 shows a notional example of this structure. In
with this example, two non-resident phases are followed by a third
in-resident phase that includes both resident and non-resident modules.
module This structure may be desirable when there is a requirement to
bring students to a central location for hands-on training on
unique equipment or for a special training activity.
The non-resident phases and modules include various
delivery media and exams. The media are:
Print
VTT
Videotape (VT)
Interactive courseware (ICW), e.g., CD-ROM, computer diskette,
Internet/Intranet.
The resident module consists of a student-centered,
instructor-controlled conference (C) and an
equipment/hardware-oriented practical exercise (PE1).
The last module, again non-resident, has another VTT
presentation followed by a final TE2 exam.
Phase Modules
A B C
I Print - VTT
(non-resident) Pre-course TE2
VTT
II VTT Print - PE2
(non-resident) ICW Outside Reading TE2
Print - VTT
Outside Reading ICW
III VT C VTT
(non-resident/r VTT PE1 TE2
esident)
In-residence f. This structure provides opportunities for eligible students
with to accomplish certain cognitive learning objectives at home
non-resident stations before reporting to a location that offers courses
pre-course in-residence. The structure offers the flexibility to provide
and follow-on training after students return home and gain
post-course on-the-job experience with newly acquired skills. Figure 3
phases illustrates this structure.
In this example, the pre-course non-resident phase includes
print-based and VTT-based modules. It ends with a TE2 exam.
The resident phase consists of modules that include
traditional instructor-controlled, student-centered
conferences; small-group instruction (SGI); VT presentations;
and ICW simulations. The phase ends with a PE1 exercise and a
hardware-performance exam (TE1).
The final phase is a combination of resident and
non-resident modules. The in-residence module consists of a
demonstration (D) followed by a PE1 exercise. The non-resident
module is a VTT presentation with a final TE2 exam.
Phase Modules
A B C
I Print - VTT
(non-resident) Pre-course TE2
VTT
II C VT PE1
(non-resident) ICW SG1 TE1
Print - ICW
Outside Reading
III D VTT
(non-resident/r PE1 TE2
esident)
Diagnostics g. Proponent schools will develop on-line diagnostic tools
that will allow soldiers to test-out of some training or
identify needs for remedial study to acquire prerequisite
knowledge. Diagnostics results will be used to ensure that DL
courses are designed to match soldiers' strengths and
weaknesses and eliminate redundant or unnecessary training.
Training a. Training development is a costly, time-consuming, and
Development manpower-intensive process. When committing resources to DL
and Army course-development projects, the training development community
Readiness must ensure the greatest pay-off in terms of the projects'
contributions to readiness of the Army's combat and sustaining
forces to accomplish their worldwide missions.
Policy b. Within TRADOC, the bulk of the DL development effort focuses
on military occupational skills (MOS) producing courses. These
courses will be selected and processed in a sequence that
reflects their contribution to Total Army readiness, as
determined by the users (i.e., the MACOMs, NGB, and OCAR) in
coordination with the proponent schools. The following
paragraphs describe the selection process. Proponent schools
will deviate from this process only when approved by the HQ
TRADOC, DCST.
Selection c. The selection of courses for DL development is a two-step
Process process using the Army Training Requirements and Resources
System (ATRRS) as the source of course identification. The
first step is to analyze and redesign AC and RC courses as Total
Army Training System (TATS) courses. Eligible TATS courses are
then selected for DL development.
TATS Course d. Courses are redesigned as TATS courses in accordance with
Selection (IAW) Chapters VI6 and VI-8. Courses in the current ATRRS are
selected for TATS development based on the following
considerations.
Requirements to train the USAR Contingency Force Pool (CFP),
ARNG Enhanced Brigades, and other unit-specific training needs.
These requirements are identified and prioritized by a FORSCOM/
USAREUR/USARPAC/EUSA/MEDCOM/USASOC/NGB/OCAR working group and
submitted to TRADOC for action.
Force structure changes and MOS consolidations that impact the
MOSQ status of soldiers and make reclassification training
imperative.
Obsolescence of existing service school courses and Reserve
Component Configured Courses (RC³) and the need to replace RC³
with TATS courses that train all soldiers to the same
performance standards.
Recommendations of proponent schools based on doctrine and
technology changes and coordination with their branch
constituencies.
Potential return on investment based on:
Course obsolescence thresholds, i.e., courses are a minimum of
30% obsolete.
AC/RC³ courses requiring minimal conversion effort.
Ease of modification to meet RC time, equipment, and facility
limitations.
TASS regional training goals for high-density,
mission-critical, training-deficient, or early-deploying MOSs.
DL Course e. The second step in the DL course selection process is to
Selection identify TATS courses that are appropriate for multimedia DL
course development. The development of courses for DL requires
detailed training development analysis to determine the most
appropriate and cost-effective delivery method. Media-selection
guidance is provided in the next section. General guidelines
for determining if courses are appropriate for DL are as
follows:
Training effectiveness Training that involves cognitive
skills has the greatest potential for effective transfer of
knowledge via DL. Psychomotor skills have a lesser potential;
however, since most courses consist of a combination of these
skills, effective training can usually be achieved through a mix
of presentation media.
DL eligibility. Certain courses are not eligible for DL due
to regulatory, safety, or other issues. These courses include:
Initial entry training (IET) courses under 12 weeks, e.g.,
eight weeks basic combat training (BCT) and four weeks advanced
individual training (AIT) for non-prior service personnel.
Training which emphasizes safety and requires professional
supervision and certification, e.g., undergraduate pilot
training.
Training conducted by the Army for other services.
Average daily student load. This factor relates to the
cost-effectiveness of DL development. It is the average number
of students per day attending a particular course, based on the
annual number of classes, the number of students per class, and
the length of each class over the school year. As a general
rule, courses with average daily student loads of less than 15
are not cost-effective for DL because of the high cost-of-
development per student ratio.
DL Product f. DL programs of instruction (POI), training support packages
Quality (TSP), and other training materials will be quality reviewed
Assurance and evaluated for compliance with task performance standards IAW
and Training Chapters VI-8 and VIII-1. DL training will be evaluated through
Evaluation student performance testing and other measures IAW Chapter VI7
to ensure that standardized training takes place and that
students can accomplish required tasks at appropriate
proficiency levels.
DL Media a. Distance learning technologies are the means of delivering
Technologies training and the methods used to present that training
effectively. Collectively, they are often referred to as
multimedia; however, they are categorized as methods of
instruction and techniques for delivering instruction (see
Appendix H, Methods and Techniques for Delivering Instruction).
Instructional b. Instructional aids are equipment and media used by
Aids instructors to help produce learning. They are commonly used in
a traditional classroom setting. Examples include:
Overhead projector and 35mm slides.
Terrain models.
Mock-ups.
Films and videotapes.
Chalkboards and whiteboards.
Maps and charts.
Training aids, devices, simulators, and simulations (TADSS).
Delivery c. Delivery media link the training developer and the student.
Media In a traditional classroom setting, the instructor fills the
role of the delivery medium. He or she provides the linkage
between the training developer and the student to deliver
learning. In DL settings, the instructor's role is more that of
a monitor, counselor, administrator, or supervisor. Most
student work is self-directed, with guidance provided within the
medium itself. Delivery media are constantly evolving as new
technologies emerge and instructional-delivery methods mature.
Delivery media currently used include:
Print (e.g., textbooks and programmed text).
CD-ROM delivered text.
Interactive courseware (ICW), e.g., interactive CD-ROM,
interactive computer diskettes, and computer-based training
delivered via the Internet/Intranet.
Audio and videotapes.
Video teletraining (includes an instructor in the
traditional role of delivering training, but to a
geographically-dispersed audience).
Embedded training systems.
Defense Simulation Internet (DSI).
Media d. Several factors enter into the decision process for
Selection selecting the appropriate training delivery medium.
Guidelines
Training effectiveness. As with the decision to develop a
course for DL, the first media-selection criterion must be the
effectiveness of the medium in delivering required training to
established performance standards. Potential DL delivery media
must be analyzed against course terminal and enabling learning
objectives and task performance standards to determine if they
will achieve the desired learning outcomes. There may not be
one best medium, but all media must pass through this
training-effectiveness gateway to qualify for further
consideration.
Training site location and capabilities. This factor
addresses student demographics and distribution in relation to
established training sites. Given this information, the type of
site(s) to which training will be delivered must be analyzed to
determine the capabilities available to receive and disseminate
training via various delivery media. Figure 4 shows the
objective DL facilities and their capabilities. Possible
facility sites include:
TRADOC schools and centers.
Other AC installations, training centers, and unit facilities.
TASS/RC training institutions.
ARNG armories.
Student living quarters.
Universities and community colleges.
Affordability. All other factors being equal, the
media-selection decision should focus on those media that
require the least investment in fidelity and student interaction
to achieve TLOs. Other affordability issues include:
Equipment procurement costs.
Course development costs.
Course implementation/delivery costs.
Budgetary limitations. The ADLP is a programming and
budgeting document which establishes resource levels required
for courseware redesign. The costing model used for the Army
Distance Learning Plan is based on a media mix consisting of 60%
VTT, 30% interactive CD-ROM, and 10% print, VT, and other CBT.
Additionally, costs are based on the proponent schools
accomplishing the TD effort at in-house levels of 10% during
Fiscal Years (FY) 1998 through 2000, 20% during FY 2001 through
2003, and 30% thereafter. The balance of the effort may be
accomplished with contractor support. Based on these
parameters, proponent schools must complete the entire
courseware conversion requirement within funding allocations.
| Facility/Activity Capability | DL Center | DL Satillite | DL Facility | Mobile DL facility | CTC Mobile DL Facility | OCONUS Fixed Site DL Facility | Deployable DL Package |
|---|---|---|---|---|---|---|---|
| Automated Training Development | X | X | |||||
| Conduct Resident Portions of DL Instruction | X | X | X | X | X | ||
| Originate Non-Resident DL Instruction | X | X | X | X | X | X | |
| Receive Non-Resident DL Instruction | X | X | X | X | X | X | X |
| Develop, Conduct, Distributive Interactive Simulations | X | ||||||
| Electronic Storage | X | X | X | X | |||
| Electronic Terrestrial Transfer | X | X | X | X | X | X | X |
| Electronic Satellite Transfer | X | X | X | X | X |
Distance Distance Distance Mobile Combat OCONUS Deployable
Learning Learning Learning Distance Training Fixed Distance
Center Satellite Facility Learning Center Site Learning
Facility Mobile Distance Package
Distance Learning
Learning Facility
Facility
Locations Ft Lee Aberdeen Ft Drum (1 Mobile CMTC USAREUR USAREUR
Ft Sam Proving Ft Facility JRTC (2) Korea
Houston Ground Stewart located NTC Korea (2) USATSC
FT Ft within Hawaii(2) (2)
(MEDCOM) Eustis Campbell each TASS Alaska (2)
Ft Jackson Ft Ft Region, 4 Guam (2)
Ft Leonard Gordon Carson Mobile
Wood Redstone Ft Riley Facilities Puerto
Ft Benning Arsenal Ft Lewis held for Rico
Ft Knox Ft Ft national Virgin
Ft Sill Bliss Devens use, Islands
Ft Bragg Ft stationed
(USASOC) Huachuca One per at USATSC;
Ft TASS total 11)
Leavenworth DLI Training
Battalion;
Ft Hood 138 total.
Ft Rucker
Ft Dix, NJ Note: Each
Ft McCoy, TASS Bn
WI has three
NTC classrooms
JRTC
Houston
BPC
Total 16 7 145 11 3 11 4
Facilities
(197)
Total 140 29 475 11 3 83 4
Classrooms
(745)