Sisyphus at the Gate:

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Sisyphus at the Gate Training Technology in the
DoD
Partnership in Global Learning Workshop 3-4 June
2004 Orlando, FL J. D. Fletcher Institute for
Defense Analyses fletcher_at_ida.org
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Some Topics

Education and training in Defense The case
for technology-based instruction Advanced
Distributed Learning (ADL/SCORM) Where are we
headed?
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Size and Scope of Defense Education and Training

15-50 Billion Per Year for Operations
1,300,000 Uniformed Service Members 800,000
DoD Civilians 110,000 Dependents 150-180
Million Per Year in Research and Development
(Program 6)
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Instruction

Training
Education
Life Objectives Negotiable Goals Effectiveness/Cos
t An End Itself
Job Objectives Non-negotiable Goals Cost/
Effectiveness Means to an end
These are differences in emphases. The
underlying approaches, techniques, and
technologies are the same.
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A Defense Perspective





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The Tutorial Imperative

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Some Technologies

• Asynchronous, continually available instruction
  tailored for individuals
• Computer-Based Instruction
• Interactive Multimedia Instruction
• Intelligent Tutoring Systems
• Networked Tutorial Simulation
• Web-Based Instruction

Performance aids, decision aids, electronic
performance support systems
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What Do Tutoring and These Technologies Have in
Common?

• Individualization of
• - Sequence,
• - Content,
• - Style,
• - Difficulty,
• - and Pace.
• Intensified interactivity.

Instructional Technologies Make the Tutorial
Imperative Affordable
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Do These Capabilities Matter? Interactivity


Number of Questions Asked Per Hour
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Technology Based Instruction Effectiveness

1.4
1.2
1.05
1.0
0.84
0.8
0.6
0.50
0.39
0.4
0.2
0.0
Interactive
Computer-Based
"Intelligent"
Recent Intelligent
Instruction (233 Studies)
Multimedia Instruction (47 Studies)
Tutoring Systems
Tutoring Systems
(11 Studies)
(5 Studies)
Measured in Standard Deviations
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What About Costs? Savings/Advoidances


Infrastructure Costs Travel
Costs Personnel Costs
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E.G. Defense Acquisition 101

• Student Travel
• Number of Students 3,300
• Travel 53
• Cost to convert course 535,000
• Savings 3M in FY99
• Time in Training
• Students 3,300
• Previous Time 9 Days
• Current Time 3 Days
• Total Workday Savings 19,800 (215 FTEs)
• Savings 3M in FY99
• Total Savings (by eliminating Travel and
  reducing Time)
• 6M in FY99
• 30M over 5 years

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Percent Time Savings from Technology-based
Instruction


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So What? Savings in DoD Specialized Skill
Training With 30 Percent Reduction in Training
Time

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(No Transcript)
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Overall, The Thirds


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IMIS Data (Effectiveness)

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IMIS Data (Annual Cost Savings)

IMIS cost savings here are in O-Level
Maintenance, D-Level Maintenance, Transportation
of Parts, Reduction in MSRP, and Pipeline Spares.
Only for 3 subsystems of F-16 Avionics.
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In Sum What Did We Learn About Technology-Based
Instruction?

Effectiveness Performance Aiding Anytime,
Anywhere Cost and cost-effectiveness
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A Third Revolution in Learning?

Writing Content of learning made available
anytime, anywhere Books Affordable content
of learning made available anytime, anywhere
Technology Affordable content and interactions
of learning made available anytime, anywhere
Anytime, anywhere is the key idea
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Hence Advanced Distributed Learning

The goal of the Advanced Distributed Learning
(ADL) initiative is
To ensure access to high quality education and
training, tailored to individual needs, developed
and delivered cost-effectively, available anytime
and anywhere.
The goal is an instructional capability that can
only be achieved with technology.
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What Do We Want to Accomplish? The ADL Vision
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ADL Criteria for Shareable Courseware Objects

Accessibility The ability to access
instructional components from one remote location
and deliver them to many other locations Interoper
ability The ability to use instructional
components developed in one location, with one
set of tools or platform, in another location,
with a different set of tools or
platform Durability The ability to operate
instructional components when base technology
changes, without redesign or recoding Reusability
The ability to incorporate instructional
components into multiple applications
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To meet these criteria, we need guidelines based
on a reference model

• Shareable Courseware Object
• Reference Model
• (SCORM)
• A software model that defines the
  interrelationship of course components, data
  models, and protocols such that courseware
  objects are shareable across systems that
  conform with the same model.

SCORM 2004 is now available at www.adlnet.org
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SCORM Evolution
SCORM 1.1
SCORM 1.2
SCORM 2004
Content Aggregation Model Metadata Binding
Content Aggregation Model Metadata
Binding Adds Content Packaging Content
Organization
Content Aggregation Model Metadata
Binding Content Packaging Content
Organization (updated/fixed)
CAM 1.3
Run Time Environment API Data Model
Run Time Environment API Data
Model (updated/fixed)
Run Time Environment API Data
Model (updated/fixed)
RTE 1.3
Sequencing Navigation Rules and Behaviors (new)
SN 1.3
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Is it Catching On?
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Enterprise Exemplars
courses/objects cataloged, tagged and
searchable
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Where Are We Headed?

• No Tests Unobtrusive, Continuous Assessment
• No Lessons A Conversation
• No Pre-Specified Sequencing On-Demand, In
  Real-Time, Tailored As Needed

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There is no sun without shadow, and it is
essential to know the night The struggle itself
toward the heights is enough to fill a mans
heart. One must imagine Sisyphus happy. --
Albert Camus
Questions?
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www.adlnet.org