Chapter 15
A Systematic Approach based on Skill Level, Content Stability, Cost, and Instructional Strategy
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Abstract
Like others, the US Army is examining the use of emerging instructional technologies, such as but not limited to blended learning (BL) to optimize training. The problem is there are neither established formulas nor published algorithms for determining which aspects of a course to put online and to administer face-to-face (f2f) to facilitate blended learning. To address the problem, a team of Instructional Designers examined existing training and formulated, tested, refined, and transferred a process for analyzing and nominating specific aspects of military intelligence (MI) coursework for either residential (f2f) and/or distributed (online) delivery.
The resulting process consisted of three basic stages that addressed five primary questions, including Stage 1: Basic Instructional Mode Selection. “What aspects of a course should be nominated for blended learning (BL), conventional classroom learning (f2f), or distance learning (dL)?” Stage 2a: Primary dL Delivery System Selection. “For those aspects nominated for dL, what primary system should be used to deliver the contents?” Stage 2b: Primary F2F Instructional Setting Selection. “For those aspects nominated for f2f instruction, what primary settings should be used to deliver the contents?” Stage 3a: Instructional Strategy Selection. “What instructional strategy should be used to design and deliver the coursework?” Stage 3b: Media and Communication Tool Selection. “What specific media and telecommunications tools should be used to facilitate dL, f2f, and BL coursework?”
The process seeks to optimize training by addressing (a) basic skills and knowledge using distributed learning (dL) technologies, and (b) higher-order thinking skills in conventional, face-to-face (f2f) classroom settings. Three additional factors were considered for making media selection decisions including cost, stability, and instructional strategy.