ENABLING MODERNIZATION
The online portion of the course overcomes the generational and motivation hurdles by engaging and inspiring participants with topics relevant to everyday scenarios.
vertically oriented segments along the Y-axis of the page, as is expected by internet users. By longitudinally orienting content, designers were able to employ explorative learning models that can be navigated via scrolling to reduce the number of clicks required by the user.
A CAST OF CHARACTERS
An interactive simulator allows students to choose which character they would like to click on to learn more information. This simulates the learning-by-doing instructional design technique for adult learners. (Image courtesy of DASA (DE&C))
An added benefit of HTML-based modules was the ability to design courseware that could operate on a wide range of devices, such as computers, phones and tablets. Tis flexibility improved user access to the training material and enabled low-cost tablets to be used in the instructor-led training phase, instead of more expensive laptops. Bringing personally managed technology to the classroom gives students of different generations the ability to explore on the device with which they’re most comfortable.
Te team applied three-step iterative prototyping to build, test and improve each lesson module to ensure the content was built properly. An interactive prototype was created first to demon- strate the general functionality and content flow of a single lesson. Once approved, the prototype was used as a model to develop an alpha version of the course, including a fully interactive module. As a final quality assurance step, the team delivered a content- complete beta version of the course for validation testing among a small cohort of representative users.
IN YOUR OWN HANDS
Students can access the course on a number of devices, including tablets, smartphones and laptops. Shown here, an interactive flip card simulation makes use of the tactile nature of a tablet. (Image courtesy of DASA (DE&C))
INSTRUCTOR-LED TRAINING Te Army provided to defense contractors the time and fund- ing to conduct a thorough assessment of the material this course should provide. Fairchild Fisk Giroux LLC, the security assis- tance education and consulting firm selected to develop and lead the training, conducted several site visits and virtual meetings attended by dozens of personnel working throughout the Army security assistance enterprise. Tis included personnel at DASA (DE&C), U.S. Army Security Assistance Command, U.S. Army Aviation and Missile Command, U.S. Army Corps of Engineers, U.S. Army Training and Doctrine Command and individual enterprise organizations. In addition to detailed explanations
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