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EAL Style Guide

Enhanced, Accessible Learning (EAL) Style Guide

Ready Relevant Learning

November 2018

Draft Version 6.00

Navy Education and Training Command (NETC) N74

Content

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EAL Style Guide

s1. Introduction......................................................................................................................7

2. Development Timelines and Delivery Dates..................................................................7

3. Training Event Identification Numbers..........................................................................7

4. Content Repository Naming Conventions.....................................................................8

5. Properties.......................................................................................................................10

6. Classification Markings.................................................................................................11

7. Review and Delivery Process.......................................................................................11

8. Courses...........................................................................................................................118.1 Test Item Development................................................................................................................13

8.2 General Text Formatting..............................................................................................................14

9. Self-Directed Interactive Training (SDIT) / eLearning.................................................159.1 The Standards Colors...................................................................................................................15

9.2 Logos............................................................................................................................................ 16

9.3 Capitalization................................................................................................................................. 16

9.4 Spacing......................................................................................................................................... 17

9.5 Text Character Attributes..............................................................................................................18

9.6 Hyperlinks..................................................................................................................................... 19

9.7 Lists.............................................................................................................................................. 19

9.7.1 Numbered Lists......................................................................................................................20

9.7.2 Bulleted Lists.......................................................................................................................... 20

9.7.3 Appropriate Use of Lists.........................................................................................................20

9.8 Word Table Conventions..............................................................................................................22

9.9 Word Heading and Font Conventions...........................................................................................22

9.10 Quotations or Excerpts...............................................................................................................23

9.11 Books and Publications..............................................................................................................23

9.12 Formatting for Commercial Off the Shelf (COTS) Products........................................................23

10. Instructor-Facilitated Interactive Training (IFIT).........................................................3010.1 Classroom Lesson Plan (CLP)...................................................................................................30

10.1.1 Classroom Lesson Plan (CLP) Template.............................................................................30

10.1.2 Virtual Lesson Plan (VLP) Template....................................................................................31

10.1.3 Asynchronous Training Template........................................................................................31

10.1.4 Virtual Lesson Plan (VLP) Template....................................................................................32

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10.2 PowerPoint (PPT) Presentations................................................................................................32

11. Trainee Guide (TG).........................................................................................................3511.1 TG Formatting............................................................................................................................ 35

11.2 TG Tables.................................................................................................................................. 36

11.3 TG Instructional Sheets..............................................................................................................37

11.3.1 Outline Sheets..................................................................................................................... 37

11.3.2 Information Sheets...............................................................................................................37

11.3.3 Job Sheets........................................................................................................................... 38

11.3.4 Assignment Sheets..............................................................................................................39

11.3.5 Problem Sheets................................................................................................................... 39

11.3.6 Diagram Sheet..................................................................................................................... 40

12. Terminology and Acronyms.........................................................................................40

13. Time.................................................................................................................................4013.1 Military Time............................................................................................................................... 40

13.2 Civilian Time.............................................................................................................................. 41

13.3 Time as Location........................................................................................................................ 41

14. Dates...............................................................................................................................41

15. Media Sources................................................................................................................41

Appendix A:..............................................................................................Additional References42

Sharable Content Object Reference Model (SCORM)...........................................................................42

Experience Application Programming Interface (xAPI)..........................................................................42

Single User Gaming and Simulation Guidance......................................................................................43

Multi User Gaming and Simulation Guidance........................................................................................43

Video Streaming Guidance.................................................................................................................... 43

Appendix B: Acronyms............................................................................................................45

Appendix C: General Writing Standards................................................................................57Instructional Objects Framework Overview...........................................................................................57

Course Construction.............................................................................................................................. 57

Textual Formatting and Styles...............................................................................................................59

Special Characters................................................................................................................................ 69

Instructional Media Types Guidelines....................................................................................................89

Actual Work is Simulated....................................................................................................................... 89

Actual Work is Performed...................................................................................................................... 90

Media Types.......................................................................................................................................... 90

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Instructor-Facilitated Interactive Training (IFIT) Materials......................................................................96

Self-Directed Interactive Training Standards (SDIT)..............................................................................98

New Course Creation Process..............................................................................................................98

Instructional Media Design Package......................................................................................................99

Lesson Topic Screens......................................................................................................................... 100

Textual Elements................................................................................................................................. 110

Self-Directed Interactive Training Suggestions....................................................................................113

Performance Tracking......................................................................................................................... 114

Section 508 Considerations................................................................................................................. 119

SDIT Tips and Suggestions................................................................................................................. 120

Appendix D: Skill Defense Group Codes for TEIN..............................................................125

Appendix E: References........................................................................................................132

Document History and Revisions...............................................................................................134

Table Of FiguresFigure 1 - Example of Some Common Document Naming...........................................................9Figure 2 - Properties for Entering Documents into Repository......................................................9Figure 3 - Acceptable Verbs for Learning Objectives..................................................................12Figure 4 - General Text Formatting Elements.............................................................................13Figure 5 - Standard colors for presentation materials.................................................................14Figure 6 - Standard colors used for training materials.................................................................15Figure 7 - Example of Logos.......................................................................................................15Figure 8 - Capitalization...............................................................................................................16Figure 9 - Spacing.......................................................................................................................17Figure 10 - Types of Lists............................................................................................................21Figure 11 - Example of the Title Row of a Table.........................................................................21Figure 12 - Word Heading and Font Conventions.......................................................................21Figure 13 - Basic Formatting and Writing Style Examples for COTS Software...........................28Figure 14 - General Guidelines for PPT Development................................................................34Figure 15 - Example of Indentation and Numbering Format......................................................35Figure 17 - Instructional Terms Usage........................................................................................56Figure 18 - List of Verbs for Learning Objectives........................................................................58Figure 19 - List of Plain Words Over Academic Words...............................................................61Figure 20 - List of Concise Wording Table..................................................................................62Figure 21 - Examples of Navy Terms and Names.......................................................................69Figure 22 - When to Use Hyphens, en Dashes, and em Dashes................................................72Figure 23 - System Terms...........................................................................................................81Figure 24 - Action Terms.............................................................................................................86Figure 25 - Project-Specific Preferred Terms..............................................................................88

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Figure 26 - Media Types and Definitions.....................................................................................95Figure 27 - PowerPoint Text Conventions...................................................................................96Figure 28 - Screen Standards Table.........................................................................................101Figure 29 - Internet Standards Table.........................................................................................102Figure 30 - Slide Properties and Settings..................................................................................102Figure 31 - Acceptable Page Load Times.................................................................................103Figure 32 - Conventions for Hyperlinked Text...........................................................................106Figure 33 - Conventions for Image Hot Spots...........................................................................106Figure 34 - Guidelines for Determining the Best Strategy for Presenting a Procedure.............108Figure 35 - Examples of Textual Elements Used and the Context............................................109Figure 36 - Standard Trainee Direction Text for Various Situations..........................................112Figure 37 - Question Types to Content Concept Type..............................................................116Figure 38 - Knowledge Checks for Fact Content.......................................................................116Figure 39 - Knowledge Checks for Procedure Content.............................................................116Figure 40 - Types of Knowledge Checks for Process Content..................................................117Figure 41 - Certificate Templates..............................................................................................118Figure 42 - Icons for Function Descriptions...............................................................................123

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EAL Style Guide

1. Introduction

The Naval Education and Training (NETC) Style Guide is for course developers working on Enhanced, Accessible Learning (EAL) courses to support the Ready Relevant Learning portion of the Sailor 2025 initiative. The document identifies formatting standards for acceptance of training and support materials developed for courses owned by NETC. It contains best practices to develop materials that are clear and follow a standard instructional design. The primary purpose of this guide is to standardize processes, techniques, procedures, formats, and functions relating to all NETC training products. Compliance with the procedures and techniques contained herein is required after the release date of this guide. This guide supports standards and best practices to ensure consistency among all modules and courses that support the modernization of accession “A” and “C” schools. All modules and/or recording files will be created using the Naval Education and Training EAL templates. This style guide refers to external instructions and guidance documents as references for development standards. These instructions and guidance use terms such as "may" and "can", as it relates to requirements and best practices. Unless expressly stated otherwise in this guide all guidance standards referenced "must” and “shall” be met to ensure compliance with the requirements of this style guide. Throughout this document, examples illustrate and clarify points that are being discussed. It is important to note that items identified as “examples” are intended to provide a frame of reference and are not meant to be inclusive. In most cases, the examples require tailoring to meet individual situations.

2. Development Timelines and Delivery Dates

Development timelines and deliverables will be communicated through the Design Plan. Milestone delivery dates will be broken into dates related to each lesson outline, storyboard, module content development, and final deliverable. Train-the-trainer and all piloting activities should be included in the development timeline. Final delivery dates should allow for modifications to the training material, equipment, and piloting of the modified content if desired by the learning center.

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EAL Styles Template

3. Training Event Identification Numbers

The Training Event Identification Number (TEIN), is an alpha-numerical numbering system being developed to ease the transfer of data stored in the Corporate enterprise Training Activity Resource System (CeTARS), and to ensure training data is not lost once a Learning Management System is identified. TEINs for Ready, Relevant Learning (RRL) training will all begin with the letter U. The course number will be comprised of a 3-digit code representing the Skill Defense Group (SDG), followed by the 4-digit code representing the level of the course.

Course level of a course.

0100 and 0999 numbered courses are considered Accession courses 1000 and 1999 numbered courses are considered Class “C” courses 2000 and above numbered courses are considered all other classes of

courses

4. Content Repository Naming Conventions

NETC has established a content repository which is a database of digital content. This repository will contain a set of tools used to access, manage, modify, retrieve, store, modify, and search for content. All training control documents and training material file names should begin with the assigned TEIN, as a reminder, the TEINs for RRL training will all begin with the letter U. The course number will be comprised of a 3-digit code representing the TEINs SDG Code, see Appendix D, followed by the 4-digit code representing the level of the course. All training support materials should begin with either the rating, or document type. See the chart below for examples. All files should end with the date the last version of the document was approved in the format DDMONYYYY, and contain no more than 21 characters. Using this format allows easy sorting of like documents in chronological order. The following are examples of some of the most common documents and the naming conventions assigned to known artifacts.

Common Documents and the Naming Conventions

File Type Style ExampleTraining Analysis Document (TAD) /Rating

TEIN_TAD_DDMONYYYY or RATING_RDA_DDMONYYYY

U-103-0100_TAD_12DEC2017LS_RDA_12DEC2017LS-MFAR_10JAN2018

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File Type Style ExampleDomain Analysis Document (RDA)/Media Fidelity Analysis Report (MFAR)/Navy Training System Plan (NTSP)

RATING_MFAR_DDMONYYYYNTSP#_DDMONYYYY

N98NTSPS201301A_12DEC2017

Project Management Charter (PMC) /Functional Requirement Document (FRD)/ Training Installation Transfer Agreement (TITA)

TEIN_PMC_DDMONYYYYRATING_FRD_DDMONYYYYSystem_TITA_DDMONYYYY

U-103-0100_PMC_12DEC2017LS_FRD_12DEC2017

Training Design Plan (TDP)

TEIN_TDP_DDMONYYYY U-103-0100_TDP_12FEB2018

Lesson Plan (LP) TEIN_LP_DDMONYYYY U-103-0100_LP_30JUN2018

Visual Training Aids (VTA) not embedded in PowerPoints

TEIN_VTA_DDMONYYYY U-103-0100_VTA_30JUN2018

Video Media (VM) TEIN_VM_DDMONYYYY XXXXXX_VM_30JUN2018

Structured On the Job Trainer Handbook (SOJTT)

TEIN_SOJTT_DDMONYYYY XXXXXX_VM_30JUN2018

Technical Manuals (TM) PUB#_TM_DDMONYYYY

PowerPoint (PPT) TEIN_PPT_L#_DDMONYYY U-103-0100_PPT_L1_30JUN2018

Storyboard (SB) TEIN_SB_L#_DDMONYY U-103-0100_SB_L1_30JUN2018

Trainee Guide (TG) TEIN_TG_DDMONYYYY U-103-0100_TG_30JUN2018

Performance Support Video (PSV)

TEIN_PSV_DDMONYYY XXXXXX_PSV_30JUN2018

Performance Support Checklist (PSC)

TEIN_PSC_DDMONYYY XXXXXX_PSC_30JUN2018

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File Type Style ExamplePerformance Support Diagram (PSD)

TEIN_PSD_DDMONYYY XXXXXX_PSD_30JUN2018

Structured On the Job Student Handbook (SOJTS)

TEIN_SOJTT_DDMONYYYY XXXXXX _VM_30JUN2018

eLearning source file (SourceM)

TEIN_SourceM_DDMONYYYY U-103-0100_SourceM_30JUN2018

eLearning final file (FinalM)

TEIN_FinalM_DDMONYYYY U-103-0100_FinalM_30JUN2018

Simulation file name (SIM)

TEIN_SIM_L#_DDMONYYYY U-103-0100_SIM_L1_30JUN2018

Test Bank (TB) TEIN_TB_DDMONYYY U-103-0100-TB-30JUN2018

Figure 1 - Example of Some Common Document Naming

5. Properties

There are three necessary properties for every document added to the repository; the Title, the Training Event Identification Number, and the Description of the Document. The format style and examples are shown in figure 2.

Property Style ExampleTitle Course Title: Release Number (R#) F/A-18E/F Avionics Systems (H3E)

SCS (DIFFERENCE) Organizational Maintenance Course: R1

Training Event Identification Number (TEIN)

List TEIN provided by training registrar U-103-0100

Description Provide a sentence or two to describe the course

This course introduces aviation electronic technicians to knowledge and skills, including operation, testing, basic troubleshooting, and repair procedures associated with organizational maintenance on the

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Property Style ExampleF/A-18E/F aircraft avionics system.

Figure 2 - Properties for Entering Documents into Repository

6. Classification Markings

All courseware developed will be portion marked as required. While distribution restrictions may or may not exist, training materials are not intended for general-public release. Content will be developed at the appropriate classification level found in the source data, as well as, DoDM 5200.01, Volume 2: DoD Information Security Program: Marking of Classified Information, February 24, 2012, Incorporating Change 2, March 19, 2013. and SECNAV M-5510.36 DoN Information Security Program, June 2006.

7. Review and Delivery Process

When a module is ready for review, upload the file to the RRL SharePoint site and alert the Ready Relevant Learning Analyst, (Cybriarian), as listed on the RRL POC list at this site: https://mpte.navy.deps.mil/sites/Projects/rrl_projectoffice/SitePages/Home.aspx

8. Courses

This EAL training path consists of multiple courses each containing at least one module. The module within a course can be delivered in various modalities, thus the completion can vary. For this reason, NETC has determined the best method for tracking completion of each course is by viewing courses with in a training path and by numbering modules with a training event identification number or TEIN.

Modules will present factual information as well as rules and step-by-step procedures to support achievement of specified learning objectives. Learning objectives should be very specific, and use active language – verbs in particular – that make expectations clear. This informs students of the standards by which they will be assessed, and ensures student and instructor goals in the course are aligned. When writing your outcomes, keep in mind learning outcomes should be SMART(TT):

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https://mpte.navy.deps.mil/sites/Projects/rrl_projectoffice/SitePages/Home.aspx

https://mpte.navy.deps.mil/sites/Projects/rrl_projectoffice/SitePages/Home.aspx

EAL Styles Template

SPEAK TO THE LEARNER: learning outcomes should address what the learner will know or be able to do at the completion of the course

MEASURABLE: learning outcomes must indicate how learning will be assessed

APPLICABLE: learning outcomes should emphasize ways in which the learner is likely to use the knowledge or skills gained

REALISTIC: all learners who complete the activity or course satisfactorily should be able to demonstrate the knowledge or skills addressed in the outcome

TIME-BOUND: the learning outcome should set a deadline by which the knowledge or skills should be acquired;

TRANSPARENT: should be easily understood by the learner; and

TRANSFERABLE: should address knowledge and skills that will be used by the learner in a wide variety of contexts

NETC requires the use of three-part criterion-referenced learning objective consisting of condition, behavior, and standard. Learning objectives should match on-the-job conditions to the greatest extent possible.

Acceptable Verbs for Learning Objectives

Knowledge Comprehension Application Analysis Synthesis Evaluation

Remember previously learned information.

Demonstrate an understanding of the facts.

Apply knowledge to actual situations.

Break down objects or ideas into simpler parts and find evidence to support generalizations

Compile component ideas into a new whole or propose alternative solutions.

Make and defend judgments based on internal evidence or external criteria.

Recognize

Repeat

Memorize

Define

Label

Recall

Review

Describe

Classify

Discuss

Report

Explain

Solve

Schedule

Sketch

Practice

Operate

Interpret

Examine

Distinguish

Experiment

Discriminate

Analyze

Appraise

Prepare

Propose

Assemble

Collect

Compose

Construct

Value

Compare

Defend

Support

Appraise

Estimate

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Knowledge Comprehension Application Analysis Synthesis Evaluation

Duplicate

Relate

Arrange

Name

Order

Express

Restate

Identify

Indicate

Select

Locate

Translate

Recognize

Apply

Choose

Demonstrate

Dramatize

Write

Illustrate

Employ

Use

Repair

Maintain

Calculate

Categorize

Contrast

Differentiate

Test

Question

Criticize

Compare

Design

Develop

Organize

Arrange

Formulate

Manage

Write

Plan

Set-up

Judge

Predict

Rate

Attach

Assess

Argue

Evaluate

Choose

Core

Select

Figure 3 - Acceptable Verbs for Learning Objectives

NOTE: Technical action verbs such as “align,” “start,” “lubricate,” “secure,” “troubleshoot,” “specify,” etc. are also acceptable, as well as, acceptable uses of “describe”, “explain”, “discuss” and “restate” in verbal or written responses. If questioning the acceptability of a verb, contact the Center Learning Standards Officer (LSO) for the assigned center for clarification.

Modules will include both knowledge and performance assessments. Performance assessments will be graded using rubrics. Knowledge assessments will be developed in Question Mark Perception (QMP).

Each module that is completed will have as a minimum a score of 70% to issue a "Completion Certificate”. There are specific courses in which there is a potential risk of death, or damage to equipment and/or facilities that will require a higher success score to issue a "Completion Certificate,” this should be in accordance with CCMM on a course by course basis, and should only be derived from the approved Course Test Plan. Some courses will require successful completion of multiple modules to gain final credit. Each module completion certificate conferred throughout the course only confirms training development hours/credits and should not be used as evidence of a completed Navy Enlisted System credential unless otherwise identified.

8.1 Test Item Development Test Development - Knowledge assessments will be developed in QMP

following NAVEDTRA 132.

Test Bank - One test bank will be developed in QMP for Instructor Facilitated Interactive Training (IFIT) and within the eLearning development software for Self Directed Interactive Training (SDIT). Test bank includes at least five (5)

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EAL Styles Template

test questions per learning objective, the number of questions should be based on the criticality of the objective as designed by the course supervisor.

Distractor and Answer - Feedback for correct and incorrect responses should include written paragraph of explanation, or page number from which the question was pulled for lower level objectives.

Test Versions - At minimum three (3) test versions (A, B, and C) are required for each test. The number of versions should also be based upon the number of concurrent offerings/convenings. This can be accomplished using a random questions option.

8.2 General Text FormattingBold is used to emphasize main points. Below are lists of some common formatting and Graphical User Interface (GUI) elements. Recommended font size should be used but can vary for readability and screen space.

Type Font Size Style Color Line spacing

Example

Heading Arial 24-pt Regular RGB: 0, 32, 96

Paragraph spacing: 10-pt after

Line spacing: Multiple at 1.15

Heading

Sub Headings

Arial 14-pt Bold RGB: 0, 0, 0

Paragraph spacing: 0-pt before and after

Line spacing: Multiple at 1.15

Sub Heading

Body Arial 12-pt Regular RGB: 0, 0, 0

Paragraph spacing: 0-pt before and after

Line spacing: Single at 1

Body

Figure 4 - General Text Formatting Elements

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For guidance on how to name GUI elements, consult SECNAV M-5216.5, DoN Correspondence Manual, March 2010 and the Microsoft Style Guide, https://docs.microsoft.com/en-us/style-guide/welcome/ .

9. Self-Directed Interactive Training (SDIT) / eLearning

SDIT content was developed for schoolhouse and in Fleet concentration areas and will be delivered through an LMS. Courseware must be developed using the most recent version of SCORM and be compatible with the LMS. Additionally, a compact disc/digital video disk of the courseware must function as a stand-alone outside of an LMS.

9.1 The Standards Colors The standard colors to be used for all training material are as follows:

Standard Colors Used for Presentation MaterialsColor Properties Example

Red Red – 255

Green – 0

Blue – 0

Blue Red – 0

Green – 0

Blue – 128

Black Red – 0

Green – 0

Blue – 0

Figure 5 - Standard colors for presentation materials

Standard Colors Used for Training Materials

Color Properties ExampleDark Blue Red – 36

Green – 19

Blue – 105

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https://docs.microsoft.com/en-us/style-guide/welcome/

EAL Styles Template

Dark Blue Red – 0

Green – 22

Blue – 74

Gold Red – 229

Green – 183

Blue – 107

Turquoise Red – 0

Green – 169

Blue - 255

White Red – 255

Green – 255

Blue - 255

Figure 6 - Standard colors used for training materials

2

3

4

5

6

7

8

9

9.1

9.2 Logos There are two sizes for all logos. Logos should be 1.47” in height and width for general use. Small logos should not be larger than 2.5” wide or 3.25” high. Large versions of the logos should not be enlarged to a size that distorts the images or text. Ensure there is clear space around logos. The area surrounding the logo needs to be kept free of

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EAL Styles Template

competing text or graphic elements. The preferred clear space is 1” on all sides. No additional text or graphic element may encroach on this space. For placement of logos refer to the templates provided within this style guide. The following table provides the approved version of logos that should be used in all NETC training documents. The graphic needs to be in a vector based format or if a bitmap, should be no smaller than 1920x1080 pixels. All logo files shown below are available for download at (__).

1234567899.19.2

Figure 7 - Example of Logos

9.3 CapitalizationCapitalization rules are as follows:

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Used With Standard Example(s)Headings, Captions, Titles

Capitalize the first word and all other words except for a, an, the; conjunctions (such as or, but); prepositions of four letters or less (such as over, with)

The Bus Ran Over the Ball

Touched by an Angel

Troubleshooting Scenarios

Capitalize the first word in the title

How to check the temperature

Departments, Organizations

Capitalize the names of departments and organizations;

lowercase the generic term

Human Resources; Procurement; and Finance

Department; business group; thread

Employee Titles Capitalize a title when it precedes or follows a person’s name, but not when it stands alone

Project Manager John Doe

John Doe, Project Manager

The project manager announced today …

Contact a supervisor

Bulleted Lists Capitalize only the first character in a bulleted list (unless the list contains a proper noun)

Menu path

Screen title

Training policy

Learner Interface Objects

Capitalize as it appears in the learner interface

Control button

Interface menu

Section, Table, Figure, Step

Capitalize if followed by a number

Section 1

Table 4-5

Figure 8 - Capitalization

9.3

9.4 SpacingSpacing rules are as follows:

Used With Standard Example(s)

End of Sentence

Use one space after end-of-sentence punctuation to separate sentences.

Cows eat grass. So do horses.

Colon Use one space after a colon Order types: OR, RE

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Used With Standard Example(s)

Commas Use one space after a comma The modules include GL, AM, AP, and …

Dash Allow Microsoft Word to automatically insert a dash while you type. To do this, start typing the sentence. After the word where the dash should be, press [SPACE] and insert one hyphen. Press [SPACE] after the hyphen and continue typing.

Registration – Individual

Slash Use without spaces Tasks/Alerts

Hyphens Use without spaces for hyphenated terms and page number sequences

Example 1: real-time system; two-hour; train-the-trainer

Example 2: pages 1-5

Periods Use one space after a period at the end of a sentence

The scope includes 10 manufacturing sites. The User population …

Semicolon Use one space after a semicolon

Facilities are located in Los Angeles, California; Dallas, Texas; and …

Paragraph Line Spacing:

Before: 0

After: 3 pt

Blank row between paragraphs and indent 5 spaces before starting new paragraph.

Four score and seven years ago, our Fathers brought forth a new nation.

Now we are engaged in a great Civil War…

Figure 9 - Spacing

9.4

9.5 Text Character AttributesThe following are character attribute rules:

Convention Usage Example(s)

Boldface Indicates that the word or phrase names a screen element the User will click on

From the Go To drop-down list, select Administration

Click OK to complete the transaction

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http://www.ehow.com/how_6225940_make-em-dash-word.html

EAL Styles Template

Double Quotations

Do not use double quotes to indicate text to be typed into a field. Bold text to be typed into a field.

Correct:

Type AM223 in this field

Incorrect:

Type “AM223” in this field

Text alignment

All body text left aligned In a normal paragraph, all lines should be left aligned.

9.6 HyperlinksUse the default application formatting for hyperlinked text (i.e., underlined, blue text). When you add a link to text in the HTML editor, the formatting will automatically apply to the text.

Example: Each of the planets in our solar system revolves around the Sun in elliptical orbits.

9.7 ListsUse lists when the items are the main focus of the material. Introduce a list with a lead sentence. Use lists when there are at least two or more items but ideally less than nine, unless it is determined that more are needed. Use parallel nouns, phrases, and sentences. Do not “overdo” lists; use a combination of text and lists. Use a colon (:) at the end of the lead sentence.

Correct: The following points should be considered during the meeting:

Point 1

Point 2

Incorrect:

The following points should be considered during the meeting –

Point 1

Point 2

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9.5

9.6

9.7

9.7.1 Numbered Lists

Use numbered lists when the items must follow a specific order. The most common example is a sequence of step–by–step instructions.

Use lettered lists when:

• There is no sequential order, but learners need a reference.• There are more than nine list items that cannot be broken into separate

lists.

9.7.2 Bulleted ListsUse bulleted lists for items that do not have any intrinsic order as in this list. Use parallel structure in the list items, ordering them in one of the following ways:

Sequential

Importance

Appearance

Alphabetical, if the above cases do not apply

9.7.3 Appropriate Use of ListsUse lists within a list where appropriate. Indent the second-level list and use the following unique symbols:

• Point 1

o Right

Right

RightList Type Standard Example

Dependent clauses:

List items can be combined with the introductory statement to make a complete sentence

Add a colon after the introductory clause.

Capitalize the first letter of the list item.

Use end punctuation.

Heat exchangers:

Are components of cooling systems.

Regulate the temperature.

Require regular maintenance.

Complete sentences: Add a colon after the introductory clause.

Follow these guidelines during TLO development:

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EAL Styles Template

List Type Standard Example

List items are complete sentences


Use periods at the end of each item.

Use good instructional design.

Ensure information is current.

Review with SMEs.Fragment with complete sentence:

List items begin with a fragment, followed by a complete sentence



Use periods at the end of the fragment and the complete sentence.

The PADDIE+M Model contains seven phases:

Planning. This is where the resource requirements are identified.

Analysis. This is where the need is discovered.

Design. This is where the training is designed.

Development. The training product is produced.

Implementation. The courseware is installed.

Evaluation. The courseware is tested.

Maintenance. This is where course surveillance takes place.

Short Items:

List items are like those on a checklist or inventory sheet



Omit end punctuation.

Please include the following supplies:

Paperclips Pencils Copy paper

Definitions:

List items are terms with definitions


Capitalize the first letter of the list item (the term).

Add an en dash (–) after the term.

Trainees may be classified as one of the following:

Novice – no experience.

Learner – minimum experience.

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EAL Styles Template

List Type Standard Example

Start the definition in small case.

Use periods if definition is a complete sentence.

Use end punctuation.

Expert – extensive experience.

Figure 10 - Types of Lists

9.8 Word Table ConventionsThe title row of all tables should be colored Blue (R=0, G=22, B=74) with Courier New 12, Bold, White (R-255, G-255, B255) font as shown below. The text in the body of the table should be Courier New, 10 pt. black font.

Title #1 Title #2 Title #3

Body Body BodyFigure 11 - Example of the Title Row of a Table

9.9 Word Heading and Font Conventions

Term / Phrase Definition / Usage Example(s)Body copy Courier New, 10 pt.,

blackUsed for text throughout all training documents

X Heading 1 Courier New Bold, 14 pt., black

Used for chapter headings

X.X Heading 2 Courier New Bold, 12 pt., black

Use for section headings

X.X.X Heading 3 Courier New Bold, 11 pt., black

Use for sub-section headings

Figure 12 - Word Heading and Font Conventions

9.10 Quotations or ExcerptsProvide a subheading in bold (if appropriate), and indent both the subheading and the excerpted text.

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9.11 Books and PublicationsItalicize the names of books and publications. Include the Edition number when listing publications as additional resources.

Example: According to Principles of Underwater Sound (Urick, - 3rd Ed), sound waves are affected by…

9.8

9.9

9.10

9.11

9.12 Formatting for Commercial Off the Shelf (COTS) ProductsThe standard formatting shall conform to the table in figure 5, and be in compliance with Section 508 of the Compliance and Accessibility Act. The table in figure 5 provides basic formatting and writing style examples for each type of software.

Page Type & Stencil

Format and Writing Style

Title

Standard-Half-Bottom, 65% split, centered

In Course pane, list the module title and number: Module ##

Use module number and name style from source content as the image (see title image to the right).

Nothing in the heading area.

List the module objectives in text area. Use the corresponding audio file.

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Page Type & Stencil


Navigating the Module

In the heading area, the text is "Navigating the course."

In the text box, the text is “The [name of module] module has [number] lessons that build on each other. A final assessment is included at the end of the module. It is recommended that you start with the first lesson and work through each in order. This is a self-paced course; you can close and return to the module whenever you like.

To learn more about navigating this module, double-click the video link.

Include a demo video that shows: Home and exit links Table of contents Next and back links Resources Glossary Module activities Certificate Printing

Module Introduction

Standard-Half-Bottom, 80% split, centered

The module introduction page is only included in the first module of each course.

In the content area, body text should be similar to the content below.

“This course introduces you to knowledge and skills, including operation, testing, basic troubleshooting, and repair procedures, to perform, under supervision, organizational maintenance on the F/A-18E/F aircraft avionics systems in the squadron working environment.

This module includes an end of course assessment. You must complete the entire module prior

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EAL Styles Template

Page Type & Stencil


to taking the final assessment.

Note if there is audio or not and include audio file as appropriate.

Module Objectives

Lessons

Create a lesson folder with Standard-Half-Bottom stencil, 65%, centered

Use lesson style from source content as the image (see lesson1 image to the right).

Nothing in the heading area.

Lesson Learning Objectives

Sections

Content pages

Standard-Half-Left, Standard-Half-

Include a short title in the content heading area.

Images should be left aligned unless otherwise specified.

There are various content and process pages. Select the one that is most conducive to the content.

There are various content and process pages. Select the one that is most conducive to the content.

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Page Type & Stencil


Bottom,

Standard-Image


Content heading area:

Installing a system upgrade

Content heading area:

Installing a system upgrade

Simulation

Simulation-Half-Right

Grab text from source materials to explain what the simulation is about.

Then follow with this text:

The simulation will open in a new browser window.

Click the button below to launch the simulation.


Content heading area: Using installation features (sentence case)

Content heading area: Using installation features (sentence case)

Knowledge Check

Introduction

Standard-Half-Right stencil, 35% split

In the Heading area, the text is "Knowledge Check".

Add launch page text.

Some lessons contain more than one knowledge check, so the launch page text can vary.

Knowledge Check

Questions

Page type depends on the question type

In the Heading area, the text is "Knowledge Check #. #" The first number corresponds to the lesson and the second number corresponds to the question’s order within the knowledge check (i.e., question 1, question 2).

The question text can be copied/pasted from Word files. Use the custom feedback from Word files but start statement with "Correct." or "Incorrect."

If there is more than one knowledge check in a lesson, the numbering varies (second example to the right). The first number corresponds to the lesson and the second number

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EAL Styles Template

Page Type & Stencil


corresponds to order of the knowledge check (i.e. knowledge check 1) The third number is the questions order within the knowledge check (i.e., question 1, question 2).

Lesson Summary

Standard-Image

The lesson summary is placed at the end of each lesson. In the heading area, the text is "Module Title and Module Number."

In the heading area, “Lesson Summary”.

In the body text area, “You have now completed Lesson #.

In this lesson the information you received prepared you to (add learning objectives in numbered bullets).

Your next step is to (continue to lesson 2, take a module assessment, complete a SOJT, etc.)

Provide directions on how to begin the next step.


Module Summary

Standard-Half-Bottom, 80% split

The module summary is placed only in the final lesson for each module, directly before the assessment. In the heading area, the text is "Module Title and Module Number."

In the heading area, “Module Summary”.

In the body text area, “You have now completed the [ ] module.

Thank you for your participation.

Your next step is to take the final

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Page Type & Stencil


assessment or SOJT.

Provide directions on how to begin the next step.


Assessment Introduction

Standard-Half-Right, 35% split

The final course assessment is placed only in the final lesson for each module. In the Heading area, the text is "Final Assessment."

A launch text

To enter assessment questions:

1. In the Course pane area, right-click and select "Edit Assessment." Then click the "Select questions from a question pool" check box and set the number to 50. The question text can be copied/pasted from Excel files.

2. Create questions slides as appropriate and enter question and answers.

Set questions to randomized.

Use this custom feedback "You selected the correct response" or "You did not select the correct response."

Use the image to the right.

Assessment Questions

In the Course pane area, the text is "Final Assessment #.#"

The questions are randomized, so the numbering doesn't matter to the learner.

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Page Type & Stencil


Completion Certificates

Use the features in each software tool to develop the completion certificate.

Figure 13 - Basic Formatting and Writing Style Examples for COTS Software

10. Instructor-Facilitated Interactive Training (IFIT)

IFIT is reserved for complex concepts and content. In support of EAL, IFIT may be offered in one of two formats, synchronous, or asynchronous. Classroom and virtual instructor led courses are synchronous, as the instructor is actively present, physically or virtually, with the students during the training. Asynchronous training will also be available through the course management system; this is instruction that does not have an active instructor presence. This online interaction, allows users to organize discussions, post messages, upload and access multimedia.

10

10.1 Classroom Lesson Plan (CLP) Classroom training is referred to as face to face (F2F) and is facilitated in any available physical setting with the instructor and the students together at a location. One type of F2F classroom training is virtual training. EAL training is implemented through the use of web conferencing software and can be deployed to multiple areas at once. In a virtual training event, the instructor may have some students present in the same location while others attend the training event using the web conferencing software at another location. A CLP is a written plan noting the method of delivery, and the specific goals and time-lines associated to the delivery of lesson content and the processes are used in all training. EAL training is implemented through the use of web

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conferencing software and can be deployed to multiple areas at once. In a virtual training event, the instructor may have some students present in the same location while others attend the training event using the web conferencing software. EAL training may also occur with the instructor facilitating from a location without any students physically present; where all students are utilizing web conferencing software and are virtually present.

The goal of both modalities is to incorporate interactive training through learning labs, simulations, system simulations, etc. Each modality requires a different style of guide or lesson plan for instruction. The LP templates for each modality are described below and are located on the NAWCTSD, MPTE Portal. The NAWCTSD Portal requires permission to access. Once access is obtained, select NETC Style Documents from this website: https://mpte.navy.deps.mil/sites/NETC/n00r/NAWCTSD/SitePages/Home.aspx.

10.1.1 Classroom Lesson Plan (CLP) TemplateThe CLP guides the class instruction and consists of Discussion Points (DPs) and Related Instructor Activities (RIAs). Typically, the CLP entry is one-for-one with the TG; however, in some instances this may not be feasible. In these instances, ensure the major concepts are entered into the CLP to support instructor delivery. The lesson plan should contain everything the instructor needs to teach the course. The template will assist in accomplishing these requirements.

10.1.2 Virtual Lesson Plan (VLP) TemplateThis template provides the format and the required information for a Web Conference Training (WCT). The Web Conference instructor guide may be a companion to the PowerPoint files. It is developed to assist instructors in leading course presentations and managing communication with students. If there is a student workbook, the instructor guide should mirror the information presented in the student’s workbook, but it will include more detail on instruction and the specific information about the presentation of the material and facilitation of the exercises.

10.1.3 Asynchronous Training Template

Asynchronous training will combine self-study with asynchronous interactions to promote learning. This combined network of learners and the electronic network in which they communicate is referred to as an asynchronous learning network. The plugins used for each course may vary based on the learning needs of the attendees. The Asynchronous Training Template will assist in the combination of self-study with asynchronous interactions to promote learning. This combined network of students and the electronic network in which they communicate is referred to as an asynchronous learning network. The online learning resources used to support asynchronous learning could include email, electronic mailing lists, threaded conferencing systems, online discussion boards, and meetings in virtual spaces, where discussions will be facilitated among groups of students. The plugins used for each course may vary based on the learning needs of the attendees. A full range of tools are available to promote interactions between the student and instructor, the student and course content, and

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https://mpte.navy.deps.mil/sites/NETC/n00r/NAWCTSD/SitePages/Home.aspx

EAL Styles Template

the student and peers. Email, discussion boards, and podcasts are the most commonly used asynchronous tools. Below are some guidelines on their use.

10.1.3.1 Email

E-mail is the oldest collaboration tool and the most common method for communication in online learning. Private messages can be sent between the instructor and the student. It is reliable, inexpensive, and the most well-known. Email should be used for announcements, due dates, schedule changes, modification to an assignment, or to address possible misconceptions. Use private email to respond to student questions that are of a personal nature such as a family crisis, a grade concern, or conduct in a discussion forum.

10.1.3.2 Discussion Boards/Forums

Discussion boards or forums are an asynchronous collaboration tool and a key element in learning management systems. Through discussion boards, the student interacts with the course content, the instructor, and other students. Generally, the instructor posts a topic or thread for discussion, and the student replies to the instructor and responds to other student postings. Encourage participation, and clear guidelines need to be set for discussions such as what accounts for quality and quantity. Online discussion participation will be a percentage of the overall grade. Include the percentage as to what constitutes the passing percentage, and a scoring rubric for online discussion participation. Effective discussion boards are designed to pose insightful questions, inspire curiosity, yield understanding and critical awareness. Following are the types of discussion boards:

10.1.3.2.1 Structured Content

Students will contribute to asynchronous discussion topics throughout the module regarding assigned reading and content. The instructor will post the question, and students will respond to the posted questions and to the number of other student postings as stated in the module syllabus. Additionally, the student may post questions that enhance the discussion or to further their understanding of the content.

10.1.3.2.2 Questions & Answers

Whenever students have questions or ideas about a topic, they can use the questions and answers discussion board to seek answers and input from their peers and the instructor. Students should be encouraged to answer questions posed by their classmates. The instructor may post answers to questions asked in private emails if they are of general interest to the class.

10.1.3.3 Podcasting

Podcasting is broadcasting a series of audio and video files over the internet “using syndication feeds for playback on mobile devices and personal computers” (Mason et al, p. 92). Podcasts offer a richer environment and a different modality of learning than just text. Podcasts can supply an almost endless variety of content in audio and video

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form. Podcasts are especially useful for addressing the needs of students who prefer audio or visual learning. They can be used to introduce new material, support current lessons, or review material covered in class.

Trainers/Instructors can record lectures, lab directions, project overviews, and review material—and make it all available for students to download to their portable devices. Students can create podcasts to demonstrate their understanding of content. Podcasts enable students to assume a meaningful role in their own learning, and allow student one more way to express themselves.

10.1.4 Virtual Lesson Plan (VLP) Template

The VLP provides the format and lists the required information for a Web Conference Training (WCT) facilitator guide. This facilitator guide may be a companion to the PowerPoint files for the training course. It is developed to assist facilitators in leading course presentations and managing communication with learners. If there is a trainee guide, the facilitator guide mirrors the information presented in the trainee guide, but includes more detail on instruction and specific information about presentation of the material and facilitation of exercises.

10.2 PowerPoint (PPT) PresentationsWhen a training event requires instructors to use graphic presentations to augment their content material, MS PowerPoint will be used. Presentations should be well organized and color schemes should provide adequate contrast between backgrounds and text or graphics so they can be easily seen and read by the trainee.

The following chart provides general guidelines for PPT development:

Title Slide Enabling Objective Slide Reference Slide

a. Apply grid, ruler, and guide to determine placement.

b. Main text box for Title Slide dimensions: 5” high and 8” wide

Main text box for Title Slide position: 1” horizontal from top left corner and 1 .75” vertical from top left

a. “Enabling Objective(s)” font: Arial, 24, Bold. First letter of each word is capitalized, followed by colon

b. Text: Alignment: Left, Indentation Before: 0, Special: None, By: ______, Spacing Before: .24, Spacing After: 0, and Line Spacing: Single

c. Objective Verb: all caps and bold

a. “References” font: First letter capitalized, Arial, 24 pt., Bold, followed with colon

b. List references in the order they are used or referenced within the lesson

c. Individual references font: Arial, 22 pt., not bold.

d. Reference text: Alignment: Left,

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1) Content: Lesson Title

2) Font: Arial, 40 pt., Black, Bold, Centered

c. No graphics allowed

d. No punctuation allowed

e. First letter of each word capitalized with the exception of words like “and”, “or,” etc.

f. MUST include classification or special handling instructions if applicable. Reference: DoDM 5200.01, Volume 2: DoD Information Security Program: Marking of Classified Information, February 24, 2012, Incorporating Change 2, March 19, 2013

d. Objective text: Alignment: Left, Indentation Before: .5, Special: Hanging, By: .31, Spacing Before: .24, Spacing After: 0, and Line Spacing: Single

e. Only behavior of the objective populated (condition and standard not included)

f. Remaining enabling objective font: Arial, 22 pt., Black, all lower case with the exception of systems or components (in which case the first letter is capitalized)

g. No graphics allowed

h. Maximum of 12 lines of text per slide

i. If the number of objectives requires more than one slide, the same conventions are to be used on subsequent slides. Add “(cont.)” following the enabling objective title. For example: “Enabling Objective(s) (cont.)”

Indentation Before: .5, Special: Hanging, By: .25, Spacing Before: .24, Spacing After: 0, and Line Spacing: Single

e. First letter of each word is capitalized

f. No graphics allowed

g. Maximum of 12 lines of text per slide

h. Continue to additional slides when there are more than 12 lines of text by using “(cont.)” after the “References” title on the following slides

Slide with Graphics Slide with Text and Graphic Slide with Table that will be taught

a. Diagram is placed at bottom of slide, centered horizontally, and legible.

b. Follow formatting guidelines listed above.

a. Left text box dimensions: 6.02” high by 4.49” wide

b. Left text box position: .5” horizontal from top left corner and 1.15” vertical from top left corner

c. Follow formatting guidelines listed above

d. The graphic on the right should be placed in the center within the ruler, gridlines, and guides

e. If there are screen shots from software, the text in the screen shot needs to be legible

f. EOSS system diagram text stays as is (must be legible)

a. Center the table on the slide

b. Entire table from TG will be included; If the table will not fit onto one slide, break the table into sections of 12 lines or less spread out over multiple slides if necessary (the example above is one table spread over multiple slides.) For legibility, this may require full screen graphic, with overlaid text boxes.

c. Follow formatting conventions listed above

d. Slides with tables need a minimum of a header bullet (additional bullets may be needed to make them match the LP format)

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EAL Styles Template

Slide with table that is shown as an example

Summary and Review Slide Assignment and Application Slide

Center the table on the slide

b. Follow formatting conventions listed for table slides and content slides

c. If a table will be used solely as an example of what is available in a technical document, the entire table does not need to be shown in the PPT

1) A picture of the table with a “wavy line will be used as an example; see example above

d. Slide needs a minimum of a header bullet (additional bullets may be needed to make them match the LP format)

a. The words “Summary and Review” should have first letter capitalized and should be Arial, 24 pt., Bold, with no colon or punctuation (see text style slide)

b. The summary should provide a broad overview of what was addressed in the lesson and should not be a repeat of the learning objectives

c. Questions will be after the summary. Each question should be numbered, with the numbers’ positions as follows: Alignment: Left, Indentation Before: .5, Special: Hanging, By: .5, Spacing Before: 0, Spacing After: 0, and Line Spacing: Single

d. There should be a question for each behavioral element of the objectives (answers to the questions are provided in the LP)

a. An Assignment slide and/or Application slide may be developed; there may not have to be both, but if both are required, these slides have the same format.

b. The words “Assignment” or “Application” should have first letter capitalized, and should be Arial, 24 pt., Bold, with no colon or punctuation (see text style slide.

c. Follow formatting conventions listed above.

d. The assignment or application slide should give the information that the trainee will be doing for the assignment of application with instruction.

Figure 14 - General Guidelines for PPT Development

The EAL CLP PPT template and The EAL VLP PPT template are located on the NAWCTSD, MPTE Portal. The NAWCTSD Portal requires permission to access. Once obtained, select NETC Style Documents. https://mpte.navy.deps.mil/sites/NETC/n00r/NAWCTSD/SitePages/Home.aspx.

11. Trainee Guide (TG)The TG is organized by modules, lessons and sections with all related instructional information grouped within each section. TGs contain all of the content for the module, and they are used as a workbook and performance aid for the trainees. Modules contain lessons, and lessons contain sections. Each section has a learning objective and an instruction sheet assigned to it. These documents will be written clearly and to

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a level consistent with the student’s understanding. Instruction sheets can consist of Outline Sheets, Information Sheets, Job Sheets, Assignment Sheets, Problem Sheets, and/or Diagram Sheets, and are an integral part of the course and help students achieve the terminal and enabling objectives.

11

11.1 TG Formatting Font: Arial, 12pt

Alignment: Left Justified

Outline level: Body text

Special: Hanging by 0.25”

Spacing:

- Before: 6pt.

- After: 6pt.

- Line spacing: Single

- Ensure the “Don’t add space between paragraphs of the same style” checkbox is NOT checked.

- Indentation: Left and Right 0”

Figure 7 shows an example of the list levels.

Figure 15 - Example of Indentation and Numbering Format

11.2 TG Tables Font: Arial, 12 pt.

Header row shading: White, Background 1, Darker 15%

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A. Indentation- left and right 0ʺ 1. Indentation – left 0.25”, right 0ʺ a. Indentation – left 0.5”, right 0ʺ 1) Indentation – left 0.75”, right 0ʺ a) Indentation – left 1”, right 0ʺ i. Indentation – left 1.25”, right 0ʺ (1) Indentation – left 1.5”, right 0ʺ (a) Indentation – left 1.75”, right 0ʺ i) Indentation – left 2”, right 0ʺ

EAL Styles Template

Table Label: Centered and Bold

If a table is shown simply as a reference to what is available in a technical document, it should use a squiggly line at the bottom of it to indicate that there is more to the table in another document, as shown in the example below:

Figure 16 - Example of Table Format

11.3 TG Instructional SheetsInstructional sheets will have a three-element identifier (Lesson Number-Section Number-Topic Number; L1-S1-01) this relates the instruction sheet to the lesson, section and topic in the Instructor’s Guide.

All graphics and tables will be clear and centered on the page.

Anchoring graphics are required; there should be a minimum of one graphic per main level heading after the introduction.

“FOR TRAINING USE ONLY” will be centered at the bottom of each page.

Instruction Sheets will be arranged according to the sequence in which they are used in the lesson topic.

11.3.1 Outline Sheets This will be the first instructional sheet of every lesson (per topic).

Titled the same as the Lesson topic in the Lesson Plan.

The Introduction section provides the overall scope and content of the Lesson Topic.

The Enabling Objective(s) section lists the Enabling Objectives for the Lesson Topic.

The Topic Outline section presents a high-level outline of the major points to be covered in the Lesson Topic.

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11.3.2 Information SheetsInformation Sheets should not reproduce information contained in texts or references readily available at the level required for instructional purposes. Developers are instead to capture the essence of the subject. Information should be written clearly and to a level consistent with the understanding of the trainee.

There should be only one Information Sheet per Topic of instruction.

Title will match the Outline Sheet title.

The Introduction paragraph should match the introduction paragraph in the outline sheet.

The References section lists all publications used to develop the content found in the Information Sheet.

- Each reference is listed by number, complete title, volume, part, and chapter.

- Each reference is listed in the order in which they are used in the content.

The Information section contains the following:

- References to technical manuals or other approved publications citing specific paragraphs, figures, tables, etc.

- DPs that include:

⸗ Information on new concepts

⸗ Background information

⸗ Clarifying information

11.3.3 Job Sheets Job Sheets are titled to describe the subject matter of the sheet.

The Introduction section explains the purpose of the Job Sheet and the trainee benefits.

The Equipment section provides a complete list of all equipment required for use by the trainee to accomplish the job sheet.

The References section provides is a list of all publications required to perform the Job Sheet.

The Safety Precautions section provides an explanation of all safety precautions that apply to the overall job.

The Job Steps section provides the procedure(s) or principle(s) for performing an operation, maintenance, troubleshooting, or the repair of equipment.

The Self-Test Questions section provides questions to evaluate the

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trainees’ retention of knowledge from the Job Sheet.

11.3.4 Assignment Sheets Assignment Sheets title will match the title of the corresponding

information sheet.

The Introduction section contains information concerning the overall scope and content of the assignment.

The Study Assignment section contains a list of material to be studied by the trainee before the presentation of the next Lesson Topic. It lists questions that assess understanding of what was studied or tests the trainees’ ability to apply information.

- This sheet is designed to be given as a homework assignment.

- Applicable documentation is identified by instruction, manual, paragraph, page, figure, or diagram numbers.

- Specific study instructions, including preferred sequence of study, may be included.

An Enabling Objectives section may be used to list the Enabling Objectives.

- Enabling Objectives are listed on the Outline Sheet, so they are optional in Assignment Sheets.

- If used, Enabling Objectives on Assignment Sheets must be identical to those listed in the Lesson Topic in the LP.

11.3.5 Problem Sheets Problem Sheets are titled to describe the subject matter of the problem.

This sheet is used when task performance in the classroom is not possible. Problem sheets will be used when a job sheet is not possible.

The Problem section presents the problem(s):

- It is organized in a reasonable manner that promotes problem-solving abilities.

- It provides a clear statement of the problem(s), the conditions, and the parameters affecting the problem(s).

The Directions section provides the directions and procedures necessary to solve the problem.

Drawings/diagrams, if required, may be incorporated as part of the Problem Sheet, not as a Diagram Sheet.

If the directions, procedures, drawing/diagrams are from an authoritative

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reference that would be used on the job, refer students to these resources (assuming availability).

11.3.6 Diagram Sheet Diagram Sheets are titled to describe the subject matter of the sheet.

The section under the heading “Diagram” provides diagrams, schematics, or charts.

- It is organized in any reasonable matter to accomplish the Lesson Topic objectives.

- This ranges from foldout schematics or block diagrams to a simplified schematic.

- The image should be large enough so the trainee can make pertinent notations.

12. Terminology and Acronyms General and universal DoD terminology refer to the DoD Dictionary and

Associated Terms, last updated August 2017: http://www.jcs.mil/Portals/36/Documents/Doctrine/pubs/dictionary.pdf

Specific and technical terms and definitions that reside outside the DoD Dictionary refer to the Terminology Repository for DoD (OSD/JS) Issuances (CAC required): https://jdeis.js.mil/jdeis/jel/terminology/terminology.xlsx

For Navy terminology, acronyms, and abbreviations refer to the Navy Supplement to the DoD Dictionary of Military and Associated Terms, last updated June 2012 (CAC required): http://www.dtic.mil/docs/citations/ADA562336

NETC specific terminology refer to https://aux.prod.cetars.training.navy.mil/ch/WebHelp_Pro/CETARS_Help.htm

Acronyms see Appendix B.

13. Time

12

13

13.1 Military Time

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https://aux.prod.cetars.training.navy.mil/ch/WebHelp_Pro/CETARS_Help.htm

https://aux.prod.cetars.training.navy.mil/ch/WebHelp_Pro/CETARS_Help.htm

https://jdeis.js.mil/jdeis/jel/terminology/terminology.xlsx

http://www.jcs.mil/Portals/36/Documents/Doctrine/pubs/dictionary.pdf

EAL Styles Template

When referring to military time, use the 24-hour format. If stating a block of time, separate the time values using a dash with no space on either side. Unless directed by a SME or indicated in GFI, do not add the word hours to a four-digit statement of time. See the example below.

Example: 0500–0900

13.2 Civilian TimeWhen referring to civilian time, use the 12-hour format, followed by lowercase a.m. and p.m. If stating a block of time, separate the time values using dash with no space on either side. In this subtopic, a.m. and p.m. are italicized when describing the abbreviations. In actual text, these terms appear in regular text. See the example below.

Example: 10:00 a.m.–1:00 p.m.

13.3 Time as LocationWhen using a reference to a clock to state direction, use a numeral, followed by o’clock in lowercase letters.

Example: Check at 3 o’clock and 9 o’clock before proceeding.

14. DatesUse the standard military date format DDMONYYYY.

Example: 10JAN2017

15. Media SourcesWhile these are not all-inclusive sources of media, for military related photos refer to any of the following:

Joint Chiefs of Staff Media at http://www.jcs.mil/Media/Photos.aspx

Navy Mil at http://www.navy.mil/viewGallery.asp#

NETC Media Library at link to be determined

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http://www.navy.mil/viewGallery.asp

http://www.jcs.mil/Media/Photos.aspx

EAL Style Guide

Appendix A: Additional References

Below are links to other documents that will be useful in the design and development of training materials. This section will be updated as additional references are made available for use.

Sharable Content Object Reference Model (SCORM)

The SCORM integrates a set of related technical standards, specifications, and guidelines designed to meet the high-level requirements of accessibility, reusability, interoperability, and durability of content and systems. Shareable Content Objects, or SCOs, are units of information delivered to learners via the LMS, and are the smallest unit of information that can communicate with the LMS to track student performance or interactions. SCOs are roughly equivalent to lessons, learning objects such as simulations or other complex activities, instructional methods that stand as a unit, and modules, although they can be, and often are, smaller “chunks” of instruction.

SCORM 2004’s sequencing rules, allow for branching (what SCORM calls “sequencing”) between SCOs. Doing this makes it easy for courses to be used in any SCORM 2004-conformant LMS. All courseware must be compliant with SCORM 2004, Fourth Edition. For guidelines on SCORM, refer to SCORM and Navy eLearning Documents guidance on NeL, https://lms.nel.navy.mil/help/lmsfiles/scorm_nel_docs.html (CAC required).

Experience Application Programming Interface (xAPI)

Experience Application Programming Interface (xAPI), the LRS is intended to meet increasing need for mobile/off-line delivery of content that can still report back to a centralized Learning Management System. It opens the window to what information can be captured from individual training events, tailored to requesting system needs. Using offline and Mobile Content Delivery Pilot – Navy Mobile Training is using mobile apps featured in many Navy social media sites and news outlets receiving positive reviews. Includes:

Domestic Violence Prevention FMS Calculator Uncle Sam’s OPSEC New to the Navy eDIVO Navy Cool Records Management GMT PII GMT

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EAL Styles Template

Single User Gaming and Simulation Guidance

The purpose of the Single User Gaming and Simulation Guidance for RRL is to define Best Practices and technical content standards to ensure that single user gaming and simulation content created for RRL will perform to minimum standards on the Tracking Network (TRANET) infrastructure and workstations, as well as future mobile and wireless devices

For the current best practices for standards and guidelines to ensure that gaming and simulation content developed for RRL will perform on current and planned infrastructure for the Navy Ready Relevant Learning transformation please refer to Single User Gaming and Simulation Guidance for RRL located on the NAWCTSD, MPTE Portal. The NAWCTSD Portal requires permission to access. Once obtained, select “NETC Style Documents.” https://mpte.navy.deps.mil/sites/NETC/n00r/NAWCTSD/SitePages/Home.aspx. All streaming video products will be tested based on the guidelines within this document.

Multi User Gaming and Simulation Guidance

The purpose of the Multi User Gaming and Simulation Guidance RRL is to define Best Practices and technical content standards to ensure that multi user gaming and simulation content created for RRL will perform to minimum standards on the TRANET network infrastructure and workstations, as well as future mobile and wireless devices

For the current best practices for standards and guidelines to ensure that multi user gaming and simulation content developed for RRL will perform on current and planned infrastructure for the Navy Ready Relevant Learning transformation please refer to Multi User Gaming and Simulation Guidance for RRL located on the NAWCTSD, MPTE Portal. The NAWCTSD Portal requires permission to access. Once obtained, select “NETC Style Documents.” https://mpte.navy.deps.mil/sites/NETC/n00r/NAWCTSD/SitePages/Home.aspx, when it becomes available. All streaming video products will be tested based on the guidelines within this document.

Video Streaming Guidance

The Video Streaming Guidance for RRL details the current Best Practices for Multi-Device Transcoding for streaming video services and standards for the Navy Ready Relevant Learning transformation. Each section will detail the recommended encoding settings and resolutions for the current array of devices along with use cases and background information.

The recommended video source content creation standards for RRL should be established to produce the highest quality and resolution master videos using a widely compatible format. As of the time of writing, the current best format is MP4 using H264 video encoding and AAC, AC-3, or Vorbis audio encoding at 1080P resolution and

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80Mbps. Additionally, source video should never include burned in matting or letterboxing and video content should be limited to no more than 12 minutes in length. By using a widely compatible and high resolution source video, the maximum video quality is maintained as the video is transcoded to lower resolution and bit rate formats. It should be noted that while cutting edge 4K and greater resolution video is being developed, the majority of training devices and infrastructure are unable to support 4K streaming. The 1080P resolution settings provide the maximum compatibility across all current and planned mobile devices for RRL.

The video streaming server or service must provide high availability of video content to all users and adapt the video streaming bandwidth for each individual user. Scalability and reliability are paramount to the best user experience. Adaptive streaming technology allows the same high quality content to be streamed to users and adapted to their current network bandwidth conditions. It is recommended that RRL video streaming services provide adaptive streaming of content to minimize negative user impact from network bandwidth restrictions as well as mobile device and wireless limitations.

For the current best practices for Multi-Device Transcoding for streaming video services and standards for the Navy Ready Relevant Learning transformation please refer to Video Streaming Guidance for RRL located on the NAWCTSD, MPTE Portal. The NAWCTSD Portal requires permission to access. Once obtained, select “NETC Style Documents.” https://mpte.navy.deps.mil/sites/NETC/n00r/NAWCTSD/SitePages/Home.aspx. All streaming video products will be tested based on the guidelines within this document.

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EAL Style Guide

Appendix B: AcronymsACRONYM DESCRIPTION

AAC • Activity Address Codes• Acquisition Advice Code

ABE Aviation Boatswain's Mate (Launching and Recovery) (Rate)

ABF Aviation Boatswain's Mate (Fuels) (Rate)

ABH Aviation Boatswain's Mate (Aircraft Handling) (Rate)

AC Air Controlman (Rate)

ACAT Acquisition Category

AD Aviation Machinist's Mate (Rate)

ADDIE Analysis Design Development Implementation Evaluation

ADP Automated Data Processing

AE Aviation Electrician's Mate (Rate)

AFCM Master Chief Aircraft Maintenanceman

AG Aerographer's Mate (Rate)

AG/SAG Activity Group/Subactivity Group

AI Awaiting Instruction

AICC Aviation Industry Computer‐based Training Committee

AIM Authoring Instructional Material

AIM I Personal Performance Profile (PPP) Based Authoring Tool NAVEDTRA 131

AIM II Task Based Authoring Tool NAVEDTRA 130

AIS Automated Information Systems

AM Aviation Structural Mechanic (Hydraulics and Structures) (Rate)

AME Aviation Structural Mechanic (Safety Equipment) (Rate)

AN Airman (Rate)

AO Aviation Ordnanceman (Rate)

AOB Average On Board

AOIT Allocation of Instructional Time

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AR Airman Recruit (Rate)

AS Aviation Support Equipment Technician (Rate)

ASVAB Armed Services Vocational Aptitude Battery

AT • Awaiting Transfer • Aviation Electronics Technician (Rate)

ATG Afloat Training Group

AVCAD Aviation Cadet

AVCM Master Chief Avionics Technician

AWF Aviation Antisubmarine Warfare (Mechanical) (Rate)

AWO Aviation Antisubmarine Warfare (Operator) (Rate)

AWR Aviation Antisubmarine Warfare (Tactical Helicopter) (Rate)

AWS Aviation Antisubmarine Warfare (Helicopter) (Rate)

AWV Aviation Antisubmarine Warfare (Avionics) (Rate)

AZ Aviation Maintenance Administrationman (Rate)

BCA Business Case Analysis

BECC Basic Engineering Common Core

BL Block Learning

BLR Block Learning Report

BM Boatswain's Mate (Rate)

BU Builder (Rate)

BYOD Bring Your Own Device

CA Construction Apprentice (Rate)

CAC Common Access Card

CAGE Commercial and Government Entity

CAIMS Conventional Ammunition Integrated Management System

CANTRAC Catalog of Navy Training Courses

CARIS Corporate Automated Resource Information System

CCA Curriculum Control Authority

CCMM Course Curriculum Model Manager

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CDP Course Data Processing

CD-ROM Compact Disc-Read Only memory

CE Construction Electrician's (Rate)

CERS Course Event and Resource Scheduling

CeTARS Corporate enterprise Training Activity Resource System

CIN Course Identification Number

CLE Collaborative Learning Environment

CM • Corrective Maintenance • Construction Mechanic (Rate)

CMDCM Command Master Chief Petty Officer (Rate)

CMS Course Master Schedule

CN Constructionman (Rate)

CNO Chief of Naval Operations

CNP Chief of Naval Personnel

COA Course of Action

COG Cognizance Code

COI Course of Instruction

COTS Commercial Off the Shelf

CPATS CNET Program Automated Tracking System

CPM Content Planning Module

CR Construction Recruit (Rate)

CS Culinary Specialist (Surface) (Rate)

CSS Culinary Specialist (Submarine) (Rate)

CTI Communications Technician (Interpretive Branch) (Rate)

CTM Communications Technician (Maintenance Branch) (Rate)

CTN Communications Technician (Networks) (Rate)

CTR Communications Technician (Collection Branch) (Rate)

CTT Communications Technician (Technical Branch) (Rate)

CTTL Course Training Task List

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CUCM Master Chief Constructionman

CUI Controlled Unclassified Information

CUIT Core Unique Instructor Training

DC Damage Controlman (Rate)

DDA Discussion-Demonstration Activity

DIDs Data Item Descriptions

DISA Defense Information Systems Agency

DL Distributed Learning

DoD Department of Defense

DoDI Department of Defense Instruction

DoN Department of the Navy

DOR Drop On Request

DP Discussion Point

DSOT Daily System Operating Test

DVD Digital Video Disc

EA Engineering Aid (Rate)

ECR Electronic Classroom

EDO Explosive Ordnance Disposal (Rate)

ELO Enabling Learning Objective

EM Electrician's Mate (Rate)

EN Engineman (Rate)

eNTRS Enterprise Naval Training Reservation System

EO • Enabling Objective • Equipment Operator (Rate)

EQCM Master Chief Equipmentman)

ESAMS Enterprise Safety Application Management System

ESR Electronic Service Record

ET Electronics Technician (Rate)

ETN Electronics Technician (Nuclear Power) (Rate)

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ETR Electronics Technician (Submarine, Communications) (Rate)

ETV Electronics Technician (Submarine, Navigation) (Rate)

FA • Functional Area • Fireman Apprentice (Rate)

FAL Fault Applicability List

FC Fire Controlman (Rate)

FCR Formal Course Reviews

FEA Front End Analysis

FFC Fleet Forces Command

FLTCM Fleet Master Chief Petty Officer

FLTMPS Fleet Management & Planning System

FN Fireman (Rate)

FORCM Force Master Chief Petty Officer

FR Fireman Recruit (Rate)

FRD Functional Requirements Document

FT Fire Control Technician (Rate)

FYDP • Future Years Defense Program• Future Years Defense Plan

GFE Government Furnished Equipment

GFI Government Furnish Information

GM Gunner's Mate (Rate)

GOTS Government Off The Shelf

GSE Gas Turbine System Technicians (Electrical) (Rate)

GSM Gas Turbine System Technicians (Mechanical) (Rate)

GUI • Graphical User Interface • Graphic User Interface

HA Hospital Apprentice (Rate)

HL Hold Legal

HM • Hold Medical• Hospital Corpsman (Rate)

HPRR Human Performance Requirements Review

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HR Hospital Recruit (Rate)

HT Hull Maintenance Technician (Rate)

HTML Hypertext Markup Language

IA Information Assurance

IAT Instructor Assisted Training, self-paced with Instructor Guidance

IC Interior Communications Electrician (Rate)

IComp Instructor Computation

ICW Interactive Courseware

IETM Interactive Electronic Technical Manual

IFIT Instructor-Facilitated Interactive Training

IFT Instructor Facilitated Training

II Interruption of Instruction

ILC Instructor Led Training with Computer-aided materials

ILD Instructor Led Training/Distributed Learning

ILE • Instructor Led Education • Integrated Learning Environment

ILI Instructor Led Training/Hands On Interactive participation

ILM Instructor Led Training Multimedia

ILP Instructor Led Training/Polling Devices

ILT Instructor lead Training

IMDP Instructional Media Design Package

IMI • Interactive Multimedia Instruction• Instructor Led Interactive Multimedia

IMM Instructional Media Material

IMP Integrate Master Plan

IMRD Instructional Media Requirements Document

IMS Integrated Master Schedule

IPR In Process Review

IPRD Instructional Performance Requirements Document

IS • In-Service

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• Intelligence Specialist (Rate)

ISD • Instructional Systems Design • Instructional Systems Development

IST In-Service Training

IT • Information Technology• Information Systems Technician (Surface) (Rate)

ITRO Inter-service Training Review Organization

ITS Information Systems Technician Submarines (Submarine) (Rate)

JDTA Job Duty Task Analysis

JQR Job Qualification Requirement

JTI Job Task Inventory

KM Knowledge Management

KPL Knowledge Proficiency Level

KSATR Knowledge, Skills, Abilities, Tools, and Resources

KSATRs Knowledge, Skills, Abilities, Tools and Resources

LAS Learning Assessment System

LC Learning Centers

LC/LS Learning Center and Learning Site

LCM Life-Cycle Maintenance

LMS Learning Management System

LN Legalman (Rate)

LO Learning Objective

LOM Learning Object Module

LOVs List of Values

LP Lesson Plan

LS • Learning Site• Logistics Specialist (Surface) (Rate)

LSAR Logistics Support Activity Record

LSO • Learning Standards Officer• Learning Standards Office

LSS • Logistics Specialist (Submarine) (Rate)• Lean Six Sigma

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MA Master-at-Arms (Rate)

MC Mass Communication Specialist (Rate)

MCFR Master Course Reference File

MCPON Master Chief Petty Officer of the Navy (Rate)

MFR Memorandum For the Record

MHT Man Hour Type

MICP Manager's Internal Control Program

MILCON Military Construction

MIL-HDBK • Department of Defense Handbook • Military Handbooks

MIL-STD Military Standards

MMA Machinist's Mate Submarine(Auxiliary) (Rate)

MMN Machinist's Mate (Nuclear) (Rate)

MMW Machinist's Mate Submarine(Weapons) (Rate)

MN Mineman (Rate)

MNP My Navy Portal

MOA Memorandum of Agreement

MOS Military Occupational Specialty

MOU Memorandum of Understanding

MPTE Manpower, Personnel, Training and Education

MR Machinery Repairman (Rate)

MS Microsoft

MT Missile Technician (Rate)

MTS Master Training Specialist

MU Musician (Rate)

NALC Navy Ammunition Logistics Code

NAVEDTRA • Naval Education and Training Command Support Manuals • Naval Education and Training

NAVMAC Navy Manpower Analysis Center

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NAVSTDS Naval Standards

NAWCTSD Naval Air Warfare Center Training Systems Division

NC • Navy Counselor (Career) (Rate)• Navy Counselor (Recruiter) (Rate)

NCMR Navy Curriculum Materials Repository

ND Navy Diver (Rate)

NEC Navy Enlisted Classification

NEOCS Navy Enlisted Occupational Classification System

NETC Naval Education and Training Command

NETCINST • NETC Instruction • Naval Education and Training Command Instruction

NETPDTC Naval Education Training Professional Development and Technology Center

NIIN National Item Identification Number

NITRAS Navy Integrated Training Resources Administration System

NLL Naval Logistics Library

NLOS Non-Line-of-Sight

NMCI Navy Marine Corps Intranet

NOBC Navy Officer Billet Classification

NPC Navy Personnel Command

NRTC Non Resident Training Course

NSN National Stock Number

NTC Navy Taxonomy Classification

NTFS Navy Training Feedback System

NTMPS Navy Training Management and Planning System

NTSP Navy Training System Plan

O&MN Operation and Maintenance, Navy

O*Net Occupational Information Network

OCCSTDS Occupational Standards

OJT On-The-Job Training

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OPNAV Office of the Chief of Naval Operations

OPNAVINST Office of the Chief of Naval Operations Instruction

OS Operations Specialist (Rate)

P/E/S Personnel / Equipment / Space

PADDIE+M Plan, Analyze, Design, Develop, Implement and Evaluate + Life-Cycle Maintenance

PDF Portable Document Format

PII Personally Identifiable Information

PKI Public Key Infrastructure

PLM Product Lifecycle Management

PM Preventive Maintenance

POA&M Plan of Action and Milestones

POM Program Objective Memorandum

POR Program of Record

PPP Personnel Performance Profile

PQS Personnel Qualification Standards

PR Aircrew Survival Equipmentman (Rate)

PS • Performance Support • Personnel Specialist (Rate)

QCA Quota Control Authority

QM Quartermaster (Rate)

R3 Reuse, Repurpose, and Reference

R3 Reuse, Repurpose, and Reference

RFA Request for Analysis

RIA Related Instructor Activity

RIT Revolution In Training

ROM Rough Order of Magnitude

RP Religious Program Specialist (Rate)

RRL Ready, Relevant Learning

rrl • Resource Requirements List

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• Resource Requirements ListingRTM Rate Training Manual

SA Seaman Apprentice (Rate)

SAAR System Authorization Access Request

SB Special Warfare Boat Operator (Rate)

SCORM Sharable Content Object Reference Model

SDIT Self –Directed Interactive Training

SECDEF Secretary of Defense

SECNAV Secretary of the Navy

SECNAVINST Secretary of the Navy Instruction

SH Ship's Serviceman (Rate)

SKL Skill Knowledge Level

SM&R Source, Maintenance, and Recoverability code

SME Subject Matter Expert

SMIC Special Material Identification Code

SN Seaman (Rate)

SO Special Warfare Operator (Rate)

SOJT Structured-On-the-Job Training

SOPs Standard Operating Procedures

SPL Skill Proficiency Level

SPT Self-Paced Training

SR Seaman Recruit (Rate)

STG Sonar Technician (Surface) (Rate)

STS Sonar Technician (Submarine) (Rate)

SW Steelworker (Rate)

SYSCOM Systems Command

TA Training Agency

TCCD Training Course Control Documents

TDA Training Development Activity

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TDSR Training Decision Summary Report

TG Trainee Guide

TLO Terminal Learning Objective

TO Terminal Objective

TPP Training Project Plan

TRANET Tracking Network

TRR • Training Readiness Reviews • Training Requirements Review

TSA Training Support Agency

TSD Training Situation Document

TTA • Training Task Analysis • Training Transfer Agreement

TTAP Technical Training Audit Program

TTE Technical Training Equipment

TTO Training Time Out

TTT Time to Train

TYCOM Type Commander

U/I Unit of Issue

UI Under Instruction

USFFC United States Fleet Forces Command

UT Utilitiesman (Rate)

VI Visual Information

WC Wall Charts

xAPI Experience Application Programming Interface

XML Extensible Markup Language

YN Yeoman (Surface) (Rate)

YNS Yeoman (Submarine) (Rate)

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EAL Style Guide

Appendix C: General Writing StandardsThis section includes a broad set of writing guidelines and standards to ensure the consistency and quality of materials developed for NETC.

Instructional Objects Framework Overview

The framework of courseware divides content into modules. A module includes a group of lessons; each lesson has a Terminal Learning Objective (TLO). Modules are comprised of sections, which address one or more Enabling Objectives (EO).

Instructional Terms UsageTerm Basic Tactics Use

Course A learning event made up of modules, lessons, sections, elements, pretest and posttest and supporting activities.

Module A module includes a group of lessons that may offer downloadable files or documents; discussion boards; assignments; assessments (knowledge- and performance-based), and other learning materials.

Lesson There are one or more lessons in a module. Lessons are an aggregate of topics (sections). Lessons are stand-alone objects, designed for reusability.

Section Within each lesson are two or more topics, referred to as sections. Content includes instructional text and media, with progress checks.

Enabling Learning Object (ELO)

The collection of assets (text and media) that comprise a topic.

Terminal Learning Object (TLO)

A collection of ELOs or lesson which make up a learning object aggregation.

Figure 17 - Instructional Terms Usage

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Course Construction

Learning Object Aggregation

A course is a learning object aggregation made up of:

Modules

Pretest and Posttest for each lesson within the course.

Module Posttest

Learning Objectives

Learning objectives should not contain the word “understand” Refer to list below for appropriate action verbs for learning objectives.

List of Verbs for Learning ObjectivesAction Verbs for Learning Objectives

Abstract Decrease List Reproduce

Activate Define Locate Research

Acquire Demonstrate Maintain Restate

Adjust Describe Manage Restructure

Analyze Design Modify Revise

Appraise Detect Name Rewrite

Arrange Develop Observe Schedule

Articulate Differentiate Operate Score

Assemble Direct Order Select

Assess Discuss Organize Separate

Assist Discover Perform Sequence

Associate Discriminate between Plan Sing

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Breakdown Distinguish Point Sketch

Build Draw Predict Simplify

Calculate Dramatize Prepare Skim

Carry out Employ Prescribe Solve

Catalog Establish Produce Specify

Categorize Estimate Propose State

Change Evaluate Question Structure

Check Examine Rank Summarize

Cite Explain Rate Supervise

Classify Explore Read Survey

Collect Express Recall Systematize

Combine Extrapolate Recommend Tabulate

Compare Formulate Recognize Test

Compute Generalize Reconstruct Theorize

Contrast Identify Record Trace

Complete Illustrate Recruit Track

Compose Implement Reduce Train

Compute Improve Reflect Transfer

Conduct Increase Relate Translate

Construct Infer Remove Update

Convert Integrate Reorganize Use

Coordinate Interpret Repair Utilize

Count Introduce Repeat Verbalize

Criticize Investigate Replace Verify

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Critique Judge Report Write

Debate Limit

Figure 18 - List of Verbs for Learning Objectives

Terminal Learning Objective (TLO)

For each module, a lesson has a single terminal learning objective. Each TLO has a minimum of one, but typically contains two or more ELOs.

Enabling Learning Objective (ELO)

For each lesson, a topic/section has a single enabling learning objective.

Textual Formatting and Styles

Use Present Tense

Write in the present vs. the future tense (Exception: Write course objectives in the future tense.)

Correct: Use document type “OR” for a standard order.

Incorrect: You will use document type “OR” for a standard order.

Use the Active Voice

Use active voice with present tense versus passive voice so that it is clear who does what. Active voice uses the following sentence order:

Agent (the doer) + Verb (the action) + the Patient (the recipient of the action).

Correct: Nancy kicks the ball.

Incorrect: The ball is kicked.

Correct: The compressor shuts down.

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Incorrect: The compressor will shut down.

Parallelism

Begin each item in a list with the same part of speech. Use nouns to list individual items such as document types; use verbs to list instructions.

Use Consistent Verb Tenses

Keep multiple elements parallel in form

Correct: customer numbers, materials numbers, and purchase order numbers

Incorrect: customer numbers, materials numbers, and a purchase order number

New Term

Use italics to emphasize a term that is being defined in a sentence.

Example: The stars that you see at night are all contained within our galaxy, which is called the Milky Way.

Avoid Authoritarian Language

Avoid the following verbs when appropriate:

Correct: Remember to….; be sure to…,

Incorrect: Must, should, will, always

Note: The only exceptions to this are safety guidelines or steps associated with safety procedures.

Plain Words Over Academic Words

Use plain words over academic words. The following table provides examples of academic words that should be phrased more plainly.

List of Plain Words Over Academic WordsInstead of… Use…

aforesaid the, that

ascertain find out

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Instead of… Use…

compensate pay

consequently so

constitute make up

endeavor try

expend spend

fabricate build

facilitate make easier, help

heretofore until now

herewith is here is

initiate begin

nevertheless still

notwithstanding in spite of

optimum best

prioritize rank

proceed go

promulgate issue

pursuant under

terminate end

transmit send

the undersigned I

utilize use

Figure 19 - List of Plain Words Over Academic Words

Emphasis

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Use bold text to emphasize words in a sentence.

Example: Do not sight the Sun without using appropriate filters

Use simple sentences

Use short, concise sentences. Avoid excessive conjunctions or relative causes.

Correct: Press Enter to save changes. Press Return.

Incorrect: Press Enter to save the entered changes, and then press Return.

Avoid wordiness

Use familiar language. Avoid adjective strings such as “real-time, on-line, multi-functional.” Avoid redundant words.

Correct: Use the arrow keys.

Incorrect: Practice utilizing the arrow keys.

List of Concise Wording TableInstead of… Use…

Using that multiple times that only once

in order to to

is displayed appears

very top top

basic essentials essentials

in the event that if

in the vicinity of near

by means of by

by reason of; because of because

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Instead of… Use…

for the purpose of to

prior to before

in relation to about; concerning

subsequent to after

despite the fact that although

for the period of for

in addition also

in accordance with by

in order to to

due to the fact that because

it is requested we request, please

it is necessary that you you need to, you must

it is apparent that clearly

in the event that if

in the near future soon

is applicable to applies

Figure 20 - List of Concise Wording Table

Acronyms

Use the following guidelines to spell out acronyms:

Spell out an acronym the first time it appears in the body of learning content within a topic.

Spell out acronyms on the cover and in every title.

Spell out acronyms in section headings if it helps the reader identify the content of the section. For example, if the entire manual is about the ISDS, do not spell out

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ISDS in the headings. If a section is about the Error Log Manager (ELM), and most learners are not familiar with the acronym ELM, spell out the acronym in the heading.

Do not spell out an acronym if you are certain the learners understand it. Do make sure you include the spelled out acronym in the appendix.

Do not spell out an acronym if you are referring to something the learners are more familiar with in its acronym form.

Correct: Press Ctrl key together with the Alt key.

Incorrect: Press Control key together with the Alternative key

Use these guidelines to punctuate acronyms:

Include a, an, or the before the acronym if it is common usage to do so. Choose a or an depending on how the acronym is pronounced.

Examples: an HTML file; a PDF file; the EOOW courseware

Do not use an apostrophe with plural acronyms.

Example: Multiple TLOs and ELOs

Do not capitalize the spelled out words unless there is a reason to capitalize them.

Example: mph = miles per hour; HTML = HyperText Markup Language

Its / Their

Use its when referring to a singular entity.

Example: ACME Industries launched its project initiative in February 2018.

Treat these words as singular:

Anybody

Anyone

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Each

Either

Everybody

Everyone

Everything

Neither

None

No one

Someone

Something

Also, treat collective nouns as singular, such as:

Jury

Committee

Audience

Crowd

Family

Team

Use their when referring to plural entities.

Example: The aspirins are in their containers.

Toward, Afterward, Backward

Do not put an “s” at the end of these words.

Who / Whom

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To determine which pronoun to use, check for the word’s function within the sentence, question, or clause.

Who is subjective-case and is used for subjects and subject complements.

Example: The developer reads his course to whoever will listen.

Whom is objective-case and is used only for objects.

Example: The developer, whom you met at the door, is working with the process team.

Avoid contractions and abbreviations

Contractions convey an informal tone. Audiences who speak/use English as a second language may not understand the abbreviation.

Correct: Do not use contractions. It is that simple.

Incorrect: Don’t use contractions. It’s that simple.

Assume no prior knowledge

Do not assume that people know the meaning of various terms and acronyms. Provide the acronym definition when it is first introduced. From that point forward, use the acronym.

Correct: The General Ledger (GL) application…

Incorrect: The GL application...(on first reference)

Use gender-free language when possible

Correct: The supervisor must sign the purchase order.

Incorrect: He must sign on the purchase order.

Recognize cultural diversity

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Use a culturally diverse mix of names in examples and scenarios.

Correct: Martinez, Chang, and Jones manage the production lines.

Incorrect:

Smith, Jones, and Johnson manage the production lines.

Use person-centered language when possible

Correct: The person who has a disability; people with disabilities; people with cognitive impairments; non-citizens; same sex married couples

Incorrect: Handicapped; mentally retarded; gays; illegal alien

Data Values

Do not use quotation marks to indicate data values. Bold the numbers.

Example: Enter code 08 in the indicator code box.

Number Style Standards

Spell out numbers one through nine in sentences. Spell out numbers that begin or end a sentence. Otherwise, use digits for all numbers. Numbers that are used in command dialogs should be spelled out as they are spoken

Example: zero three five instead of 035).

As a general rule, a figure is used for a single number of 10 or more with the exception of the first word of the sentence

Example: Sixteen Sailors received awards.

Normally, a number less than 10 is spelled out within a sentence; however, there are some rules that cover the most common conditions that require a number less than 10 to be expressed as a figure.

Exceptions:

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When two or more numbers appear in a sentence and one of them is 10 or larger, figures are used for each number:

Example: Of the 18 Sailors, 8 were CTs, 7 were ITs, and 3 were ISs.

Example: The Sailor has 3 pairs of pants, 2 pairs of shoes, and 12 pairs of socks.

Units of measurement and time, actual or implied, are expressed in figures.

Examples: 6 days

2 years

1 hour

3 miles

0.25 inch

multiplied by 3

a 3:1 ratio"Use figures for prices, quantities, and page numbers.

Use $ sign for monetary values

Use figures preceding a unit of measure or referring to ages of people, animals, events or things

Spell out millions and billions. For example: The company reported $20 million in revenues.

Spell out fractions using a hyphen.

For Module numbers, use figures. Do not use 0 in front of the number. For example: Module 5, not Module 05.

Special Characters

Warnings

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Warnings are used to alert learner to a condition that could result in serious bodily injury or loss of life. Warnings are typed in red bold-faced text in all capital letters.

Example: WARNING

Separate warnings from the body of the text with a vertical space before and after. Use the color #FF0000 when applying this style to the textural element in Evolution, when used. For further information, see NAVEDTRA 130 series.

Example:

WARNING: Wear protective eyewear while operating the burner.

Cautions

Cautions are used to alert learner to a condition that may damage equipment or that poses a health hazard. Cautions appear in black bold-faced text. Separate cautions from the body of the text with a vertical space before and after.

Example:

Caution: Return nozzle to the upright position after disposal of oil.

Navy Terms and Names

Examples of Navy Terms and NamesConvention Description Example

Abbreviated rank for officers

No space between rank, first name, middle initial if any, and last name

ADM Michelle L. Howard

Rate and warfare designator for enlisted personnel

No space between rank/rate and warfare designator, first name, middle initial if any, and last name

AD1(AW), BM2(SW), CSSN(SS),

YN1 (SW) Robert L. Gabel

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Convention Description Example

Ship name Precede the first occurrence with “USS,” followed by the full name in all caps, followed by the hull number in parentheses without a hyphen. If the ship has a shortened name, you can use it without the hull number in all subsequent occurrences within the section.

Do not precede the ship’s name with “the” — it is treated as a female person.

USS THEODORE ROOSEVELT (CVN 71)

Figure 21 - Examples of Navy Terms and Names

Military Time

Express military time in four digits based on the 24-hour clock. The time range is 0000 to 2359. The first two digits are the hour after midnight and the last two digits are the minutes. Do not use a colon to separate the hour from the minutes

Correct: 0630

Incorrect: 6:30 am

Correct: 1545

Incorrect: 3:45

Military Dates

Do not use ‘th’ or ‘nd’ with dates

Correct: The training course will be held on 4 May.

Incorrect: The training course will be held on 4th of May.

Use abbreviated format only as part of the sender’s symbol, or in the absence of the sender’s symbol, as the date for a letter. The format consists of a 1- or 2-digit day, the 3-letter abbreviation for the month, and the 4-digit abbreviated year

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Correct: 15 Feb 2017

Incorrect: 2/15/17

Use standard format only in the text of correspondence. The format consists of a 1- or 2-digit day, the spelled out month, and the 4-digit year:

Correct: The papers arrived 5 February 2017.

Incorrect: The papers arrived 05 Feb 2017.

When required to use the civilian format for both the date of a correspondence and in the text, do not use an abbreviated civilian format. The format consists of the spelled out month, the 1- or 2-digit day, a comma, and the 4-digit year.

Correct: January 14, 2014

Incorrect: Jan 14, 2014

Marine Corps Requirements

Unabbreviated grade, first name, middle initial if any, and last name.

Examples: Colonel Rodney C. Jones

Major Timothy C. Beck

Sergeant J. Keller

General Punctuation Standards

This section includes a broad set of punctuation guidelines and standards to ensure the consistency and quality of materials developed for NETC.

Periods

Use periods within a bulleted list only when the bullet item contains more than one sentence.

Note: The final sentence in the bulleted item should not have ending punctuation.

Example:

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The training pilot will take place next week. Feedback will be collected from participants and incorporated into subsequent classes

Use a period after a note when the note is a complete sentence.

Periods (and all other punctuation) go inside quotation marks.

Example: The theme of our annual meeting is “A Journey to Success.”

Periods go outside of parenthetical asides

Commas and Semicolons

Use commas to separate three or more items in a sentence series. Include a comma before the “and” preceding the last item in the series.

Example: The EOOW Team consists of Instructional Designers, Graphic Artists, and Programmers.

Note: When using a series of items in a sentence, consider whether a bulleted list might be more appropriate (depending on the context and nature of the content).

Use commas before and after the year in a full date. Do not use a comma if only the month and year are given

Example: On 4 November, 2017, the training team attended training

In November 2017 the training team attended training

Use semicolons to separate elements of a series in which items already contain commas

Example: Facilities are located in Los Angeles, California; Dallas, Texas; and Atlanta, Georgia

Do not use a comma with a prepositional phrase.

Hyphens and Dashes

The following table describes when to use hyphens, en dashes, and em dashes. Be sure to use the correct html tags.

When to Use Hyphens, en Dashes, and em Dashes

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Symbol Use Examples HTML Code

-(hyphen)

To link elements in compound words

Make sure you link each pop-up correctly.

N/A (use the normal keyboard option)

– (en dash)

In titles (but not to link compound words) and lists containing definitions

Relative Motion – Example 1 (frame title)

Chapter 3 – How to Program a Pop-up (chapter title with a compound word)

Novice – no experience. (definition in a list)

&#8211

—(em dash)

To denote a pause between parts of a sentence (like a comma, colon, or pair of parenthesis); no space before or after the em dash

The test results were surprisingly good—none of the tested models displayed serious problems.

&#8212

Figure 22 - When to Use Hyphens, en Dashes, and em Dashes

Apostrophes

Use a lower case “s” for plural acronyms. Do not use an apostrophe.

Example: MDs, CPAs, etc.

Phraseology Standards

Phraseology is a mode of expression, especially one characteristic of a particular speaker or writer.

This section outlines standards for common phrases and terms for use in the instructional materials.

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Location and Action

When providing steps or describing processes, state location first and action second:

Correct: On the Left Navigation menu, select Data Collection.

Incorrect: Select Data Collection from the Left Navigation menu.

Page/System Terms

System TermsTerm/Phrase Definition/Usage Example(s)/Notes

System Name (SHORT NAME)

Use instead of “System,” “Application,” or “Program.”

Note: “The SHORT NAME system” is sometimes redundant when spoken.

Correct:

CPM pre-fills the date fields.

Incorrect:

The date is created by the system.

Name Department of (____)

Logo

Use instead of “icon” or “picture.” Always use Name Department of (___) and Logo together, never just “Logo.”

“Logo” is capitalized” Name Department of (__) Logo” is bolded.

Correct:

Click Department of (____) Logo to return to the System Name Homepage.

Incorrect:

Click Department of (___) Logo to return to the CPM Homepage.

Button Do not use if possible. For efficiency of language, omit “button” or “icon.”

Note: “Button” is not capitalized. The button label is bolded.

Correct:

Click Submit to complete the application.

Incorrect:

Click the Submit button to complete

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Studstill, Sabrina CIV NETC, N00R7, 11/09/17,

May need to change/ update as other analysis and authoring tools are added

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Term/Phrase Definition/Usage Example(s)/Notes

the application.

Calendar

Icon

Use for the calendars usually located next to date text boxes. Instruct the User to click the drop-down calendar to view, then to select a certain date.

The term “drop-down calendar” is not capitalized. The date to select is bolded.

Correct:

Click the Calendar icon, select 01/01/2012.

Incorrect:

Next to the Graduation Date text boxes, click the drop-down calendar to view. Select 01/01/2012.

Checkbox(es) Use instead of “check box”, “check-box” or “box.”

The word “checkbox” is not capitalized. The checkbox label is bolded.

Correct:

Click the corresponding checkbox.

Click the Yes checkbox.

Incorrect:

Select the Yes box.

Click Click a link or button. Correct:

Click the Inquire link.

Incorrect:

Click the Employee from the ABC drop-down list.

Columns within Headers

Columns within headers organize the information in an easily readable format.

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Disabled Use to describe an element that is grayed out and unavailable.

The word “disabled” is not capitalized.

Correct:

The Alias Name tab is disabled unless you indicate an alias exists.

Incorrect:

The Alias Name tab is grayed out unless you indicate an alias exists.

Double-click Use a hyphen between double and click.

Correct:

Double-click

Incorrect:

Double click

Doubleclick

Drop-down list Use for boxes that use a drop-down arrow to display a list of items the User can select.

Don’t use “list box” or “list” or “menu.”

The term “drop-down list” is not capitalized. The drop-down list label is bolded.

Correct:

From the Dwelling Type drop-down list, select Apartment.

Incorrect:

Click the Dwelling Type menu, and then choose Apartment.

Field Fields are fixed areas in SHORT NAME in which certain data is displayed.

Correct:

In the header, the Case Status field displays whether the case is pending or not.

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The word “field” is not capitalized. The field label is bolded. Incorrect:

In the First field, type in Mary.

Header Located at the top of some SHORT NAME pages, it usually displays under the page title and pre-fills with case information.

The word “header” is not capitalized.

Correct:

In the header, click the Case # hyperlink.

Incorrect:

Notice the Case Action at the top of the page.

Help Desk Use one word. Upper case H and D.

Correct:

HelpDesk

Incorrect:

Help-desk

help desk

Help Desk

Homepage The opening page in SHORT NAME, referred to as the SHORT NAME Homepage.

“Homepage,” when used with SHORT NAME, is capitalized and bolded.

Correct:

Click the Department (____) Logo to return to the SHORT NAME Homepage.

Incorrect:

Click the SHORT NAME Logo to

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Note: The logo used in this example refers to the blue, official (___) logo. The SHORT NAME logo is described below.

return to the desktop.

Hyperlink Use instead of “link.” Do not underline.

The word “hyperlink” is not capitalized. The hyperlink label is bolded.

Correct:

In the header, click the Case # hyperlink to open the Case – Search/Summary page.

Incorrect:

Click the link to the Case# to see the Search/Summary page.

Icon Use instead of “symbol” or “picture.”

The word “icon” is not capitalized. The icon label is bolded.

Correct:

Click the Edit icon to open the record.

Incorrect:

Select the pencil to open the record.

Internet Use upper case for first letter.

Correct:

Internet

Incorrect:

internet

Intranet Use lower case for first letter unless at the beginning of a sentence.

Correct:

intranet

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Incorrect:

Intranet

Label Names of fields, text boxes, hyperlinks, drop-down lists, buttons, checkboxes, radio buttons, tabs, etc.

The actual word, “label,” is not used. The label name itself is bolded.

Correct:

In the First text box, type Mary.

Incorrect:

In the text box labeled First, type in Mary.

Lesson Lessons are the main components of the courses.

The lessons in the Eligibility course include: Introduction, Search & Inquiry, Data Collection, and many more.

Logo Click the SHORT NAME Logo to return to the Homepage.

Menu Path Use chevrons with one space before and after the symbol when identifying a menu path.

Left Navigation > Data Collection > Individual Information

Message Some actions in SHORT NAME will display a message at the top of the page in green font.

The word “message” is not capitalized or bolded. The actual message is put in quotes

Correct:

If no matches are found, SHORT NAME will display the following message, “No matches found.”

Incorrect:

If not matches are found, a No Matches found message appears.

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Add logo

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Page SHORT NAME is made up of pages. Do not use “screens” or “windows.”

“Page” is not capitalized. The page name is bolded.

Correct:

The Initiate Action page displays.

Incorrect:

The Initiate Action screen appears.

Queue To support the Process Model, tasks are created and sent to Queues, or units that do specific processes.

“Queue” is capitalized, as well as the Queue name.

Correct:

The Application Registration Queue begins the intake process.

Incorrect:

The application registration unit begins the intake queue.

Radio Button The round buttons used to select one item from a group of items. Only one radio button can be selected.

The term “radio button” is not capitalized. The “radio button” label is bolded.

Correct:

Select the Yes radio button.

Incorrect:

Click the Yes circle.

Read-Only Hyphenate and do not capitalize this phrase. “Read-only” is not bolded.

Correct:

The Summary page is read-only.

Incorrect:

The Summary page is Read-Only.

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Sections (training materials)

Section headings are not centered in modern business writing; they are aligned flush-left.

Capitalize all words in headlines, sections headings and sub headings.

Correct:

Module 5: Application Registration

Purpose

This module described the procedures for registering an application using the Application Registration function.

Incorrect:

Module 05: Application Registration

Purpose

This module described the procedures for registering an application using the Application Registration function.

Sub-sections There may be several sub-sections within each section of a given lesson’s instructor guide.

Sub-section 9.1 in the Introduction Lesson gives an overview of the types of online help available to workers in SHORT NAME. Sub-section 9.2 goes into further detail.

Tab Bold the tab name Correct:

Click the Purposes tab.

Incorrect:

Click the Purposes tab.

Figure 23 - System Terms

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Action Terms

Action Terms Term/Phrase Definition/Usage Example(s)/Notes

Check/

Uncheck

Do not use “check” and “uncheck” as verbs meaning to add and remove a check in a check box – use “select” and “clear” instead.

Correct:

In the Roles check box, select Parent.

Incorrect:

In the Roles check box, check Parent.

Click Use “click” to describe using buttons, commands and options and to define what the User does.

Correct:

Click OK.

Incorrect:

Hit OK.

Click the checkbox.

Click the Employee drop down.

Display Use “display” to refer to messages or other information that Users can see on pages.

Do not use “appears.”

Correct:

An error message displays.

Incorrect:

An error message appears.

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Enter Do not use, except for a general reference to an action.

Use “type” or “select,” depending on the User action.

However, use “enter” to describe general instructions or a combination of instructions. Use “type” for specific instructions when worker is using keyboard to enter data.

Correct:

In the Name text box, type Melissa Smith.

Correct:

You can enter the city by either selecting a name from the City list or typing the name in the City text box.

Correct:

In this group box, you enter the provider’s latest information.

Incorrect:

In the Name text box, enter Melissa Smith.

Expand The action to open a menu.

Click on the plus sign to expand the menu selection.

Correct:

Click on the box to the left of the menu title to expand the menu selection.

Incorrect:

Click on the box to the left of the menu title to open the menu selections.

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Fill in Use when referring to a specific item of data

Correct:

Fill out the name field.

Incorrect:

Click on the box to the left of the menu title to open the menu selections.

Pre-fill Use to describe the action when data is placed into a box automatically.

Hyphenate.

Do not use “populate.”

Correct:

SHORT NAME pre-fills the Referrer name box based on information previously supplied.

Incorrect:

SHORT NAME populates the Referrer name based on information you supplied.

Refer to Directs the User to another section or topic. Do not use “go to” or “jump to.”

Correct:

Refer to System Overview for navigation information.

Incorrect:

Go to System Overview for navigation information.

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Repeat Directs the User to duplicate steps.

Correct:

Repeat steps for each additional dependent.

Incorrect:

Continue steps for each additional dependent.

Search Use to refer to the “Search” button.

Use Bold.

It is a common button, so do not call it a button.

Correct:

Type the participant’s first and last name and click Search.

Incorrect:

Do a name search.

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Select Use “select” to choose a check box.

Use to describe the act of choosing options from a list.

Use to choose a radio button.

Correct:

Select the Subject check box. Click the City list, and select Hartford.

Select the radio button for Toni’s address.

Incorrect:

In the Roles check box, click on Subject.

Choose Portland in the City list.

Click the radio button for Toni’s address.

Type Describes the User action to enter text in a text box.

Do not use “enter.”

Correct:

In the Name text box, type Melissa Smith.

Incorrect:

In the Name text box, enter Melissa Smith.

Verify The action of assuring or validating information.

Do not use “prove” or “check.”

Correct:

Verify dates of employment.

Incorrect:

Check dates of employment.

Figure 24 - Action Terms

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Project-Specific Preferred Terms

Project-Specific Preferred TermsTerm/Phrase Definition/Usage Example(s)/Notes

Sailor

Demonstrations Use for Virtual Instructor Led Training (VILT) instead of course

Correct: This demonstration will provide an overview.

Incorrect: This course will provide an overview.

Employees/Employers / Retirees / Members

Use lower case first letter.

Correct:employees

retirees

members

Incorrect:Employees

Retirees

Members

Individual Any individual who accesses services through DSS.

Correct:Individual

Incorrect:Customer or citizen or client

Managers / Directors / Supervisors

Use upper case first letter.

David F. SmithDirector of Training

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Add definition and examples


Add RRL terminology

EAL Styles Template


Training Use Training instead of Course for ILTs and CBTs.

Correct:This training will guide you…

Incorrect:This course will guide you…

User Use User to specify the end user for training. Capitalize first letter.

Correct:The Individual Information page allows the User…

Incorrect:The End-users will be able to…

Figure 25 - Project-Specific Preferred Terms

Instructional Media Types GuidelinesLearning Modalities

Under the Sailor 2025 initiative, Navy training shifts to training programs that combine online digital media with traditional classroom methods. Sailor 2025 does not eliminate the need for the presence of an instructor, rather, it provides Sailors with some element of control over time, place, path, and pace of training delivery. The RRL content is developed to align with one or a combination of two settings: actual work is performed and/or actual work is simulated. To support these settings, RRL content is delivered using any combination of the following modalities, which ensure the most effective and efficient training and human performance improvement based on Fleet-validated learning objectives.

Actual Work is SimulatedInstructor-Facilitated Interactive Training

It is reserved for complex concepts and content and delivered via live or virtual environments. Targeted delivery is in Fleet concentration areas

Examples: Learning labs, high-end simulations

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Self-Directed Interactive Training

It makes learning accessible just prior to real-world need, giving the Sailor control of pace, depth, and focus of the material. This type of training is distributed via Total Learning Architecture.

Examples: Adaptive simulations, mobile apps

Actual Work is PerformedStructured On-the-Job Training

It is facilitated by experienced and senior Sailors, leveraging the culture of continued Fleet training. This type of on-the-job training is supplemented by mission-specific content.

Examples: Virtual World, 3D models

Performance Support

It directly supports Sailor performance by embedding training while work is in progress. This type of training is tailored directly to the activity being supported.

Examples: Annotated diagrams, how-to videos

Media TypesEach modality is supported by various media types. The media types that are identified for RRL content are identified and defined in the following table.

Media Types and Definitions

Media Types and DefinitionsMedia Type Definition Human Performance

and Training Approach

CAI Instructor in the classroom with computer presentations

(AIM-generated curriculum).

Instructor Facilitated Interactive Training

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This is not complete.

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Media Type Definition Human Performance and Training Approach

Static images and infographics/diagrams to be used for classroom instruction. Diagrams would show the overall concept overview and the instructor would discuss the specific details. For example, actual equipment photographs or photographs illustrating performance of the task. Alphanumeric text with visual and schematic illustrations.

Interactive Infographics/Annotated Diagrams

Interactive Infographics and annotated diagrams that are used to provide additional references to procedures.

Performance Support

Decision Tables/Tree

A decision table is graphical representation of a process. Can be used with limited data entries for solving a simple problem or deeply-nested entries for solving complex problems. Often used when troubleshooting equipment or performing a diagnostic. A decision tree is a graphical representation or tool used as a process map or decision support aid that provides a model of decisions the user must make as a means to navigate/investigate the information they are seeking.

Performance Support

Step-by-Step Guide

Provides a step-by-step process or guidance to complete a task.

Serves as an aid for learners to immediately access and use at the moment of need when help is

Performance Support

Structured OJT

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required for recall, application, and human performance.

Can stand-alone or be embedded with the context of an ICW.

Checklist Static or interactive lists used in the work place for training or performing tasks or following a process. Checklists can take on several different types of presentations and devices. A good example of this type of performance support is a pre-flight checklist used on iPads by pilots. Another example might be an observation / performance checklist used by instructors to assess the performance of a trainee.

Performance Support

Structured OJT

Demo Videos (VID-INT)

Minimal guided instruction since being talked to by the instructor,


Demo Videos (VID-SELF)

More guided instruction with the demonstration

(Audio included),


Demo Videos (VID-OJT)

Guide for the training officer to direct trainee and review/check progress.

Structured OJT

Demo Videos (VID-PERF)

Higher level (micro lecture). A stand-alone explainer video used to provide tips or steps to perform a task.

Performance Support

Demo Animation Motion graphics that provide additional resources. Animation should be relatively short and should have some interactive controls provided by the player.

Performance Support

Structured OJT

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ICW1 ICWI Introduces an idea or concept. The user has little or no control over the sequence and timed events of the lesson material. Minimal (low) interactivity. Could be NeL, Mobile Applications, or VDI. Examples may include Images, Infographics, diagrams that are more detailed, complex, and engaging than CAI.



Performance Support

ICW2 ICW2 is a medium grade presentation. This category involves the recall of more information than a Category 1 presentation and allows the trainee more control over the lesson’s scenario through screen icons and other peripherals, such as light pens or touch screens. The iCW2 is used for non-complex operations and maintenance lessons. Simple emulations or simulations are presented to the user. May provide some introductory elements of critical thinking. As an example, the user is requested to rotate switches, turn dials, make adjustments, or identify and replace a faulted component as part of a procedure. Could be NeL, Mobile Applications, or VDI.



Structured OJT

ICW3 ICW Category 3 is a high simulation presentation that involves the recall of more complex information (compared to Categories 1 and 2) and allows the user an increased level of control over the lesson scenario through peripherals such as light pen, touch screen, track ball,



Performance Support

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or mouse. Video, graphics, or a combination of both is presented simulating the operation of a system, subsystem, or equipment to the user. Focused on skill-based content types and how to master specific principles or procedures through critical thinking exercises, scenarios, or simulated events. Operation and maintenance procedures are normally practiced with Category 3 scenarios and trainees may be required to alternate between multiple screens to keep pace with the lesson material. Multiple software branches (two to three levels) and rapid response are provided to support remediation. Emulations and simulations are an integral part of this presentation. This category may also include complex developed graphics, animations, videos/scenarios gamification. Could be NeL, Mobile Applications, or VDI.

Lab-PTT A Part-Task Trainer (PTT) allows selected aspects (subtasks) of a task to be performed independently of other elements of the task. It provides the capability to interact realistically with the tactile, kinesthetic, and manipulative stimuli and response characteristics of specific tasks. A PTT might be developed to cover a single component, subsystem, or system.


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Can be actual equipment or software (Real-time software or demo software).

Lab-Training Device

Any machine or apparatus that reproduces a desired condition or set of conditions synthetically. Specifically, for training, a relatively complex item of training equipment, using electronic/mechanical means to reproduce conditions necessary for an individual, or a crew, to practice operational tasks in accordance with training objectives. It represents the operational equipment physically and functionally to varying degrees and follows the mathematical equations that describe performance. This media includes whole-task trainers, part-task trainers, platform trainers, component trainers, and simulators.


VSIM4 VSIM4 involves more in-depth recall of a larger amount of information and provides realistic work scenarios that replicate real conditions or real-world environments. Every possible subtask is analyzed and presented with full, on-screen interaction. Material is extremely complex and involves more frequent use of peripherals to affect the transfer of learning. Involves all of the elements of Categories 1, 2, and 3 presentations plus:

A high degree of interactivity


Performance Support

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Extensive branching (four or more levels)

Levels of sophistication - short of artificial intelligence

Could be 3D Virtual Worlds/Environments (MRTS), Virtual Reality, or Augmented Reality.

Figure 26 - Media Types and Definitions

Instructor-Facilitated Interactive Training (IFIT) Materials

Facilitated learning is where the trainees are encouraged to take more control of their learning process. The trainer's role becomes that of a facilitator and organizer providing resources and support to learners. In turn the participants learn with and from each other as they identify and implement solutions to challenges, problems or other developmental issues.

Use the Instructor Guide Templates approved by NETC.

Located on SharePoint

PowerPoint Standards

PowerPoint Lesson Structure and Template

Presentations will be at the lesson topic level and conform to the Microsoft PPT template located on the NETC My Navy Portal site:

Font sizes

Text in main text box must be no smaller than 16 pt.

No more than three sizes on a slide.

Slide title must be no smaller than 32 pt.

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Font sizes should follow a standard throughout PowerPoint Slides.

Text in Slides

Use bullets or numbers to separate lines of text in a text box

Text must not be flashing or animated

Text must be dark blue or black against a light background for high contrast

PowerPoint Text ConventionsType Convention Use

Normal

Normal

Normal

Courier New, Maximum 24 font, Minimum 16 font

Used for text in main text box

Slide Title Courier New, 32 font Used for slide title

Figure 27 - PowerPoint Text Conventions

Face to Face

CPM? Its preformatted for the most part. Can provide a general statement that CPM is preformatted to meet NETC style but will need to explain the parts of a IG and TG?

Virtual

What software are we using? Will we use different type IGs? Will we need TGs that are not electronic?

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Self-Directed Interactive Training Standards (SDIT)Courseware delivered via a software product installed on a single computer, through a corporate or educational intranet or over the internet as web-based training. All SDIT products will be produced in an open architecture, non-proprietary environment and meet all Navy and Marine Corps specifications regarding SCORM conformance, NeL, and Navy Marine Corps Intranet (NMCI) Core Build compliance. In addition, the courseware must be able to launch in both a networked and non-networked environment.

SDIT media options may range from the use of tablets to full motion simulators. With SDIT training, Sailors learn without the need for a live instructor and at their own pace. In this section, we provide style guidelines for the following:

Interactive modules with pre-recorded instruction Levels 1 - 3

Virtual Simulation (VISM)4 includes 3D virtual worlds/environments, virtual reality or augmented reality.

Demo Video (VID-Self)

New Course Creation ProcessThe following process should be used to create all new course deliverables. Since the deliverable may require multiple revisions before being considered final, for tracking purposes the first deliverable shall be designated as a draft(d) and coded in numerical sequence as “… d.1”, the second as “… d.2”, etc. (For example, betas would be designated as “Beta d.1”, “Beta d.2”, etc.) Comments will be forwarded to the developer and discussed at the IPR for that deliverable. The NETC Learning Center (LC) Learning Standards Officer (LSO) will review, consolidate, and resolve any conflicting comments prior to providing them to the developer.

The developer shall wait until all comments have been received and resolved before sending the next revision of the deliverable. When the LSO has verified that all comments and issues have been satisfactorily resolved, the LC will inform the developer that the deliverable is considered final. Once a deliverable is considered final, the final product should be delivered to the Course Curriculum Control Authority (CCA)following the procedures outlined in the NAVEDTRA

For prototypes and betas, each CD shall be labeled using Delivery numbers – not to be confused with the version number of the courseware. For example: The first beta

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Is this all of them?

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delivery would be labeled “Beta d.1”. When it is resubmitted with corrections, it would be labeled “Beta d.2”, etc.

Instructional Media Design PackagePrototype Course

A prototype of the course will be created from PowerPoint Storyboard course template as provided by NETC

Use Template to develop content.

Use colors from the NETC template to develop graphics.

Storyboards

Interactive Modules

Lesson Overview Screen

The Lesson Overview screen serves as an organizer for the trainees and contains the following information:

Lesson Title

Lesson Importance

Lesson Objective (TLO) “After completing this lesson, you will be able to… [state TLO].”

Estimated Time to Complete all Topics including testing and Lesson Review in this Lesson

Lesson Title

Add description

Lesson Importance

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Do we have a method we want to be used to determine lesson titles?

EAL Styles Template

The goal of the Lesson Importance is to inform learners why the subject matter is relevant to their role.

Lesson Objective

Add description; How does this differ from Importance? Do we need both?

Estimated Time to Complete

Add description; How will this be computed?

Lesson Topic ScreensIntroduction to Lesson Topic Screen

The Topic Introduction screen serves to establish the purpose of the ELO and orient learners to what they are expected to learn.

Keep short and to the point.

Topic Title

Topic Objective (ELO) - After completing this topic, you will be able to… [state ELO].

Estimated time to complete topic including any testing

Do not assume that the learner has visited other ELOs within a TLO.

Content Screens

Primarily cover a concept, fact, procedure, process, or principle. Content screens may contain buttons, step action tables, procedures, video, photos, graphics, interactions, and/or animations.

Edit content in accordance with content provided in storyboard

Create new slides as needed to support content provided

Do not use more than three font sizes per slide

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What is the standard method we want used to compute this?


Which would we prefer importance or objective?

EAL Styles Template

Use one color combination throughout a lesson

Lesson Topic Review Screen

Do we need one?

Lesson Summary Screens

Following the presentation of the topics, the Lesson Summary screens displays:

Lesson Review

Lesson References

Lesson Review Screen

The goal of the Lesson Review screen is to recap the TLO and ELOs from the lesson.

Lesson Reference Screen

The purpose of the Lesson References screen is to provide the learner with a listing of references specific to the lesson. Such references would include:

URLs, PDFs, documents, instructions, and other resources that provide more information on the topic subject.

List references in bold font.

Title reference as listed in PQS publication.

Provide a one-sentence description following the reference if NOT a Navy publication.

Use an en – dash to separate the reference from the description.

Display references in this order:

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Publications (alphabetical order)

Web sites

General areas

List items in bulleted format.

Include edition number on publications with more than one edition

Provide an example that illustrates information above

Interactive Modules Software

All content developed will meet software specifications NMCI core build requirements. There may be certain exceptions for classrooms with different configurations, such as Training Network (TRANET). Any differences found in these classrooms will be discovered during the prototype testing and will be documented and submitted to NAWCTSD for adjudication.

Design to Fit

One hour of courseware is roughly equal to 60 IMI screens. Because the TLO Overview and Summary sections require the inclusion of specific screens, you will need to determine the remaining number of screens available for content and progress checks based on the number of ELOs in a lesson, as well as the number of hours assigned to the lesson. This should be your guide for “designing to fit” for all courses. The learner may take lessons in any sequence to custom fit their learning strategy.

Screen Standards TableElement Setting

Screen Resolution 1080 x 800

DPI (Dots per Square Inch) setting

72

Task Bar Left Static

Figure 28 - Screen Standards Table

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Do I need to add information on Manifest files? NETC page 59

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Internet StandardsElement Setting

Favorites Toolbar Hidden

Screen size Full

Text Size 12 pt. and Higher

Figure 29 - Internet Standards Table

Slide Properties and SettingsSlide Properties Setting

On Enter No action if animation. Pause if no animation

On Exit Pause

Image Size 300 x 200

Default text width 200

Figure 30 - Slide Properties and Settings

Decrease the height of the text area to fit the number of lines of text below the slide show to eliminate the scroll bar on the page.

Publish Settings

Select the SWF and HTML5 check boxes under Output Format Options

Select the Scalable HTML content check box under Advanced Options

Select the Zip Files check box under Output Options (Only do this if you want to send the output file to someone through Sharefile or share it on a location like SharePoint; so you have just one single file for output)

Media, File Size and Load Time Guidelines

Developers will be cognizant of file size to minimize issues of playability across the NETC network. As a general rule of thumb, an individual web page should be kept at a

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file size not to exceed 70 kilobytes (kB), and ideally, would not exceed 38-45 kB in size. This file size includes the text content and the accumulated graphic content file sizes. Hypertext Markup Language (HTML) compression schemes are fairly efficient through the use of built-in HyperText Transfer Protocol (HTTP) codec schemes. Consequently, graphic files will have the biggest impact on the amount of time required to load within the browser and the amount of bandwidth required for delivery. Media must be tested under the following conditions:

Installed on NMCI configured media server

Delivered via NeL

Displayed in TRANET classroom, NMCI station, or other asset

Acceptable page load times for web-based courseware from the trainee perspective are from 1 to 5 seconds. The following table shows the maximum allowable page size in order to achieve desired response times for various connection speeds.

Acceptable Page Load Times1 second response time 10 seconds response

time

Modem or mobile 2K 34K

ISDN 8K 150K

Cable/DSL 100K 2M

Figure 31 - Acceptable Page Load Times

Load Times for Type I SIM/PC SIM

Maximum time for initial lesson loading: 10 seconds (low resolution) – 12 seconds (high resolution)

SCO to SCO transition: 10 seconds (low resolution) – 12 seconds (high resolution)

Maximum time to proceed to successive screens/frames of the lesson: 5 seconds (less than 5 percent above 5 seconds low resolution) – 7 seconds (less than 5 percent above 7 seconds high resolution)

Maximum time for a response to a user interaction: 2 seconds (low and high resolution)

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NEL or ?

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General Rollup Requirements

Courseware must bookmark.

Completion status must show completion upon exit from the last screen of each SCO/or end of lesson.

If there are no graded assessments, the success status must remain unknown. If the SCO/lesson is a graded assessment, the success status must show passed/failed with the correct score.

If the courseware contains more than one graded assessment, the final score must reflect a composite score and a passed/failed status.

Last session time within the topic will be tracked.

Total time in lesson will be tracked.

Other requirements may be added as defined by an individual contract effort.

General Screen Formatting Conventions

The interface for ICW incorporates the following design elements:

Screen size will be 1024 x 768. The background color will be #F6F6F6.

Navigational buttons will be designed to be intuitive and user friendly.

The instructional area will be uncluttered, allowing for integrated text and graphic elements.

Information will be presented in a top down, left to right instructional format.

Only meaningful graphics or animations on each screen will be displayed.

When the cursor is placed over a selectable item, the cursor arrow will change to a hand.

Prior to taking screenshots or recording any system simulations, all training developers must maintain the same computer settings.

Scrolling

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Horizontal scrolling is not permitted on any page. Vertical scrolling should be avoided, but may be used in limited cases where images must be large for readability purposes (e.g., , an entire reference page from an Almanac must be included).

“Continued” pages

If a concept is continued from one page to the next and the screen header is the same, add “(continued)” to the end of the header to indicate the continuation of the concept.

Branching

Branching should be used when a set of terms or concepts are related to one another in an important way, but should be defined separately. The “parent” frame serves as the launching point for the branches and reminds the trainee how each of the concepts interrelate to one another.

Pop-Ups

Pop-up windows can be used to present information that is indirectly related to a concept on the main instructional page. They can also be used to present notes (linked from the Note button) and glossary terms (linked from a word or phrase in the text). Generally, pop-up windows contain more information than is appropriate for a rollover. However, if there is too much information in the pop-up window (i.e., introduces scroll bars in the frame), the content should probably be located on its own instructional frame.

Linking to Content

To meet SCORM and ILE requirements, be sure that all of the elements that are linked as pop-ups or branches from topic content are contained within that topic. Do not link to content in other topics (even if it is identical). Copy the element as a new element into your topic.

Hyperlinked Text

Use the following conventions for hyperlinked text.

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Conventions for Hyperlinked TextIf the link is a… Then…

A word or phrase within a sentence

Ensure the hyperlink matches the corresponding branch/pop frame title

Complete sentence The corresponding frame title of the linked page should be in initial caps and should not have end punctuation

Word or phrase at the end of a sentence

Do not link the period (it should remain as black text); ensure the hyperlink matches the corresponding branch/pop frame title

Figure 32 - Conventions for Hyperlinked Text

Hotspots

Use the following conventions for image hot spots.

Conventions for Image Hot SpotsIf the image… Then…

Is one large hotspot that encompasses the entire image

The hotspot label should duplicate the Alt Text for the image

Has one hotspot that encompasses a portion of the image

The hotspot label should duplicate the title of the Pop-up element, and the Alt Text should describe the image

Has multiple hotspots that encompass the entire image

The hotspot labels should serve as Alt Text for the corresponding portion of the image

Has multiple hotspots that encompass a small portion of the image

The hotspot labels should duplicate the title of the corresponding Pop-up elements, and the Alt Text should describe the image

Figure 33 - Conventions for Image Hot Spots

Branching

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Branching can be used to show several concepts in a series. Linear branching frames must be programmed with Next and Back buttons that allow the user to navigate sequentially among the various pages in the branch. The last branching frame in a linear series should always return to the parent frame. Linear branching (i.e., Level I ICW) should be limited to one layer.

Procedures

Procedures (e.g., how to complete a task) should generally be presented in one of four ways:

All steps in a Step-Action table on the same page

Procedure introduction sentence should begin with: Follow the steps below to [name of procedure].

All steps in a Slideshow element on the same page

Each step presented separately on its own page

All steps listed in a bulleted list and hyperlinked to pop-up boxes or Flash branches with additional information on each. Use the following table as a guideline for determining the best strategy for presenting a procedure.

Guidelines for Determining the Best Strategy for Presenting a ProcedureIf the procedure… Then…

Has five or fewer steps with minimal information related to each step

Present all the steps on a single frame in a Step-Action table

Has five or fewer steps with considerable information related to each step

Present each step on a separate frame in a linear sequence

List the steps in a bulleted list and hyperlink to pop-up boxes or branches with additional information on each

Present the steps in a slide show series

Has more than five steps Split the steps evenly on two or more frames (unless the content dictates a different split)

Spans more than one frame Avoid placing a Progress Check between content frames that contain the steps for a long procedure,

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If the procedure… Then…

unless it makes instructional sense to do so

Is long Add a review frame at the end of the procedure listing the entire procedure again

Figure 34 - Guidelines for Determining the Best Strategy for Presenting a Procedure

Hyperlinking Steps

If a procedure is presented as a bulleted list with hyperlinked steps, use the following conventions:

Start each step with “Step X:” (2 spaces after the colon).

Hyperlink the text before the colon.

Start each procedure with a verb.

End each step with a period, if it is a complete sentence (including sentences with implied nouns).

Use sentence caps, not initial caps.

Example:

Step 1: Locate the battery.

Step 2: Test the battery.

Format the branch/pop-up frame title as follows:

Make the title the complete name of step.

Use initial caps.

Do not use end punctuation.

Textual ElementsThe following table lists textual elements that can be used and the context in which they are appropriate.

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Note: All information that is presented on the main instructional screen or pop-ups can be used in test questions.

Examples of Textual Elements Used and the ContextElement Description/Use Placement

Note or Tip Used to present additional or ancillary information related to the instructional content. This information, if contained on the main screen, would interrupt the flow of the main content or disrupt the main instructional message.

Hyperlink the Note or Tip button to a pop-up window with the corresponding element. Add the hyperlink in the HTML editor, then insert the button over the hyperlink.

Glossary Used to define a term that has been presented in a previous TLO/ELO or may be familiar to a portion of trainees as a prerequisite term.

Hyperlink the term the first time it is presented within the instructional text to a pop-up window with the Glossary element.

Tables Used to contain a procedure (step-action table) to organize and logically present information/data.

Also used to clearly present information that is too complex for a list. For example, if the list items have two or more parts, they look better and are easier to understand in a table with headings.

Center table headings and left justify table text (under headings).

Provide a descriptive caption.

Do not use notes, cautions, or warnings inside a table. Instead, refer to them outside the table.

Use parallel structure in information and punctuation.

Figure 35 - Examples of Textual Elements Used and the Context

Trainee Direction Text

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Trainee direction text should be placed on all screens. It will be in a single static position unless unavoidable. The first desirable position should follow the last paragraph and should have one blank line space between the last paragraph and the trainee direction text. However, the direction text can be placed in alternative locations, depending on the layout and amount of text on the screen. Use the best placement for each individual screen.

Trainee direction text is formatted as such:

Courier New 11 pt. bold/italic, #C8491D. The following table shows the standard trainee direction text for various situations.

Note: You should create custom direction text for simulations to make it clear what the trainee should do. However, be sure the text is consistent across a lesson/module.

Standard Trainee Direction Text for Various SituationsFrame Type Wording

Content frame with no hyperlinks

Click the Next Arrow to continue.

Content frame with button

Click the XYZ button to view additional information, then click the Next Arrow to continue.

Content frame with one hyperlink (text)

Click the hyperlink to view additional information, then click the Next Arrow to continue.

Content frame with multiple hyperlinks text

Click each hyperlink to view additional information, then the Next Arrow to continue.

Content frame with hyperlinked text and button

Click each hyperlink and the XYZ button to view additional information, then the Next Arrow to continue.

Content frame with image map with one hotspot

Click the image for additional information, then the Next Arrow to continue.

Content frame with image map with multiple

Click each image for additional information, then click the Next Arrow to continue.

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Frame Type Wording

hotspots Click each label for additional information, then click the Next Arrow to continue.

Content frame with image map and button

Click the image and the XYZ button for additional information, then click the Next Arrow to continue.

Content frame with mouseover

Using your mouse, roll over the [item name], then click the Next Arrow to continue.

Animation with control bar

Click the PLAY button to view the animation, then click the Next Arrow to continue.

Video with control bar

Click the PLAY button to view the video, then click the Next Arrow to continue.

Custom Flash interaction

Click [what user clicks] to [describe what they will be doing].

Content frame with slideshow

Click the arrows below the image to display each image in the series. Then, click the Next arrow to continue.

Content frame that requires printing a document

Select CTRL + P to print the [name of document], then click the Next Arrow to continue.

Pop-up box Click the "X" in the upper-right corner to close this window and return to the main screen.

Last pop-up frame in branching series

Click the hyperlink to view additional information, then click the Next Arrow to return to [title of parent frame].

Last frame in lesson

Click the Next Arrow to return to the [course title screen].

Pre and Post Intro pages

Click the Next Arrow to begin.

Figure 36 - Standard Trainee Direction Text for Various Situations

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Self-Directed Interactive Training SuggestionsWriting content for a self-paced course presents unique challenges. A delicate balance needs to be achieved between including just enough content to convey important concepts while keeping the learning experience interesting and engaging. Some recommendations:

Vary the format or rhythm

Make it relevant – ask a question, include a quotation, an example or a narrative

Include images, diagrams and other visuals that support the text

Avoid redundancy; however, strategic repetition can be a helpful memory aid

Address one concept, procedure or item of instruction on each page and limit text on each screen to 200 words

Use familiar words and avoid the use of jargon and contractions

When describing an action or task that has a natural order or sequence, structure the content so that the sequence is obvious and consistent. Make chronology clear

If emphasis is required, try to convey the emphasis through clear expression rather than highlighted text. If highlighted text is desired:

Avoid excessive use of bolding

Do not use italics (they are hard to read on screen)

Do not underline (it can be confused with a hyperlink)

Reserve quotation marks for citations and dialogue

Avoid using all capital letters to convey emphasis (online, all caps is interpreted as shouting)

Performance TrackingPerformance information will be tracked by the LMS. The LMS is a software program developed to manage trainee/teacher administration functions. The LMS tracts trainee registration, scheduling, gathering and trainee performance. The LMS also manages and delivers content.

Learner Information Tracking

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Add information we plan to track. xAPI?

Learner Testing

For all the objectives in a Self-Directed Interactive training there should be a skill check. This could be accomplished by means of an evaluation at the completion of each SDIT course; it can be either be embedded into the Self-Directed Interactive Training itself, or given as a separate classroom test

Modules of ICW may contain embedded self-checks and one or more embedded assessments. When a module contains multiple assessments, each assessment must show correct scoring, and the entire score must be reflected in the rollup for multiple assessments. This needs to be considered when submitting a prototype for review.

NOTE: Self-checks and progress assessments are generally not scored.

Pretest and Posttest

Optional module or lesson pretests will be included as self-assessments and will identify to the learner if he or she is already proficient with the specific subject matter. To judge proficiency at the pretest level,

ALL questions must be answered correctly.

Any single incorrect response demonstrates a lack of proficiency in the subject matter and further instruction is deemed necessary.

One question per lesson topic will be administered, chosen randomly from a master test question bank.

The lesson posttests are comprehensive knowledge tests that determine successful completion of the lesson. They will contain one test item for each section in the lesson randomly selected from the pool of two items for each section.

Lesson posttest question will be named by including the Module abbreviation (refer to table below for module abbreviations), Lesson Number, Topic Number, and Question Number.

Example: CG01_02_03

CG-47 Module, Lesson 1, Topic 2, Question 3.

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Knowledge Checks

Knowledge checks must be incorporated into every ELO to provide practice opportunities that allow the trainee to learn the information. Knowledge checks should test to the knowledge or performance level of the ELO/task and should replicate the job environment where possible.

Throughout the topic, Knowledge Check screens are presented to check the learner’s retention of the material presented. The learner may have access to manuals during evaluation. When different actions are a series of actions can accomplish the same task, a single preferred method should be taught and evaluated.

Use the following conventions for knowledge checks

Do not use:

True/False questions

Questions written in the negative format

“All of the above” or “None of the above” answers

Fill in the blank question may have only one blank.

Title each question frame “Knowledge Check.”

Capitalize the first letter of each answer/distracter.

Use end punctuation:

For complete sentences in the answers/distracters (including sentences with implied nouns)

At the end of a fill-in-the-blank stem; NOT in each answer/distracter

Include a minimum of one incorrect answer.

Do not assume that the learner knows the acronyms or the context of the question.

Avoid using negative phrases in the stem. If a negative phrase must be used, bold face the phrase. NEVER use a negative phrase with negative options.

Questions developed for the “Remember content use level” should assess if a learner is able to recognize and recall information. Apply “content use level” questions are used to

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assess a learner on the performance of procedures taught during the IMI. As a general rule, a Knowledge Check should be presented at minimum every four to six frames. Use the following tables to determine the question types to employ based on the classification of each ELO statement.

Question Types to Content Concept TypeContent Use Level Concept Content Type (Assessment

Element)

Remember Identify (Hot Spot)

Matching

Multiple Choice-Multiple Answer

Multiple Choice-Single Answer

Fill in the Blank (single answer)

Apply Drill and Practice (Flash) Level 3

Exercise (Flash)

Simulation (Flash) Level 3

Reference: See the Level 3 Interactivity topic in this section for additional information.

Figure 37 - Question Types to Content Concept Type

The table below identifies the type of Knowledge Check that should be used for a fact content type.

Knowledge Checks for Fact ContentContent Use Level Fact Content Type (Assessment Element)

Remember Multiple Choice-Single Answer

Fill in the Blank (single answer)

Apply Not applicable

Figure 38 - Knowledge Checks for Fact Content

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The table below identifies the type of Knowledge Check that should be used for a procedure content type.

Knowledge Checks for Procedure ContentContent Use Level Procedure Content Type (Assessment

Element)

Remember Matching


Ordering


Figure 39 - Knowledge Checks for Procedure Content

The table below identifies the type of Knowledge Check that should be used for a process content type.

Types of Knowledge Checks for Process ContentContent Use Level Process Content Type (Assessment

Element)

Remember Matching


Ordering


Figure 40 - Types of Knowledge Checks for Process Content

Practice Activities

Skills, on which a learner will be tested in a performance assessment, will contain two or more practice opportunities.

Certificate of Completion

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Each module that is completed will have as a minimum a score of 70% to issue a "Completion Certificate”. There are specific courses in which there is a potential risk of death, or damage to equipment and/or facilities that will require a higher success score to issue a "Completion Certificate,” this should be in accordance with CCMM on a course by course basis, and should only be derived from the approved Course Test Plan. Some courses will require successful completion of multiple modules to gain final credit. Each module completion certificate conferred throughout the course only confirms training development hours/credits and should not be used as evidence of a completed Navy Enlisted System credential unless otherwise identified. If a learner passes the lesson pretest by scoring 100%, the certificate of complete can also be printed. Once a learner completes all courses and criteria required to obtain a specific NEC, a certificate of completion will be available for print from the LMS.

Use the following to develop certificate templates.

Certificate Templates

Figure 41 - Certificate Templates

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Section 508 ConsiderationsSelf-Directed Interactive Training must have a script, narrative or electronic text document available for downloading and it must be adjustable. The text document should be able to be adjusted for large print. This is to accommodate for people with disabilities who request an accommodation and for reporting purposes when curriculum content must be shared in a non-Self-Directed Interactive training environment. Use the following conventions for Alt Text:

Describe the image in detail, but do not provide instructional information.

Ensure the Alt Text matches the graphic with respect to details.

Begin with a capital letter.

Use periods at the end of Alt Text if a complete sentence (no period if not a complete sentence).

Use semi-colons in Alt Text if not a complete sentence to separate description clauses.

DO NOT use “Image of…,” “Photo of…,” or “Graphic of…” in the Alt Text.

If a graphic includes highlighting or labeling, the Alt Text should include the relevant information.

Example: M1123 dashboard with steering wheel highlighted and labeled

Do not use double quotes in the Alt Text (Evolution ignores all text after a double quote). Use two single quotes as a substitute.

Example of properly formatted Alt Text:

Map with focus on the center point lying between 0° at left, and 90° east at right; longitudinal lines for standard meridians and corresponding labels for all time zones are shown.

SDIT Tips and Suggestions

Tips for Reducing Load Times

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Know when to use the appropriate file format for images. Changing to a different file format can dramatically decrease the file size of an image.

Ensure image dimensions are kept to a minimum. For images with large dimensions, do not use the HTML image attributes to change the size. Use a graphic editor to resize the image and reduce the file size.

Implement image compression schemes using a graphic editor to reduce file size.

72 dots per inch (dpi) resolution is the standard for most web images.

Use PNG and GIF images instead of JPG for web images. Use JPG for photos only.

Minimize the amount of background noise during recording sessions, as noise can greatly increase the file size.

Break narration into small sections instead of one long section to reduce download time.

Before compression, delete silent segments and background noise.

Avoid recording in stereo.

Implement a common format (i.e. PCM 22.050 kHz, 16 bit, mono).

Compress to an MP3 (Moving Pictures Expert Group Layer 3 Audio) format.

Do not exceed the 56 kbps bit-rate when compressing to an MP3 format.

Reference style sheets at the top of the webpage. Moving style sheets references to the <head> of the webpage allows the page to render styles progressively improving page loading time.

Reference script at the bottom of the page, if possible. Adding the script at the top of the page can block other elements from initial page loading, creating the feeling of a slow page load.

Place JavaScript and Cascading Style Sheets (CSS) in external files. If the JavaScript code/CSS styles are placed in the webpage itself, they will be loaded every time the page is requested, diminishing browser caching capabilities and increasing the webpage size.

Tips for Reducing Bandwidth Demands

Segment video into small chunks.

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Implement video compression schemes but keep in mind this may affect video quality and may require special codecs not readily available at the learner computer.

Consider combining multiple style sheets and JavaScript library files to reduce the number of HTTP requests.

Specify a character set in HTTP headers to speed up browser rendering. This is done by adding a simple piece of code into the header:

<meta http-equiv = “Content-Type” content=”text/html; charset=utf-8”>

Remove HTML comments, character data sections, whitespaces and empty elements will decrease the page size, reduce network latency, and speed up load time.

Virtual Reality Simulations

Virtual reality simulation is the use of 3D objects and environments to create immersive and engaging learning experiences. The principle of virtual reality e-learning is to impart, practice and check a user’s knowledge using interactive scenarios and environments to reflect real-life situations. Panel trainers and composite trainers have been used for decades as maintenance simulators. Virtual reality e-learning usually align with one of the following variations:

Fully immersive – Trainers that are built so that users can practice basic procedures, such as processing checklists, and familiarization.

Non-immersive – Flight simulator on a PC that uses a very wide screen, with headphones or surround sound, and a realistic joystick and other controls.

Collaborative – Users participate with different roles and privileges in an environment where they can communicate with each other as they complete a work related activity

Web-based – Users can take full control of a character that is in a situation they will encounter, for instance a pilot had crashed and has to make his way to the rescue team by completing several tasks

Augmented reality – Users can point your mobile device at a landmark, a building or a piece of equipment and interesting information about it pops up automatically

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Development StandardsIn implementing virtual reality learning, developers should refer to the standards set forth in Single User Gaming and Simulation Guidance for Ready, Relevant Learning (RRL)and/or Multi User Gaming and Simulation Guidance for Ready, Relevant Learning (RRL)

Structured On-the-job Training (SOJT) Materials(Currently being worked in an effort with PQS. Standards for this modality are not yet available.)

Use the SOJT Guide Template approved by NETC.

Currently the format and delivery method for this modality are unknown. This section will be updated at a later date.

Performance Support (PS) Materials

Use the PS Template approved by NETC.

Located on SharePoint – How do we create templates standards for this?

Font sizes

Font sizes should follow a standard throughout the PS documents. Refer to the template for specifics.

Type Convention ExampleHeading 1 Courier New, 16,

Blue (R:0, G:39, B:118)

How to Approach this Document?

What’s New

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Heading 2 Courier New, 10, Bolded, Black

Screen Name

Description

Body Text Courier New, 11 font, Black

Here are the important functionalities that this page has and tips on how to work around them:

Icons

Please use the following icons for function descriptions:

Icon Description

Indicates Tips/Tricks in PS

Indicates ‘Information’/ ‘See Also’ in PS

Indicates new additions in PSs

Figure 42 - Icons for Function Descriptions

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Appendix D: Skill Defense Group Codes for TEIN

Enlisted Skill Defense Group CodesCODE NAME010 INFANTRY, GENERAL011 SPECIAL FORCES012 MILITARY TRAINING INSTRUCTOR020 ARMOR AND AMPHIBIOUS, GENERAL030 COMBAT ENGINEERING, GENERAL041 ARTILLERY AND GUNNERY042 ROCKET ARTILLERY043 MISSILE ARTILLERY, OPERATING CREW050 AIR CREW, GENERAL051 PILOTS AND NAVIGATORS060 BOATSWAINS061 NAVIGATORS062 SMALL BOAT OPERATORS063 SEAMANSHIP, GENERAL070 SECURITY GUARDS080 CB COMBAT WARFARE100 RADIO / RADAR, GENERAL101 COMMUNICATIONS RADIO102 NAVIGATION, COMMUNICATION AND COUNTERMEASURE, N.E.C.103 AIR TRAFFIC CONTROL RADAR104 SURVEILLANCE / TARGET ACQUISITION AND TRACKING RADAR111 BOMB-NAVIGATION112 AIRBORNE FIRE CONTROL113 SHIPBOARD AND OTHER FIRE CONTROL121 MISSILE GUIDANCE AND CONTROL122 MISSILE CHECKOUT EQUIPMENT, TEST EQUIPMENT, AND CALIBRATION123 TORPEDO REPAIR130 SONAR, GENERAL140 NUCLEAR WEAPONS EQUIPMENT REPAIR, GENERAL150 ADP COMPUTERS, GENERAL160 TELETYPE AND CRYPTOGRAPHIC EQUIPMENT, GENERAL191 TRAINING DEVICES193 SHIPBOARD INERTIAL NAVIGATION SYSTEMS198 ELECTRONIC INSTRUMENTS, N.E.C.

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201 RADIO CODE202 NON-CODE RADIO203 NON-RADIO COMMUNICATIONS (VISUAL)210 SONAR OPERATOR, GENERAL221 RADAR222 AIR TRAFFIC CONTROL230 SIGNAL INTELLIGENCE / ELECTRONIC WARFARE, GENERAL231 INTERCEPT OPERATORS (CODE AND NON-CODE)232 ANALYSIS233 ELECTRONIC COUNTERMEASURES241 LANGUAGE INTERROGATION / INTERPRETATION242 IMAGE INTERPRETATION243 OPERATIONAL INTELLIGENCE244 COUNTERINTELLIGENCE250 COMBAT OPERATIONS CONTROL, GENERAL260 COMMUNICATIONS CENTER OPERATIONS, GENERAL300 MEDICAL CARE AND TREATMENT, GENERAL301 SURGERY302 BEHAVIORAL SCIENCES303 THERAPY304 ORTHOPEDIC305 AEROSPACE AND UNDERSEAS MEDICINE311 BIOMEDICAL LABORATORY SERVICES312 PHARMACY313 RADIOLOGY321 VETERINARY MEDICINE322 ENVIRONMENTAL HEALTH SERVICES323 OPHTHALMOLOGY / OPTOMETRY324 PHYSIOLOGY325 DIET THERAPY326 BIOMEDICAL EQUIPMENT MAINTENANCE & REPAIR327 OTHER BIOMEDICAL SCIENCE AND ALLIED HEALTH330 DENTAL CARE, GENERAL331 DENTAL LABORATORY340 MEDICAL ADMINISTRATION AND LOGISTICS400 PHOTOGRAPHY, GENERAL411 MAPPING, SURVEYING, DRAFTING, AND ILLUSTRATING412 SURVEYING413 DRAFTING414 ILLUSTRATING420 WEATHER, GENERAL

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431 EOD / UDT433 DIVERS450 MUSICIANS, GENERAL491 PHYSICAL SCIENCE LABORATORY492 MEMORIAL ACTIVITIES AND EMBALMING493 SAFETY494 NUCLEAR, BIOLOGICAL, AND CHEMICAL WARFARE SPECIALISTS495 FIREFIGHTING AND DAMAGE CONTROL496 OTHER TECHNICAL SPECIALISTS AND ASSISTANTS500 PERSONNEL, GENERAL501 RECRUITING AND COUNSELING510 ADMINISTRATION, GENERAL511 STENOGRAPHY512 LEGAL516 NO NAME AVAILABLE517 NO NAME AVAILABLE520 COMBINED PERSONNEL AND ADMINISTRATION, GENERAL521 FIRST SERGEANTS, SERGEANTS MAJOR, AND LEADING CHIEFS531 OPERATORS / ANALYSTS532 PROGRAMMERS540 NO NAME AVAILABLE541 AUDITING AND ACCOUNTING542 DISBURSING551 SUPPLY ADMINISTRATION552 UNIT SUPPLY553 TRANSPORTATION554 POSTAL555 AVIATION MAINTENANCE RECORDS AND REPORTS556 FLIGHT OPERATORS557 PRODUCTION AND QUALITY CONTROL558 FUNCTIONAL ANALYSIS561 CHAPLAIN'S ASSISTANTS562 RECREATION AND WELFARE570 INFORMATION AND EDUCATION, GENERAL600 AIRCRAFT, GENERAL601 AIRCRAFT ENGINES602 AIRCRAFT ACCESSORIES603 AIRCRAFT STRUCTURES604 AIRCRAFT LAUNCH EQUIPMENT610 AUTOMOTIVE, GENERAL611 TRACKED VEHICLES

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612 CONSTRUCTION EQUIPMENT620 WIRE COMMUNICATIONS, GENERAL621 LINEMAN622 CENTRAL OFFICE623 INTERIOR COMMUNICATIONS631 MISSILE ENGINE632 MISSILE MECHANIC633 MISSILE LAUNCH AND SUPPORT FACILITIES640 ARMAMENT MAINTENANCE, GENERAL641 SMALL ARMS REPAIR642 ARTILLERY REPAIR643 TURRET REPAIR644 NUCLEAR WEAPONS MAINTENANCE AND ASSEMBLY645 AMMUNITION REPAIR646 AVIATION ORDNANCE647 MINES AND DEGAUSSING651 MAIN PROPULSION652 AUXILIARIES661 NUCLEAR POWER662 ELECTRIC POWER670 PRECISION EQUIPMENT, GENERAL690 OTHER MECHANICAL AND ELECTRICAL EQUIPMENT, GENERAL700 METALWORKING, GENERAL701 WELDING702 MACHINISTS703 SHEETMETAL704 METAL BODY REPAIR710 CONSTRUCTION, GENERAL711 STEELWORKING712 WOODWORKING713 CONSTRUCTION EQUIPMENT OPERATION720 UTILITIES, GENERAL721 ELECTRICIANS730 NO NAME AVAILABLE740 LITHOGRAPHY, GENERAL750 INDUSTRIAL GAS AND FUEL PRODUCTION, GENERAL760 FABRIC, LEATHER, AND RUBBER, GENERAL780 NO NAME AVAILABLE790 OTHER CRAFTSMEN, N.E.C., GENERAL800 FOOD SERVICE, GENERAL801 STEWARDS AND ENLISTED AIDES

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811 MOTOR VEHICLE OPERATORS812 RAILWAY OPERATORS821 MISSILE FUEL AND PETROLEUM822 WAREHOUSING AND EQUIPMENT HANDLING823 SALES STORE830 LAW ENFORCEMENT, GENERAL831 CORRECTIONS832 INVESTIGATIONS840 LAUNDRY AND PERSONAL SERVICE, GENERAL850 AUXILIARY LABOR, GENERAL860 FORWARD AREA EQUIPMENT SUPPORT, GENERAL870 OTHER SERVICES, GENERAL901 PATIENTS902 PRISONERS911 CADETS AND OTHER OFFICER CANDIDATES912 STUDENTS919 NO NAME AVAILABLE920 UNDESIGNATED OCCUPATIONS, GENERAL950 NOT OCCUPATIONALLY QUALIFIED, GENERAL999 NO NAME AVAILABLE

Officer Skill Defense Group CodesCode Name01A GENERAL AND FLAG01B EXECUTIVES, N.E.C.02A FIXED-WING FIGHTER AND BOMBER PILOTS02B OTHER FIXED-WING PILOTS02C HELICOPTER PILOTS02D AIRCRAFT CREWS02E GROUND AND NAVAL ARMS02F MISSILES02G OPERATIONS STAFF02H CIVILIAN PILOTS03A INTELLIGENCE, GENERAL03B COMMUNICATIONS INTELLIGENCE03C COUNTERINTELLIGENCE04A CONSTRUCTION AND UTILITIES04B ELECTRICAL / ELECTRONIC04C COMMUNICATIONS AND RADAR04D AVIATION MAINTENANCE AND ALLIED

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04E ORDNANCE04F MISSILE MAINTENANCE04G SHIP CONSTRUCTION AND MAINTENANCE04H SHIP MACHINERY04J SAFETY04K CHEMICAL04L AUTOMOTIVE AND ALLIED04M SURVEYING AND MAPPING04N OTHER05A PHYSICAL SCIENTISTS05B METEOROLOGISTS05C BIOLOGICAL SCIENTISTS05D SOCIAL SCIENTISTS05E PSYCHOLOGISTS05F LEGAL05G CHAPLAINS05H SOCIAL WORKERS05J MATHEMATICIANS AND STATISTICIANS05K EDUCATORS AND INSTRUCTORS05L RESEARCH AND DEVELOPMENT COORDINATORS05M COMMUNITY ACTIVITIES OFFICERS05N SCIENTISTS AND PROFESSIONALS, N.E.C.06A PHYSICIANS06C DENTISTS06E NURSES06G VETERINARIANS06H BIOMEDICAL SCIENCES AND ALLIED HEALTH OFFICERS06I HEALTH SERVICES ADMINISTRATION OFFICERS07A ADMINISTRATORS, GENERAL07B TRAINING ADMINISTRATIONS07C MANPOWER AND PERSONNEL07D COMPTROLLERS AND FISCAL07E DATA PROCESSING07F PICTORIAL07G INFORMATION07H POLICE07L INSPECTION07N MORALE AND WELFARE08A LOGISTICS, GENERAL08B SUPPLY08C TRANSPORTATION

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08D PROCUREMENT AND PRODUCTION08E FOOD SERVICE08F EXCHANGE AND COMMISSARY08G OTHER09A PATIENTS09B STUDENTS09E OTHER

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Appendix E: References

PLEASE REFER TO CURRENT VERSION OF DOCUMENT:

MIL-PRF-29612B Training Data Products, August 31, 2001

DID DI-SESS-81520B, Data Item Description: Instructional Media Design Package, August 30, 2001

DID DI-SESS-81526C, Data Item Description: Instructional Media Design Package, July 15, 2001

DoDM 5200.01, Volume 1: DoD Information Security Program: Overview, Classification, and Declassification, February 24, 2012, Incorporating Change 1, May 4, 2018

DoDM 5200.01, Volume 2: DoD Information Security Program: Marking of Classified Information, February 24, 2012, Incorporating Change 2, March 19, 2013

DoDM 5200.01, Volume 3: DoD Information Security Program: Protection of Classified Information, February 24, 2012, Incorporating Change 2, March 19, 2013

DoDM 5200.01, Volume 4: DoD Information Security Program: Controlled Unclassified Information (CUI) February 24, 2012, Incorporating Change 1, Effective May 9, 2018

SECNAV M-5216.5, DoN Correspondence Manual, March 2010

Mason, R., et al (1992). Evaluating Methodologies for Computer ConferencingApplications. In A. R. Kaye (Ed.), Collaborative Learning Through ComputerConferencing. London: Springer-Verlag

Defense Information Systems Agency (DISA) Cloud Computing Security Requirements Guidance (SRG), V1, R3, March 6, 2017

NETC SOP for Cloud Computing Distribution, V1.0, August 2016

MIL-HDBK-29612/2A (Series), “Instructional Systems Development/Systems Approach to Training and Education (Part 2 Of 5 Parts)”, August 31, 2001

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MIL-HDBK-29612-3A (Series), DoD Handbook, “Development of Interactive Multimedia Instruction (IMI) (Part 3 of 5 Parts)” 6.5.3

MIL-HDBK-29612-5, DoD Handbook, “Advanced Distributed Leaning (ADL) Products and Systems (Part 5 of 5 Parts)” 4.3.1.1

NAVEDTRA 130 (Series), “Task Based Curriculum Development Manual”

NAVEDTRA 131 (Series), “Personnel Performance Profile Based Curriculum Development Manual”

NAVEDTRA 133 (Series), “Training Requirements Review Management Manual”

NAVEDTRA 134 (Series), “Navy Instructor Manual”

NAVEDTRA 135(Series), “Navy School Management Manual”

NAVEDTRA 136 (Series), “Integrated Learning Environment Course Development and Life-Cycle Maintenance”

NAVEDTRA 140(Series), “Training Support Management Manual”

NETC Guide for Training Delivery Services

NETC NOTICE 1510, “Hybrid Course Construction and Scheduling in Corporate Enterprise Training Activity Resource System”

NETCINST 1500.17, “Training Delivery Services”

NETCINST 1510.1A, “Navy Training Management”

SECNAVINST 5000.36A, “Department of the Navy Information Technology Applications and Data Management“

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Document History and RevisionsDate Version

NumberChanges Made By Reviewed /

Approved By3.1.2018 d1.0 Initial Draft Sabrina

StudstillBud Livers and Tom Bonanno

4.24.2018 d2.1 Draft Sabrina Studstill

Bud Livers and Tom Bonanno

5.14.2018 d2.1 draft Sabrina Studstill


6.12.2018 d.4 draft Sabrina Studstill

Bud Livers

6.15.2018 d.5 Added Course and module definition

Changed TTA to TITA Modified IFIT description Added TEIN information,

Sabrina Studstill


7.9.18 d.6 Moved responsibilities to SOP

Changed “A” school to Accession; added course numbering structure

Added repository link Updated TEIN format

throughout Updated classification

marking to as appropriate and added may or may not exist

Removed POC list; developed RRL POC list to be placed on SharePoint; linked

Added “as defined below” to SMART(TT)

Replaced RRL Analyst with LSO in acceptable learning objective verbs

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Date Version Number

Changes Made By Reviewed / Approved By

list Added 70% passing score

for course completion certificates

Removed % and number from discussion board requirements and added see syllabus

Updated TG section to remove Units and Lessons to include Lessons and Sections

Changed font throughout to Arial

Added body text general formatting standards

Changed Instruction sheet numbering

09.19.18 Reformatted; Adjudicated LSO Input, Phase 1

Susan LC Parvis

11.13.18 Adjudicated Documents found in shared drive.

Susan L.C. Parvis

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