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| Analysis, design, development, implementation, and evaluation (ADDIE) process | The process that supports the Army's mission by providing mission-focused, task-based Army T&E to Soldiers and DACs. It determines whether T&E is needed; what is instructed; who receives the instruction; how, how well, and where the instruction is presented; and the support and resources required to produce, distribute, implement, and evaluate those learning products. The process involves five T&E-related phases: analysis, design, development, implementation, and evaluation. In the past, ADDIE was called the Systems Approach to Training process. |
| Army correspondence course program (ACCP) | An overall program supported by AR 350-1. The ACCP is a formal non-resident extension of the TRADOC service schools. It offers individual and group study enrollments in correspondence courses. Based on course eligibility requirements, individuals enroll at their own discretion and determine their own course of study for either correspondence courses or sub-courses. The ACCP offers courses and sub-courses free of charge to members of the U.S. military (both active and reserve components), Reserve Officer Training Corps and military academy cadets, authorized federal civilian employees, and non-U.S. citizens who are employed by the Department of Defense. Correspondence materials are also available for foreign military students through the foreign military sales program. AA and USAR Soldiers in grades E4 and E5 can accrue promotion points, and USAR Soldiers can accrue retirement points through the ACCP. |
| Army Learning Area(s) (ALA) | The Army Learning Areas are broad categories that form the foundation to provide directional orientation in the development of General Learning Outcomes (GLO). The four ALAs are Army Leadership and the Profession, Human Dimension, Mission Command, and Professional Competence. The ALAs foster the tenets of leader development and the vocation of the profession, emphasize human dimension, stress empowering subordinates through well-structured intent in Mission Command, and incorporate employment of crucial skill sets to be successful in Unified Land Operations through professional competence. The broad ALA categories serve as the framework to catalogue the 14 GLOs. |
| Computer-aided instruction (CAI) | A type of IMI. CAI, also referred to as "computer-assisted instruction," involves the use of computers to aid in the delivery of instruction. CAI exploits computer technology to provide for the storage and retrieval of information for both the instructor/facilitator and student. CAI usually refers to the use of computers to support instructor/facilitator-led classroom instruction. Using computers as a presentation medial for slides, audio, or motion pictures which support large- or small-group instruction is an example of CAI. |
| Computer-based instruction (CBI) | A type of IMI. CBI usually refers to course materials presented or controlled by a computer which use multiple requirements for student responses as a primary means of facilitating learning. It is essentially individualized self-paced or group-paced interactive instruction combined with multimedia presentations. |
| Computer-based training (CBT) | A type of IMI. CBT usually refers to course materials presented or controlled by a computer and that use multiple requirements for student responses as a primary means of facilitating mastery of a skill or task. |
| Computer-managed instruction | A type of IMI. Computer-managed instruction involves the use of computers and software to manage the instructional process. Functions of computer-managed instruction can include a management administration system designed to track student performance over time, provide information concerning performance trends, record individual and group performance data, schedule training, and provide support for other training management functions. Computer-managed instruction functions may be used with CBT, CBI, CAI, or IMI based on need. |
| Correspondence course | A formal, centrally managed, series of self-study, self-paced instructional material prepared by TRADOC proponents; identified by a course title and course number; and administered to non-resident students. A course may include phases, but usually consists of subcourses presented in a logical, progressively sequenced, and directed toward specific learning objectives. (See Army correspondence course program.) |
| Course management plan (CMP) | A document that provides the course manager and instructors/facilitators the information required to manage and conduct the entire course. It is required for courses, phases, and modules, and courses designed specifically for the RC. Courses that are taught by multiple proponents require a CMP. The CMP development begins on approval of the course design and is completed concurrent with the submission of the POI. The CMP should reflect any differences for the AA and RC instructor and/or student implementation guidance. An individual student assessment plan is a component part of a CMP. |
| Courseware | An instructional package (including content and technique) loaded in a computer, training device, or other delivery technique. |
| Critical task | A task a unit/organization/individual must perform to accomplish their mission and duties and survive in the full range of Army operations. Critical tasks must be trained. Types of tasks that can be identified as critical include: (1) Common skill level task. (2) Common Soldier task. (3) Individual task. (4) Shared task. |
| Curriculum developer | Anyone who develops curriculum (courses or lessons) or has oversight responsibilities over curriculum in any school. (TP 350-70-7) |
| Developer | The individual whose function is to analyze, design, develop, and evaluate learning products, to include development of training strategies, plans, and products to support resident, non-resident,and unit training. Any individual functioning in this capacity is a developer regardless of job or position title. See training and education developer and/or capability developer (both of which are cited in Section II, Terms), and material developer. |
| Distributed learning (DL) | The delivery of standardized individual, collective, and self-development training to Soldiers, civilians, units, and organizations at the right place and time through the use of multiple means and technology. DL may involve student-instructor interaction in real time (synchronous) and non-real time (asynchronous). It may also involve self-paced student instruction without benefit of an instructor. |
| Enabling learning objective (ELO) | A learning objective that supports the TLO. It must be learned or accomplished to learn or accomplish the TLO. It consists of an action, condition, and standard. Enabling objectives are identified when designing the lesson. ELOs are optional. When ELOs are used, there must be a minimum of two. |
| Formative assessment | A range of formal and informal assessment procedures employed by instructor/facilitators during the learning process in order to modify teaching and learning activities to improve learner attainment. Formative assessments monitor progress toward goals within a course of study. It typically involves qualitative feedback (rather than scores) for both learner and instructor/facilitator that focus on the details of content and performance. |
| Individual student assessment plan (ISAP) | A plan that details how the proponent school will determine whether the student has demonstrated a sufficient level of competency to pass the specified course or training. It specifically identifies course completion requirements to include the minimum passing score (or GO/NO GO) for each written or performance examination, final grade requirement, minimum course attendance requirements (if applicable), and specific assessments that must be satisfactorily completed to graduate. It very specifically identifies how the student's performance will be evaluated. Specific lessons assessed in each assessment are identified. Counseling and retesting policy are delineated. Other evaluations are identified that impact on graduation, such as the Army Weight Control (Body Composition) Program and APFT, and their requirements are included. |
| Individual training plan (ITP) | A long-range planning and resourcing document that articulates the proponent’s career-long training and education strategy prepared for each enlisted MOS, warrant officer MOS, commissioned officer specialty code, or separate functional training program that describes the overall plan to satisfy T&E requirements for an individual's entire career path. |
| Interactive courseware (ICW) | A type of IMI. Computer-controlled courseware that relies on trainee input to determine the pace, sequence and content of training delivery using more than one type medium to convey the instruction. ICW can link a combination of media, including but not limited to programmed instruction, video tapes, slides, film, television, text, graphics, digital audio, animation, and up-to-full motion video to enhance the learning process. |
| Interactive instruction | Student/group-centered performance-based IMI training that requires students/groups to practice what they learn, receives immediate feedback, and is assessed. Students receive rapid feedback on their progress, and their performance is measured using built-in criterion reference assessments. Interactive instruction can be used to: a. Maximize individual or group learning by multiple methods of instruction. b. Practice activities without damaging personnel or equipment. Students and instructors/facilitators can use IMI at their own pace, repeating the lessons until mastery is achieved within the established completion criteria. |
| Interactive multimedia instruction (IMI) | A group of predominantly interactive, electronically delivered learning products and learning support products. IMI products include instructional software and software management tools used in support of instructional programs. A hierarchical representation of IMI products is provided as follows: a. Interactive Courseware (ICW). b. Electronic publications. (1) Electronic guides. (2) Interactive electronic technical manuals. c. Electronic assessments. d. Simulation and gaming. e. Electronic management tools. (1) Electronic performance support systems. (2) Computer-aided instruction (CAI). (3) Computer-managed instruction. (4) Electronic job aids. |
| Intern | A person engaged in the second step of the Train-the-trainer (T3) process that begins after a person has graduated the course they plan to teach. They are actively watching a certifiedinstructor teaching a course in order to prepare themselves to teach the class as a primary instructor under observation - the third step of the T3 process. |
| Learning management system | A software application or web-based technology used to plan, implement, and assess a specific learning process. It usually provides an instructor/facilitator with the ability to create and deliver course content, monitor student participation, and assess student performance. |
| Learning objective | A precise three-part statement describing what the student is to be capable of accomplishing in terms of the expected student performance under specific conditions to accepted standards. Learning objectives clearly and concisely describe student performance required to demonstrate competency. Learning objectives focus the training development on what needs to be trained and focus student learning on what needs to be learned. Both terminal and enabling objectives are learning objectives. (TR 350-70) |
| Learning product development plan | A generic name for a master planning document. Different proponent schools may have used different titles in the past. It functions as a top-level plan covering all resourced requirements (reflected in learning product development plans) and un-resourced requirements. It includes all required learning products (such as resident courses, non-resident courses, and TSPs) and all ADDIE phases. It shows what T&E workload must be accomplished during the execution, budgeting, and programming years; and it increases in detail up to the execution year. It does not have to be a formal plan. The requirements can be in a database and not formalized in a report. The plan is for internal proponent school use. |
| Program objective memorandum (POM) | An annual memorandum that recommends the total resource requirements and programs within the parameters of SECDEF’s fiscal guidance. The program objective memorandum is a major document in the planning, programming, budgeting, and execution (PPBE) process, and the basis for the component budget estimates. The program objective memorandum shows programmed needs for the next six years. (TR 350-70) |
| Program of instruction (POI) | A POI covers a course/phase. It is a requirements document that provides a general description of course content, duration of instruction, and methods and techniques of instruction. It lists resources required to conduct peacetime and mobilization training. (TP 350-70-9) |
| Self-development | A proponent-produced strategy that enables Soldiers and DACs to supplement their professional growth in the skills and competencies they need as leaders and technical specialists. Self-development is continuous and takes place during institutional instruction and operational assignments. Self-development strategies are created for each enlisted and warrant officer MOS, Army officer occupation code, and civilian career field. They are published as Part 2 of the professional development model. The self-development strategy consists of structured and self-guided components.a. The structured component identifies training required (or suggested) by the Army for promotion or performance improvement. b. The self-guided component focuses on general recommendations that address skills and knowledge successful individuals have found beneficial to their professional development. It consists of the training individuals personally select to improve their performance, gain new or additional capabilities, or prepare for a new job prior to being assigned. |
| Simulation | a. A method for implementing a model(s) over time. b. Any representation or imitation of reality, to include environment, facilities, equipment, mechanical and maneuver operations, motion, role playing, and/or leadership. It is the representation of salient features, operation, or environment of a system, subsystem, or scenario. c. Simulations enable the proponent to: (1) Replace live training. (2) Provide the means to safely practice an action or activity under any condition. (3) Provide individual training (such as "repair of equipment") or group training (such as "fighting a tank or tank company"). |
| Simulator | a. A device, computer program, or system that performs simulation (for training). A device that duplicates the essential features of a task situation and provides for direct practice. b. A physical model or simulation of a weapons system, set of weapons systems, or piece of equipment which endeavors to replicate some major aspect of the equipment's operation. |
| Summative assessment | A process that concentrates on learner outcomes rather than only the program of instruction. It is a means to determine learners’ mastery and comprehension of information, skills, concepts, or processes. Summative assessments occur at the end of a formal learning/instructional experience, either a class or a program and may include a variety of activities (for example: tests, demonstrations, portfolios, internships, clinical experiences, and capstone projects). |
| Sustainment training | Individual and collective training conducted in the unit or resident schools, units, and organizations to ensure continued expertise on the operations, employment, and logistics support of fielded systems or equipment. |
| Task | A clearly defined and measurable activity accomplished by individuals and organizations on the job. It is the lowest behavioral level in a job or unit that is performed for its own sake. It must be specific; usually has a definite beginning and ending; may support or be supported by other tasks; has only one action and, therefore, is described using only one verb; generally is performed in a relatively short time (however, there may be no time limit or there may be a specific time limit); and must be observable and measurable. |
| Terminal learning objective (TLO) | The main objective of a lesson. It is the performance required of the student to demonstrate competency in the material being taught. A TLO describes exactly what the student must be capable of performing under the stated conditions to the prescribed standard on lesson completion. There is only one TLO per lesson regardless of delivery technique or method of instruction and it has only one verb. The TLO may cover one critical task, part of a critical task (for example, a skill or knowledge), or more than one critical task. The TLO may be identical to the critical task being taught, or there may be a disparity between them. Where there is a disparity, it is the TLO standard that the student must achieve to demonstrate competency for course completion. See learning objective and ELO. (TR 350-70) |
| The Army School System (TASS) | A composite system made up of ARNG, USAR, and AA schools. TASS conducts initial military training (IMT), reclassification training, officer, WO, NCO and DA Civilian professional development training, functional training, and education. Training and education are accomplished through standard resident, active duty for training, inactive duty training, and distributed/distance learning courses. (TR 350-18) |
| The Army Training System (TATS) course | A single course designed to train the same MOS/AOC skill level or additional skill identifier, language identifier code, and SQI within the Army. The TATS course structure (phases, modules, tracks, lessons, and tests) and media ensure standardization by training all Soldiers, regardless of component, on course critical tasks to task performance standard. It may be trained at different sites and may involve use of different media/methods to train the various phases/modules/lessons. (TR 350-18) |
| Training aids, devices, simulators, and simulations (TADSS) | Includes Combat Training Center and training range instrumentation; tactical engagement simulation; battle simulations; targetry; training-unique ammunition; dummy, drill, and inert munitions; casualty assessment systems; graphic training aids; and other training support devices. All of these are subject to the public laws and regulatory guidance governing the acquisition of materiel. TADSS are categorized as system and non-system. a. System training devices. System training devices are designed for use with a specific system, family of systems, or item of equipment, including subassemblies and components. System training devices may be designed/configured to support individual, crew, collective, or combined arms training tasks. They may be stand-alone, embedded, or appended. Using system-embedded TADSS is the preferred approach where practical and cost effective. b. Non-system training devices. Non-system training devices are designed to support general military training and non-system-specific training requirements. |
| Training and education developer (TNGDEV) | An agency or individual responsible for using the ADDIE process to develop training and education concepts, strategies, and products to support the training and education of Active Army and Reserve Component Soldiers, civilians, and units across the institutional, self-development and operational training domains. (TP 350-70-13) |
| Training support package (TSP) | A complete, exportable package integrating training products, materials, and information necessary to train one or more critical tasks. It may be very simple or complex. Its contents will vary depending on the training site and user. A TSP for individual training is a complete, exportable package integrating training products/materials necessary to train one or more individual critical tasks. A TSP for collective training is a package that can be used to train critical collective and supporting individual critical tasks (including leader and battle staff). |
| Video tele-training (VTT) | Video training delivered via communication links such as satellite or cable links. There are two types of VTT: broadcast and desktop. |
