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Analyze the Need for IMI

Ideally, the decision to explore interactive technology for all or part of upgrade training starts at a Utilization and Training Workshop (U&TW). At a U&TW, representatives meet to plan and decide training requirements for their particular career field.

If you, as a course author or manager, have been tasked to look into the possibility of developing IMI for your career field-whether for upgrade training or specialized training-read all of AETC Instruction 36-2209, Interactive Courseware (ICW) Development and Maintenance. It's a synopsis of what is required for ICW products.

Then, contact the Instructional Technology unit on your base, or one closest to you or call the Air Force Institute for Advanced Distributed Learning (AFIADL), DSN 596-2001, 1982, or 3174 for help in performing these initial tasks:

1. Schedule a media feasibility study (media analysis) and cost-benefit analysis to determine if IMI is the appropriate medium.
2. Search the DOD database (DITIS) to determine if IMI already exists that meets your training needs.
3. Survey your students to ensure they have the hardware and software needed to run the proposed IMI.
4. Identify required resources (human and material) for an IMI project.

Let's go over each of these steps in more detail.

Complete media and cost-benefit analyses

Deciding to use IMI requires a step-by-step examination process. First, you need to determine the appropriate instructional methods to teach your course. The next step is to measure the direct and indirect costs that can affect your decision to use IMI.

Hybrid approach

Most of the time, a HYBRID approach is best; that is, part of your course could best be taught using IMI (the part that needs motion, interactivity, etc.) while the remainder of the course could be delivered in a paper medium (the part that changes frequently or is mainly a reading exercise). Of course there are other factors to consider, many of which are described in AFH 36-2235, Vol. 5.

Contact your IT unit to help you perform these analyses.

Search DAVIS/DITIS

According to DOD Instruction 1322.20, Development and Management of Interactive Courseware (ICW) for Military Training, you must access the Defense Automated Visual Information Systems (DAVIS)/Defense Instructional Technology Information System (DITIS) five times during the life cycle of IMI developed by or for DOD:

1. Before you start development to determine whether existing products meet your training needs.
2. When you start developing your product.
3. After development or acquisition has been completed.
4. When the program is revised.
5. When the program is terminated. 

DAVIS/DITIS are automated on-line catalogs of IMI programs that have been funded by the Department of Defense. DAVIS is a catalog of videos. Use DD Form 1995 to enter your course videos into the catalog. DITIS contains all other forms of electronic course media. The objectives of maintaining this database are to improve quality of training while reducing the cost, preclude redundant development of IMI products, aid decision makers in identifying training development and delivery technologies, and facilitate resource sharing.

Access DAVIS/DITIS Your local IT unit can assist you in performing this task.

Survey student population

Do you know what hardware and software your student population is using or has access to? You need that information in order to design and develop IMI and be reasonably assured that your students, including Air National Guard (ANG) and Reserve, will be able to use it. Here's a sample survey you may use or adapt to meet your requirements.

Your Distance Learning Team

You'll need a team of people who are knowledgeable in IMI design and development in order to ensure that the right decisions are made at the right time. Without a team, you run the risk of time and cost overruns. You're going to face many challenges, maybe even some obstacles along the way-but you can overcome many of them by using your team resources.

In all likelihood, your team will consist of team members who are in the vicinity of your base and team members who are externally located. Let's start with your local resources.

Putting together a local team

While you may be asked to fill several of the IMI roles listed below, you cannot do it all. Let's face it, IMI is a demanding project-even if you've done it before. So, be sure you have a complete team (local and external) to finish the job correctly, within budget, and on time.

On-base

In addition to your immediate supervisor and your CDC manager, here are some local IMI roles, along with some responsibilities, that should be considered:

Instructional Technology (IT) units

Your external IMI team

USAF Photo

AF Institute for Advanced Distributed Learning

As part of your external IMI team, AFIADL (located in Montgomery, Alabama) is responsible for ensuring high standards in the areas of instructional review, editing, duplication, distribution, testing, and evaluation. AFIADL has a staff of dedicated and experienced people who are committed to helping you succeed.

AFIADL also sets policy and offers guidance on interactive multimedia instruction and use of the Internet for Air Force distance learning. Visit our home page.

AFIADL has a long and distinguished history of producing high-quality distance-learning materials for the Air Force. In operation since 1950, AFIADL is accredited by the Distance Education and Training Council (DETC). In addition, the American Council on Education (ACE) recommends college credit for its courses. The AFIADL Catalog shows the amount of credit ACE recommends. 

Call or E-mail AFIADL early in the planning stages of your course. It's best to contact AFIADL as soon as you realize your career field is even considering using IMI. AFIADL has instructional specialists, editors, and education technicians who will assist you with preliminary matters.

WWW	DSN: 596-2001, 1982, or 3174 Commercial: (334) 416-2001, 1982, or 3174 Fax: DSN 596-3208 AFIADL home page on the Web:  http://www.maxwell.af.mil/au/afiadl/ Mailing address: AFIADL/DC Attn: Curriculum Branch, Blended Learning Team  50 South Turner Boulevard Maxwell AFB, Gunter Annex AL 36118-5643

Second Air Force, Distance Learning Program

The Second Air Force Distance Learning Office (2 AF/DOTT), located at Keesler AFB, is the point of contact for all interactive video teletraining (IVT) and interactive multimedia instruction issues. Some of its specific responsibilities are to-

	Provide oversight for analysis of distance learning (DL) candidate courses.
	Provide DL briefings and demonstrations.
	Coordinate funding and conversion schedules for DL courses.
	Coordinate development, implementation, and distribution of DL courses.
	Coordinate DL issues with major commands, training managers, career field managers, and Air Staff.
	Coordinate DL policy and implementation with HQ AETC and AFIADL.
	Evaluate commercial off-the-shelf (COTS) software to support DL.

For more information on 2 AF's role in DL for the Air Force-as well as the role of Army, Navy, Marines, and joint services-visit 2 AF web site and read AETC Instruction 36-2209, Interactive Courseware (ICW) Development and Maintenance.

Planning Activities

To be successful in developing (or revising) instructional materials, you need to have a plan. ISD gives you the basic steps in course development (analyze, design, develop, implement, and evaluate), but ISD doesn't prompt you to complete all the procedures, forms, reports, etc. that are required by your command, AFIADL, and AETC for interactive courseware.

While you're planning, don't forget to read the applicable references, develop a memorandum of understanding (if needed) and a course planning chart, write an evaluation plan, start gathering your multimedia resources, ask for any copyright releases you need, and prepare to climb Mt. Everest just kidding; you can do that later). We cover these elements and more (except the climbing part) in this IMI Guide.

 

Official reference material You should have already looked at AETC Instruction 36-2209, and AFH 36-2235, Vol. 5, Section F. Take a moment now to read the official documents, especially those that pertain to you. Some documents apply specifically to IMI; others to AF training and education in general.

AETC Instruction 36-2209, Interactive Courseware (ICW) Development and Maintenance	Outlines responsibilities for ICW. (Read entire document).
DOD Instruction 1322.20, Development and Management of Interactive Courseware (ICW) for Military Training	Sets forth policy on technical requirements and portability of ICW, life-cycle management of ICW, as well as archiving master materials. Prohibits DOD funding of royalties, run-time fees, or similar additional payments to execute ICW programs. Read Parts A through H (7 pages). Review enclosures 3 (definitions), 4 (basic interim standards for ICW), and 5 (DITIS report requirements).
AF Instruction 36-2201, Developing, Managing, and Conducting Military Training	Covers ISD and roles and responsibilities in DL. Chapter 2 - Describes ISD concept and its use in developing training (2 pages). Chapter 5 - Defines responsibilities of AFIADL (2 pages). Chapter 9 - Describes HQ AETC/EDD responsibilities for DL policy (2 pages).
AF Instruction 36-2301, Professional Military Education (13 pages)	Covers all facets of PME.
Air Force Handbook 36-2235, volume 3, Information for Designers of Instructional Systems: Application to Acquisition (213 printed pages)	Designed primarily for contractor-developed training.
Air Force Handbook 36-2235, volume 4, Information for Designers of Instructional Systems: Manager's Guide to New Education and Training Technologies (104 printed pages)	Written primarily for Air Force managers, this handbook provides the basics of computer-related technologies, focusing on benefits of technologies to education and training. It gives an overview of enabling technologies, as well as media integration technology.
AFH 36-2235, Vol. 5, Information For Designers Of Instructional Systems Interactive Courseware (ICW) Design, Development, And Management Guide
Air Force Handbook 36-2235, volume 6, Information for Designers of Instructional Systems: Guide to Needs Assessment (88 printed pages)	Guide for conducting a training needs analysis.
AETC Instruction 36-2203, Technical Training Development	Contains responsibilities and procedures for planning, developing, and validating operations (technical) training, including non-resident courses. Chapter 11 contains requirements for CDCs.
Air University Style Guide	Offers guidance on punctuation, capitalization, abbreviations, spelling, etc. It is used by AFIADL.
AFIADL Guide for Authors	Tells you how to prepare non-resident paper-based courses for publication by AFIADL.

Memorandum of understanding

AFIADL, in coordination with your IT unit, may create a memorandum of understanding (MOU). This document sets down in writing the objectives and responsibilities of AFIADL, the IT unit, and your career field in the production and management of your IMI project. It contains many of the specific responsibilities related to the front-end analyses, design, development, validation, duplication, and distribution of your course materials. An MOU with AFIADL is not mandatory.

Career Development Course Chart

Whether you plan to develop a CDC or SC, you must complete a Career Development Course Chart, AETC Form 469 (page 1) (page 2). (Note: If you don't have Pure Edge loaded on your system, you will need to download it from the AETC forms site.) This is important. This chart helps AFIADL plan its resources in order to better serve you. We need this chart even if you are assigned to a command other than AETC. The chart identifies your Air Force specialty code (AFSC), course content, your proposed submission dates, and customer need dates (when the course is needed in the field). The chart is broken down by CDC title, volume(s), chapters (units), and major topics. You may edit these headings to fit your situation; but be sure to fill in all the information requested.

Tell us that you intend to use multimedia in your course. Put a note to that effect in the Remarks section of the course chart (part 1).

Mail or FAX us your completed chart to:

AFIADL/DCC
50 S. Turner Blvd.
Maxwell AFB, Gunter Annex AL 36118-5643

FAX: DSN 596-3208 or commercial (334) 416-3208

If you find later that the information you put in the course chart has changed, mark up the original form or put the information in a memo, and send it to us.

You may phone us with the information, but you must follow up with the documentation (FAX, e-mail, or US mail).

Evaluation plan

Evaluation is a continuous process. You evaluate during every stage of ISD. While you will make your own daily, informal assessments of the quality, status, and value of every aspect of your course, there are times when you need to formalize the process of evaluation.

This more formal process requires you to plan and document the educational value of your course. So, as part of the design process, you need to draft an evaluation plan (sometimes referred to as a validation plan, although there is a difference). In this plan you identify who, what, where, when, and how. That is,

Don't despair if after you write and submit this great plan, nothing goes as expected. Just document the modifications on your original plan and submit the revised evaluation plan at the end of the development phase.

It may help you to read Unit 7. Evaluating Your Course before you draft your evaluation plan.

Multimedia

IMI works especially well to teach problem-solving skills. In addition to sharpening the cognitive skills of students, IMI offers opportunities to tap the affective domain-those attitudes and preferences that affect how well we work together in groups. The real tour de force of IMI is its ability to meet the individualized needs of your students, at a time when they need it most (you know, just-in-time delivery).

A senior airman checks and annotates wear on the tires of an F-117 Nighthawk (USAF Photo)

What do you hope to accomplish with your course? If you previously wrote text-based instruction, it's now time to think outside the box. Do your students need practice in performing a certain skill? Consider meaningful, frequent interaction. Can you design a game in which students play against the clock or a fictitious player? Will an audiovisual clip show vividly what can happen when things go right in a shop-and when they go wrong?

Make notes of ideas for multimedia during the course design process. Give your graphics shop and multimedia specialists enough time to do their best work. While a digital camera or camcorder is a great way to inject your IMI with realistic situations, operations, or visual cues, be sure to follow the guidelines of your organization and IT unit in using this technology. And don't leave this guide without reading the unit on copyright law. That neat-looking graphic you copied from the web the other day may make you wish you had never heard of the Internet.

Probably the best tip we can give you is be consistent throughout your course! Strive for consistency in appearance and in the use of terminology (capitals, abbreviations, etc.). Create/use templates or style sheets for each type of screen (information, matching question, etc.). Consistency is important. It shows your attention to detail and gives students visual or aural cues.

Next up is Unit 2. It's probably the most important part of any instructional package-what you want your students to learn (objectives!) and how to measure their achievement (testing!). Unit 2 is required clicking.

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