MTS 'D' Domain 2.2

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Author:
jasonbieling
ID:
32750
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MTS 'D' Domain 2.2
Updated:
2010-09-04 18:20:31
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MTS KQSS
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MTS 'D' Domain 2.2
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  1. What is Job Task Analysis (JTA)?
    Job Task Analysis provides the framework for ILE to define job position requirements for needed knowledge, skills and ablilites. Using JTA data to develop Learning Objective Statements (LOS) establishes content linkage with the full spectrum of work proficiency required for mission readiness and professional expertise.
  2. Contrast Level 1 and 2 Job Task Analysis.
    Generally speaking, Level 1 data describes what work is being performed, and Level 2 data describes how that work is being performed.
  3. What are the three educational domains discussed in the Navy ILE Learning Objective Statements (NLOS)?
    • Cognitive domain
    • Affective domain
    • Psychomotor domain
  4. What does the cognitive domain require?
    synthesis, analysis, application, comprehension, and knowledge
  5. What does the affective domain require?
    receiving, responding, valuing, and organizing
  6. What does the psychomotor domain require?
    imitation, manipulation, precision and articulation
  7. What are the verb categories for cognitive domain?
    Evaluation, Synthesis, Analysis, Application, Comprehension and Knowledge
  8. What are the verb catagories for affective domain?
    Characterizing by a Value or Value Complex, Organizing, Valuing, Responding, Receiving.
  9. What are the verb categories for the psychomotor domain?
    Naturalization, Articulation, Precision, Manipulation, and Imitation.
  10. Define Remember Content Use Level.
    The learner recognizes and recalls information. The instructional tactics used to convey the information require the learner to memorize information for short to long term memory storage.
  11. Define Apply Use Level
    This level requires the learner apply information to accomplish some task or solve a novel problem. The learner must be given opportunites to practice applying the information properly or practice in solving similar and dissimilar problems that move the learner to higher levels of discrimination and problem solving ability.
  12. What are the phases of the Instructional Design Process?
    ADDIE

    • Analyze
    • Design
    • Develop
    • Implement/Integrate
    • Evaluate
  13. Discuss the Analyze phase of the Instructional Design Process
    Any and all of these triggers serve as a learning, or training requirement, which is the INPUT to the instructional analysis process
  14. Discuss the Design phase of the Instructional Design Process
    Occurs after an analysis of the training requirements have been performed and ends when a proof of concept prototype is designed and the Navy has tested and accepted the design for the content.
  15. Discuss the Develop phase of the Instructional Design Process
    The overall objective of the development phase is to effectively translate inputs from the analysis and design phases into courseware products. This phase begins after the proof of concept has been accepted and ends after the Navy has tested and accepted the training products.
  16. Discuss the Implement/Integrate phase of the Instructional Design Process
    the purpose of this phase is the effective and efficient delivery of instruction. Formative evaluation, an important process which occurs during and between the instructional design phases, is most important during implementation.
  17. Discuss the Evaluate phase of the Instructional Design Process
    The purpose of summative evaluation is to measure the effectiveness and efficiency of the instructional content and specifically the application of knowledge in the workplace.

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