BY ORDER OF THE AIR FORCE HANDBOOK - The Air University

363 Pages·2003·0.95 MB·English

BY ORDER OF THE AIR FORCE HANDBOOK 36-2235
SECRETARY OF THE AIR FORCE VOLUME 5

1 NOVEMBER 2002

Personnel

INFORMATION FOR DESIGNERS OF INSTRUCTIONAL SYSTEMS

ADVANCED DISTRIBUTED LEARNING:

INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING

RECORDS DISPOSITION: Ensure that all records created by this handbook are
maintained and disposed of IAW AFMAN 37-139, “Records Disposition Schedule”

NOTICE: This publication is available digitally on the AFDPO www site at:
http://afpubs.hq.af.mil.

OPR: HQ AETC/DOZ (Gary J. Twogood) Certified by: HQ USAF/DPDT
Supersedes: AFH 36-2235, Volume 5, 1 October 1993 (Col Patricia L. C. Priest)
Pages: 363/Distribution: F

Instructional Technology – using technology to enhance the learning experience.
Whether through self-paced, computer-based instructional programs, or through video
teleconferencing technology to bring subject matter experts into the classroom, the
proper use of technology can greatly increase the effectiveness and efficiency of
instruction.

Instructional technology can be used to support traditional classroom instruction
(technology insertion) or it can be used to expand the reach of instruction through
distance learning, where instructors are physically separated from the learners and
where the learners may be separated from each other.

With increasing frequency, distance learning is becoming the instructional solution of
choice. Because distance learning usually employs multiple technologies, developing a
distance-learning program requires the active participation of numerous specialists.
These specialists make up the cross-functional team responsible for the analysis,
design, development, implementation and evaluation of the distance-learning program.
Each team member fulfills a unique function.

Instructional designers must become the guardians of educational integrity because the
distance learning development process involves critical hardware and software
AFH 36-2235 Volume 5 1 November 2002 2

integration, and there is increasing involvement from other functional specialists. There
are a number of reasons for this.

The education and training community does not control many of the resources that are
employed during the development and implementation of a distance-learning course.

Those who control the distance learning technology assets have often sought to exploit
their technologies – to showcase new capabilities – sometimes without adequate regard
for the principles of education and training.

Technology cannot drive the learning experience; technology is simply the way in which
instructional content is transmitted to the learner. It can either facilitate learning or
impede learning. The instructional designer must ensure that the selected technology
complements the established objectives and provides the best instructional solution.

In order to assume this responsibility, instructional designers must understand the
technology options. They must understand the capabilities and limitations of each
technology and the impact it has on the learner and the learning environment. In order
to participate as an effective team member, instructional designers must fully appreciate
the expertise that each member of the team contributes to the final product. This
handbook is designed to address these issues and provide the guidance necessary to
encourage instructional designers to ask the right questions as technologies evolve.

This volume provides information and guidance for designers of instructional systems
on how and under what conditions to incorporate training technologies into the
Instructional System Development (ISD) process. This guidance addresses the use of
instructional technologies in both resident and non-resident instructional systems. This
handbook should be used in conjunction with MIL-PRF-29612 and its supporting
handbooks.

Chapter 1 INTRODUCTION...........................................................................................6
Section A Instructional Technology...........................................................................8
Section B Technology Insertion..............................................................................10
Section C Distance Learning ..................................................................................12

Chapter 2 INSTRUCTIONAL SYSTEMS DEVELOPMENT AND PROJECT
MANAGEMENT........................................................................................................17
Section A Overview of the ISD Process..................................................................19
Figure 1 ISD Analysis Phase.........................................................................................20
Figure 2 ISD Design Phase...........................................................................................21
Figure 3 ISD Development Phase.................................................................................22
Section B Overview of Project Management...........................................................32
Section C The Instructional Technology Development Team.................................45
Section D Distance Learning Project Management ................................................61
AFH 36-2235 Volume 5 1 November 2002 3

Chapter 3 INSTRUCTIONAL TECHNOLOGIES..........................................................79
Section A Traditional Media....................................................................................82
Section B Computer-Mediated Communications....................................................85
Section C Interactive Multimedia Instruction...........................................................87
Section D Interactive Video Teletraining.................................................................89
Figure 4 Interactive Television ......................................................................................91
Section E Internet-Based Instruction ......................................................................93
Section F Support Technology Media.....................................................................97

Chapter 4 INSTRUCTIONAL TECHNOLOGIES – ANALYSIS AND SELECTION
CRITERIA...............................................................................................................101
Section A Media Feasibility Assessment..............................................................103
Section B Application of the Criteria to the Media.................................................107
Section C Curriculum Analysis and Media Feasibility...........................................149
Section D Infrastructure and Resource Feasibility Analysis..................................160
Section E Comparative Cost Analysis...................................................................163
Figure 5 Example of Life Cycle Cost of Instructional Programs ..................................170
Section F Media Selection....................................................................................172

Chapter 5 ISD CONSIDERATIONS FOR TRADITIONAL MEDIA.............................174
Section A Print Materials.......................................................................................176
Section B Videotape.............................................................................................187
Figure 6 Lighting Triangle............................................................................................194
Section C Audiotape.............................................................................................198
Section D Audioconferencing................................................................................209

Chapter 6 ISD CONSIDERATIONS FOR COMPUTER MEDIATED
COMMUNICATION.................................................................................................218
Section A Audiographics.......................................................................................220
Section B Computer Mediated Conferencing........................................................229

Chapter 7 ISD CONSIDERATIONS FOR INTERACTIVE MULTIMEDIA
INSTRUCTION .......................................................................................................241
Section A Analysis Considerations.......................................................................245
Section B Design Considerations..........................................................................247
Section C Development Considerations...............................................................250
Section D Implementation Considerations............................................................251
Section E Evaluation Considerations....................................................................252
AFH 36-2235 Volume 5 1 November 2002 4

Chapter 8 CONSIDERATIONS FOR INTERACTIVE VIDEO TELETRAINING
AND INTERACTIVE TELEVISION INSTRUCTION................................................254
Section A ITV Analysis and Design.......................................................................256
Section B ITV Development..................................................................................269
Section C ITV Implementation..............................................................................277
Section D ITV Evaluation......................................................................................283
Section E Special Considerations for VTC............................................................288

Chapter 9 ISD CONSIDERATIONS FOR INTERNET-BASED INSTRUCTION.........294
Section A IBI Analysis...........................................................................................297
Section B IBI Design.............................................................................................302
Section C IBI Development...................................................................................306
Section D IBI Implementation...............................................................................315
Section E IBI Evaluation.......................................................................................319

Chapter 10 SUPPORT TECHNOLOGY.....................................................................321
Section A Electronic Testing.................................................................................323
Section B Electronic Management Tools..............................................................325
Section C Electronic Help Desk............................................................................328
Section D Electronic Publications........................................................................329
Section E E-mail, Bulletin Boards, and Fax Conferencing....................................331
Section F Student Response Units and Audio-conferencing Units.......................332

Chapter 11 THE ADVANCED DISTRIBUTED LEARNING (ADL) INITIATIVE..........333
Section A ADL Background ..................................................................................336
Section B ADL Implications for Design.................................................................338
Section C ADL Implications for Development.......................................................343
Figure 7 Data Flow Between CMI System and Learner..............................................346

Attachment 1 – GLOSSARY OF REFERENCES AND SUPPORTING
INFORMATION.......................................................................................................348
References...........................................................................................................348
Abbreviations and Acronyms................................................................................352
Terms....................................................................................................................355
AFH 36-2235 Volume 5 1 November 2002 5

Chapter 1
INTRODUCTION
General Information

Purpose of This volume provides information and guidance on applying the
handbook application of the Instructional Systems Development (ISD)
process to implementing for instructional technology in resident
instructional systems (technology insertion) as well as using and
distance learning instructional systems to replace residential
instruction.

Content This handbook contains the following chapters:
Chapter 1: Introduction
Chapter 2: Instructional Systems Development and Project
Management
Chapter 3: Instructional Technologies – Definitions and
Descriptions
Chapter 4: Instructional Technologies – Selection Criteria
Chapter 5: Instructional Systems Development Considerations
for Traditional Media
Chapter 6: Instructional Systems Development Considerations
for Computer-Mediated Communication
Chapter 7: Instructional Systems Development Considerations
for Interactive Multimedia Instruction and Support
Technology
Chapter 8: Instructional Systems Development Considerations
for Interactive Video Teletraining
Chapter 9: Instructional Systems Development Considerations
for Internet Based Instruction
Chapter 10: Support Technology

Where to read This chapter contains three sections:
about it
Section Title Page

A Instructional Technology 7

B Technology Insertion 10

C Distance Learning 12
AFH 36-2235 Volume 5 1 November 2002 6

Additional For additional information see:
information
MIL-PRF-29612 Training Data Products
MIL-HDBK-29612-1 Department of Defense Handbook,
Guide for Acquisition of Training Data Products and
Services
MIL-HDBK-29612-2 Department of Defense Handbook,
Instructional Systems Development/Systems Approach to
Training and Education
MIL-HDBK-29612-3 Department of Defense Handbook,
Development of Interactive Multimedia Instruction (IMI)
MIL-HDBK-29612-4 Department of Defense Handbook,
Glossary of Training Terms
AF HDBK 36-2235 Volume 4, Manager’s Guide to New
Education and Training Technologies

AFDLO reference The Air Force Institute for Advanced Distributed Learning
Distance Learning Office (AFIADLO) Home Page Web site is a
source for information and guidance about pertaining to
Instructional Systems Development (ISD) and distance learning.

http://www.au.af.mil/afdlowww.maxwell.af.mil/afiadl/

Three key terms Instructional Systems Development (ISD) is an adaptation of the
systems engineering process to the process of curriculum
development.

ISD is a systematic approach to developing instructional
materials by integrating the processes (phases) of
analysis, design, development, implementation, and
evaluation.
The ISD process has been traditionally used for the
development of individual-type instructional programs.

Technology Insertion is the use of appropriate instructional
technology in resident instructional programs.

Distance Learning is structured learning that takes place without
the physical presence of the instructor.

References References are listed in Appendix A.
AFH 36-2235 Volume 5 1 November 2002 7

Section A
Instructional Technology

Introduction This section identifies the instructional technologies that may be
selected for resident instructional programs or employed in the
distance-learning environment.

Instructional Numerous technologies are available for delivering instruction.
technologies Most often, these technologies are used in combination with each
other to meet education and training requirements at an
acceptable cost. The following table lists the instructional
technologies that can be utilized used in both the resident
classroom and for the non-resident distance learning process.

Instructional
Technology Types
Traditional Media Print Videotape
Print and Slide Audioconferencing
Print, Audio, and Slide Television and Cable
Audiotape Models and Mock-ups
Computer Audiographics
Mediated Computer Mediated Conferencing/Collaborative
Communications Computing
Interactive Interactive Courseware
Multimedia Computer Based Instruction/Computer Based Training
Instruction Intelligent Computer Assisted Instruction
Electronic Performance Support Systems/Job Performance Aids
Computer Simulation
Interactive Video Interactive Television
Teletraining Video Teleconferencing
Internet Based Text Only
Instruction Multimedia
Virtual Conferencing/Collaborative Conferencing

Continued on next page
AFH 36-2235 Volume 5 1 November 2002 8

Instructional
Technology Types
Support Electronic Testing
Technology Computer Managed Instruction
Advanced Distributed Learning (ADL)
Electronic Help Desk
Electronic Publications
Interactive Electronic Technical Manuals
E-mail, Bulletin Boards, and Fax Conferencing
Voice Mail
Student Response Units, Audioconferencing Units (ACUs)
Table 1 Instructional Technologies

Benefits of Instructional Technology (IT) is more than just applying
incorporating information technology to the learning environment; it is making
instructional use of technology to promote learning by creating interactive,
technology
structured, and integrated units of instruction. When

appropriately employed, IT can increase the effectiveness and

efficiency of instruction.

When inappropriately employed, the insertion of technology in

instructional courses can result in:

Ineffective instruction and substandard learning.

Increased learning time.

Excessive costs for course development, logistics, and

maintenance.

Increased personnel requirements.
Unacceptable changes in the training organization's
operating structure, functions, and resources.

A process for Instructional designers have long used technology to support
selection learning objectives in:

General Military Education and Training
Operations Training

Continued on next page
AFH 36-2235 Volume 5 1 November 2002 9

A process for Professional Continuing Education
selection Professional Military Education
(Continued) Graduate Education

Workshops

To make appropriate instructional technology choices, apply a
disciplined process to selecting the training solution. Using the
Instructional Systems Development (ISD) process helps structure
the analysis and design processes to facilitate selecting the
selection of the most resource-effective media solution.

This means that instructional designers must understand the
benefits and costs associated with each technology option, they
must understand the learning needs of the students, and they
must understand the impact of the learning environment on the
selection of presentation media and course design.

The goal Each instructional situation presents unique challenges. The goal
of this handbook is to familiarize the user with the instructional
technology options, the strengths and weaknesses of each, and
the techniques and processes associated with managing projects
that are based on the effective use of alternative media.

There is a wide array of techniques and processes. It is
important to recognize that each IT program is unique – each has
different requirements and constraints. It is the responsibility of
the project manager to tailor the guidance in this handbook to the
unique attributes of a given project.
AFH 36-2235 Volume 5 1 November 2002 10

Section B
Technology Insertion

Application While the instructor may or may not be present at the time the
student is actually using the instructional technology, technology
insertion applies only to the use of technology to support training
instructional programs conducted at the schoolhouse. That is,
instructional technologies can be integrated directly into a
traditional classroom or laboratory course of instruction, can be
used for remediation and self-study to reinforce learning in a
resident course, or can be used to augment or refresh training
received through a resident program.

Background Technology insertion is not new. The use of language
laboratories where students use headphones to listen to foreign
language tapes and then repeat phrases into a microphone so
the instructor can monitor their progress represents one example
of technology insertion that has been employed for more than 30
years. A more recent example is the use of computer-generated
presentations to reinforce learning concepts.

Everything from flip charts to mock-ups to simulators can be used
to enhance traditional instruction. As technological options
evolve at an ever-increasing rate, project managers, instructional
designers, and instructors must understand how these
technologies work and how they can help or hinder the learning
process. These participants in the development process must
understand the roles now assumed (and sometimes funded) by
representatives of other organizations; they must understand the
infrastructure requirements and how to coordinate the resources
necessary to employ the new technologies effectively.

Benefits of Research indicates that the benefits of technology insertion,
technology appropriately applied, can include:
insertion An increase in levels of interactivity with instructional
materials
An effective method of providing performance
measurement tools for assessing student progress and
mastery of learning objectives

Continued on next page