ARMY ONLINE

EDUCATIONAL RESOURCES
TRAINING
Wendell A. McKenzie
DETT 607 9040 Instructional Design and Course Development in Distance
Education & E-Learning (2192)
University of Maryland University College
 TABLE OF CONTENTS
Learning Objectives
Course Overview (Course Design/ Instructional Goal)
Target Audience
Learning Theories
Gange’s Nine Events of Instruction
Course Design
Rubric
Project Plan
Interaction Design
LMS Design
References
 LEARNING OBJECTIVES
Successfully Create three
user accounts
Army learners will be assessed
on their ability to utilize the
technology they will be required
to use during the training.
• www.goarmyed.com
• www.gibill.va.gov
• https://myarmybenefits.us.army.mil
Successfully Identify Which Successfully Create a Plan for
Education Resource(s) Meets Applying to a Higher
Individual’s Needs Education Institution Using
the Online Education
Resource(s)
Army learners will Army learners will create
determine which online a plan for applying to a
education resource will higher education
best fit their individual institution using the online
needs. education resource(s) of
their choosing.
 COURSE OVERVIEW
Course Design Instructional Goal
This two-week online training course is Upon completion of instruction,
designed to ensure army soldiers army soldiers will understand and
know about the educational know how to effectively utilize the
resources available to them, educational resources available
understand how to effectively access to them. Through this training they
and utilize them, and make informed
decisions about which educational will also know how to make well-
resources are most beneficial to their informed decisions regarding what
individual learning needs. The course educational resources best meets
consists of three modules where army their specific academic needs.
soldiers will complete a survey, a
questionnaire and a quiz, and
participate in discussions and learning
activities which will allow them the
ability to apply what they learned.
 TARGET AUDIENCE

Army soldiers with varying levels of familiarity and

experience regarding army online educational
resources. While some are familiar with and utilize these
educational resources, there are many that do not.
Some of the reasons include, but are not limited to, lack
of education, training, mentorship, and opportunities to
explore educational resources.
 LEARNING THEORIES
According to Goldie, J.G.S., “In
connectivism the starting point for learning
occurs when knowledge is actuated by
learners connecting to and participating in
a learning community” (2016, p. 1065). Army
learners will have the opportunity to send
and receive information in online discussion
forums. They will also be able to learn from
and with one another interpersonally.
Connectivism
Goldie, J. G. S. (2016). Connectivism: A knowledge learning
theory for the digital age? Medical Teacher, 38(10), 1064–1069.
Retrieved from https://doi-
org.ezproxy.umuc.edu/10.3109/0142159X.2016.1173661
Bendar et al. (1991) concluded the
following: “Constructivism is a theory that
equates learning with creating meaning
from experience” (As stated in Ertmer, P.A.
& Newby, T.J., 2013, p. 55). Army learners will
reflect on previous experience(s) that will
aid in the construction and development of
new knowledge.
Constructivism
Ertmer, P. A., & Newby, P. J. (2013). Behaviorism, cognitivism,
constructivism. Retrieved from
https://learn.umuc.edu/d2l/le/content/354289/viewcontent/14
373687/view
 GANGE’S NINE LEVELS OF INSTRUCTION (1-5)
1. Gaining Attention A video of testimonials will be shown to learners. The testimonials will be
army learners detailing their experiences utilizing army online education
resources.

2. Informing the Learner of the Learning objectives will be clearly stated at the beginning of the training
Objective and at the beginning of each module.

3. Stimulating Recall of Learners will be asked about their previous experiences(s) with army
Prerequisite Learning education resources. Learners will also participate in discussion forums
Capabilities where they will be encouraged to discuss what they learned from the
training content.

4. Presenting the Stimulus Content will be presented using videos, discussion forums, and text.
Material

5. Providing Learning Guidance The online facilitator will be available to answer questions, recommend
strategies learners can use to assist in learning content, and provide
feedback as needed.
 GANGE’S NINE LEVELS OF INSTRUCTION (6-9)
6. Eliciting Performance
7. Providing Feedback about
Performance Correctness
8. Assessing the Performance
9. Enhancing Retention and
Transfer
Learners will have the opportunity to collaborate with their peers in
discussion forums. Learners will also be able to internalize new knowledge
and confirm correct understanding on course content by create a plan
for applying to a higher education institution using the online education
resource.
The online facilitator will provide feedback to learners in discussion
forums, upon completion of the survey, questionnaire and quiz, and as
needed throughout the training. Learners will also receive feedback from
their peers in the discussion forums.
Learners will be assessed on their ability to create three user accounts,
identifying which education resource(s) best meets their individual needs,
and creating a plan for applying to a higher education institution using
the online education resources.
By applying what they have learned by creating a plan to apply to a
higher education institution, learners would, “show that they understood
the principle and were able to transfer the skills learnt to a new situation”
(Neo, T. K., Neo, M., & Teoh, B. S-P, 2010, p. 23).
 COURSE DESIGN MODULE I
Objective Army learners will be assessed on their ability to utilize the technology they will
be required to use during training.
Assessment Learners will take a short survey prior to accessing the three websites. This
survey will aid in understanding learners’ previous experience(s) with
technology and determine their understanding of said technology.

Content • Step-by-step video tutorial showing how to establish user accounts

• Online discussion with peers and facilitator about their experience setting
up user accounts (i.e. issues, concerns, advice, etc.)

Resources • Laptop computer with internet access

• www.goarmyed.com
• www.gibill.va.gov
• https://myarmybenefits.us.army.mil
 COURSE DESIGN MODULE II
Objective Army learners will determine which online education resource will best fit their
individual needs.
Assessment Learners will complete a questionnaire that contain some of the following
questions:
1. What is your current level of education?
2. When do you plan to depart from the army?
3. What are your professional/educational goals while you are in the army
and once you depart from the army?
Content • Given a list of benefits from each website, learners will explore the online
educational resources and decide which option(s) is/are in line with the
answers they provided on the questionnaire.
• Online discussion forum
Resources Laptop computer with internet access
• www.goarmyed.com
• www.gibill.va.gov
• https://myarmybenefits.us.army.mil
 COURSE DESIGN MODULE III
Objective Army learners will create a plan for applying to a higher education institution
using the online education resource(s) of their choosing.
Assessment • Learners will be required to complete a 15 question (multiple choice) quiz
that will test their ability to make scrupulous decisions regarding how to
apply to higher education institutions using online education resources.

Content • Create Plan for Applying to Higher Education Institution Using Online
Education Resources
• Online discussion forum
Resources Laptop computer with internet access
• www.goarmyed.com
• www.gibill.va.gov
• https://myarmybenefits.us.army.mil

Utilize Technology Required
for Training
Determine Which Online
Education Resource Best
Meets Individual Needs
Create Plan for Applying to
Higher Education Institution
Using Online Education
Resources
Rubric
Exemplary Satisfactory
Created three personal Created two of three
accounts with little to no personal accounts with some
assistance. assistance.
Successfully deduced which Demonstrated an
resource(s) best met their understanding of which
individual needs based on resource(s) would best meet
remaining service their individual needs based
obligation/career goals upon on remaining service
departure from military obligation/career goals upon
service. departure from military
service.
• Identified degree • Identified one or more
plan/academic discipline degree plans/academic
• Scheduled meeting with disciplines
academic advising • Scheduled meeting with
• Completed application academic advising
process • Began application
• Identified projected start process
date (next 60 days) • Identified projected start
Unsatisfactory
Not able to create a
personal account without
assistance.
Not able to determine which
resource(s) best meet their
individual needs based on
remaining service
obligation/career goals upon
departure from military
service.
• Did not identify degree
plan/academic discipline
• No meeting scheduled
• Did not begin application
process
• No projected start date
identified
 PROJECT PLAN (TEAM MEMBERS)
Title Description
Instructional Designer Instructional designers are very important regarding online course
design. Instructional designers create, review, and edit distance
education courses, train faculty on how to deliver course material,
and provide feedback from program reviews.
Subject Matter Expert Subject matter experts (SMEs) play an important role in online course
design. SMEs are in the best position to determine which subject
matter will help learners achieve the learning objectives. They also
provide content leadership.
Online Online facilitators/adjuncts are responsible for delivering course
Facilitator/Adjunct content and helping students meet learning objectives. They also
grade assignment papers and ensure the course syllabus meets
applicable standards.
Technical Support Some of their duties include monitoring, maintaining and sustaining
computer systems and networks. Technical support specialist also
helps other individuals involved in the online course development
process with any technical issue(s) that may arise
 PROJECT PLAN (TIMELINE)
Week I Events/Assignments Content/Resources

Army learners will be assessed on  Introduction and learning objectives Laptop computer w/ internet access
their ability to utilize the  Complete survey www.goarmyed.com
technology they will be required  Successfully create three user accounts www.gibill.va.gov
to use during the training. They  Complete questionnaire https://myarmybenefits.us.army.mil
will also determine which online  Identify which education resource(s) step-by-step video tutorial
education resource will best fit meet individual’s needs
their individual needs.  Navigate resources
 Participate in discussions

Week II Events/Assignments Content/Resources

Army learners will create a plan
for applying to a higher
education institution using the
online education resource(s) of
their choosing.
 Complete quiz Laptop computer w/ internet access
 Explore list of colleges/universities that
www.goarmyed.com
offer online learning opportunities
 Successfully create a plan for applying www.gibill.va.gov
to a higher education institution using https://myarmybenefits.us.army.mil
the online education resource(s)
 Participate in discussions
 PROJECT PLAN (COST ESTIMATE/CHALLENGES)
Cost Estimate for Implementation (Approximate Hourly Rates)
• Instructional Designer- $33/hr (fixed cost)
• Subject Matter Expert- $30/hr (fixed cost)
• Online Facilitator/Adjunct- $38/hr (variable cost)
• Technical Support- $18-20/hr (variable cost)
• Total: Approximately $6000 (per 12 week term)

Challenges
• Learner unavailability due to deployment/mission
• Internet accessibility
• Learners unable to qualify for selected educational benefits
• Scheduling conflicts with army learners and higher education institution
professionals
 INTERACTION DESIGN (LEARNER-INSTRUCTOR)

• Learner-Instructor Interaction
Learners will receive feedback from the online facilitator upon
completion of the survey and questionnaire in week one, and once
they complete the quiz and plan in week two. Facilitator feedback will
be asynchronous (online discussion forums and email) and synchronous
(video teleconference). Learners will also have the opportunity to ask
questions through these same methods of computer-mediated
communication. This synchronous and asynchronous discourse with the
facilitator will motivate learners to internalize new knowledge and
encourage them to play a more active role in the learning process.
 INTERACTION DESIGN (LEARNER-LEARNER)

• Learner-Learner Interaction
Army learners will be able to interact with one another in the online
discussion forums. They will also be able to communicate with one
another interpersonally. Keller & Litchfield suggest that people have
different opinions, “as to whether success and failure result from luck,
personal effort, or ability” (2002, p. 89). Interacting with peers can
potentially motivate learners to make constructive contributions to the
learning process, as well as foster an environment of confidence,
comfortability and accomplishment.
LMS DESIGN

Army learners will

be required
A to
successfully
establish a
GoArmyEd
account.
LMS DESIGN

Army learners
will be required
to successfully
create a
gibill.va.gov
account
 LMS DESIGN Health Professions
Post-9/11 G.I. Bill Army Tuition Assistance Scholarship Program

Army learners
will be required
to successfully
create a
gibill.va.gov
account

Utilizing the online resources, army learners will

determine which educational benefit(s) best fits their
individual learning needs. This will better prepare them
in developing their plan to apply to a higher institution.
 REFERENCES

ERTMER, P. A., & NEWBY, P. J. (2013). BEHAVIORISM, COGNITIVISM, CONSTRUCTIVISM. RETRIEVED FROM

HTTPS://LEARN.UMUC.EDU/D2L/LE/CONTENT/354289/VIEWCONTENT/14373687/VIEW

GOLDIE, J. G. S. (2016). CONNECTIVISM: A KNOWLEDGE LEARNING THEORY FOR THE DIGITAL AGE? MEDICAL

TEACHER, 38(10), 1064–1069. RETRIEVED FROM

HTTPS://DOI-ORG.EZPROXY.UMUC.EDU/10.3109/0142159X.2016.1173661

KELLER, J. M., & LITCHFIELD, B. C. (2002). MOTIVATION AND PERFORMANCE. RETRIEVED FROM

HTTPS://LEARN.UMUC.EDU/D2L/LE/CONTENT/354289/VIEWCONTENT/14373701/VIEW

NEO, T. K., NEO, M., & TEOH, B. S-P. (2010). ASSESSING THE EFFECTS OF USING GAGNE'S EVENTS OF INSTRUCTION IN A

MULTIMEDIA STUDENT-CENTERED ENVIRONMENT. RETRIEVED FROM

HTTPS://LEARN.UMUC.EDU/D2L/LE/CONTENT/354289/VIEWCONTENT/14373722/VIEW