Distance learning is "the delivery of standardized training to soldiers and units at the right place and right time through the application of multiple means and technologies."

As the world heads into the next millennium, the Army and Military Intelligence (MI) are on the verge of a new revolution in training and learning. With the 1996 publication of the Total Army Distance Learning Plan, the Army formalized its program for the use of technology--specifically interactive technology--in what had previously been primarily a research project by several diverse organizations and academia. The advent of the personal computer (PC) in the late 1970s brought about a revolution in our approach to office automation, making our routine, complex, time-consuming tasks simpler and much more efficient. As our understanding of these new capabilities advanced, so did the technology.

Today, the realization of the Internet and Worldwide Web, as well as the corresponding advances in computer software and technology, has had a similar effect on our view of Education and Training. Digitization of everything from simple words and graphs to audio and full-motion video has changed how we perceive the learning experience. We have the ability to manipulate, customize, or build from scratch engaging and challenging lessons that can be presented on a PC right in our own offices or homes. We can deliver this same learning experience over several different media just by changing the packaging. At the U.S. Army Intelligence Center and Fort Huachuca, we are beginning to institutionalize many of these methods of learning technology in an effort to make the same quality training available to a vast majority of MI soldiers worldwide.

The TADLP vision is to provide training to the entire force--soldier, leader, and unit; active and reserve component; military and civilian workforce--through a virtual schoolhouse, or "classroom without walls." The U.S. Army will deliver this training at the right place and time by various technological means to enhance our overall readiness. To accomplish this, the Army has established plans to build expanded networks and distance learning (DL) centers and facilities throughout the United States and around the world wherever our troops deploy. This network will furnish access to new interactive courseware and digitized lessons, as well as providing the more familiar training via video teleconferencing or video-teletraining. This plan also establishes standards for the design, development, and delivery of training in the various DL styles and media. The ultimate goal is to decentralize training execution: push training out from the proponent schools to several satellite facilities and unit locations.

Our DL vision is to build a "schoolhouse without walls" (see Figure 1) through the delivery of high-quality training that provides an engaging and challenging learning experience. With the recent changes in the world political and socioeconomic environments, the future threats and situations that we will face as a military force are still somewhat uncertain. In this environment, there will be a greater demand for training that is tailored to specific situations and delivered to units at their home stations. The DL products developed at the Intelligence Center (USAIC) must be able to adapt to meet this demand.

To maximize the resources available (time, money, personnel), USAIC is seeking to achieve economies in training by using DL for delivery of lecture-type materials that require little interaction with the instructor or other students. There are far too many required skills to be learned than can be adequately taught in the time available. During the cradle-to-grave analyses of training needs for each enlisted military occupational specialty (MOS) and officer specialty, the work groups identify those tasks suited to this type of presentation. While redesigning our resident programs, the Intelligence Center is focusing on the skills and "knowledge sets" the MI soldier will require in the year 2010. This will necessitate refining those skills that enhance their cognitive thought and analysis abilities, and adding new skills associated with other joint and national intelligence systems where appropriate. The development of nonresident prerequisites and homework (outside duty hours) assignments are crucial to avoiding any increase in training time as a result of redesigning the resident courses. In other words, the USAIC strategy is one of "cost avoidance" rather than "cost reduction."

The media selection for delivery of DL lessons is as essential in the design of the final product as the objective that must be satisfied by the training. Use of the wrong delivery technique can detract from the anticipated learning experience causing the training audience to miss completely the intended learning objective. By definition, DL allows for a broad interpretation of the types and styles of media that training developers can apply. They range in sophistication from simple paper-based correspondence courses to hybrid, multimedia, computer-based instruction. Understanding the inherent capabilities and limitations of each type of media is critical to ensuring proper lesson development and delivery. The selection of the appropriate media for the lesson or course is a crucial step in the delivery of high-quality training.

Print. This is paper-based, bound materials offering both text and graphics delivery designed for asynchronous, one-way delivery of information that is generally non-interactive and non-perishable in nature. The Army intends to reduce the amount of its printed materials as the means and materials that support advanced DL technologies are more widely instituted. This medium is relatively inflexible and costly to adapt to meet new training requirements.

Video-teletraining (VTT). VTT is real-time video and audio delivery of primarily graphical information. Designed for synchronous, two-way, interactive instruction, the VTT is capable of one-way monitoring with resident assistance to facilitate collaborative learning. This media is the most flexible for rapid development of training to support emerging requirements. However, different instructors may not present the training materials in precisely the same manner during repeat broadcasts, resulting in training variances that may be significant.

Computer-Based Training/ Computer-Aided Instruction (CBT/CAI). CBT/CAI are digitized training materials delivered via an electronic medium and operated on a computer workstation. The electronic medium can include compact disc--read-only memory (CD-ROM), digital tape, and various types of diskettes. This method offers flexible, easy to manipulate training data, but it is more costly and less responsive to updating lessons than is the VTT. CBT/CAI provides an asynchronous, interactive environment for learning based on the scope and complexity of the lesson software and renders a standardized presentation of the material every time.

Web-Based Training. This training method employs on-line, digitized training materials operated on a computer workstation and delivered over an electronic network by file transfer mode or in on-line execution. This medium provides standardized presentation and allows for the frequent update of course material. Use of electronic mail, chat sites, and desktop teleconferencing offers both synchronous and asynchronous collaboration by multiple personnel at numerous dispersed locations.

When talking about delivering training or instruction with DL products, it is important to understand that the distance is irrelevant. It may be training a unit on a peacekeeping operation on the Sinai Peninsula 12,000 miles away, or it can be 300 feet down the hall to a classroom full of students. The ultimate goal is to deliver a consistent standard of training to the entire force independent of their unit locations. USAIC plans to use four means for developing courses that meet this goal: internal development, contract development, use of existing products, and modification of existing products.

We are currently developing our migration plan to facilitate conversion of current and new training requirements into a DL format. This plan includes providing a total USAIC solution through global access to existing training capabilities (see Figure 2).

Internal Development. The USAIC approach to internal development of DL courseware is to bring together a team of experts for a programmed period to build a specific DL product. These experts include personnel with subject matter knowledge, specialists in learning theory, graphic and visual information artists, and computer technicians and scientists. The synergy gained when such experts work side-by-side to design and develop the product should ensure that timely and appropriate learning objectives are produced. The staff of the USAIC, Directorate of Continuous Learning, Distance Learning Office (DLO) comprises a permanent nucleus of personnel with these unique skills augmented by selected subject matter experts (SMEs) at the beginning of each project. We identify the SMEs, who work in other elements within the center and school, and have them assigned to the team for the duration of the project's development. Upon completion of their projects, the SMEs will return to their units and normal duties with updated skills and an understanding of DL tools and development methodologies. The addition of the SMEs enhances our ability to maintain the currency of previously developed lessons.

Contract Development. Analysis of Total Army Training System Conversion (TATS-C) courses is conducted internally; the U.S. Army Training and Doctrine Command (TRADOC) provides the funding for TATS-C courses. USAIC contracts the TATS-C course development with a firm having the capabilities and proven expertise in developing interactive multimedia instructional (IMI) products. Currently, the Ground Surveillance Radar Operator Course (96R10) is under contract for development of 33 hours of on-line IMI products, thus reducing the resident portions of the course by approximately four days. Other IMI projects approved for fiscal year 1999 (FY99) are the development of 76 hours for the Reserve Component (RC) MI Officers Advanced Course (MIOAC-RC) and 20 hours for the RC MI Warrant Officers Advanced Course (MIWOAC-RC). These products will use standardized templates for delivery to maintain a consistent appearance and functionality throughout most of the lessons in support of Intelligence Center courses.

Use of Existing Products. Several organizations within the Intelligence Community have existing DL courses that can meet the needs of some of the Center's training objectives. During the cradle-to-grave analysis process, the working groups identified many for possible use in meeting this training need. An example is the courses developed by the National Cryptologic School (NCS) and used to support the training of MI soldiers in career management field 98 (CMF 98). We can evaluate these lessons and courses for applicability and incorporate them into the training strategy to meet specific needs. By doing so, several training requirements can be satisfied with little cost for development.

One major aspect of this method requiring coordination is the tracking of student enrollment and completion notification. The DLO and the USAIC Registrar are attempting to create an electronic, seamless method whereby the student, NCS, and the Intelligence Center Registrar receive notification simultaneously. This is a complex problem; its solution will evolve as our understanding of the technological capabilities expands.

Modify Existing Products. The fourth means for developing DL products is to modify existing courseware from both internal and external sources. Based on current training requirements, we can modify, revise, and update these products to accommodate the latest procedures and practices in use. The obvious advantage is that production of the product requires less time than for one developed from the ground up. The disadvantage to this approach is that generally only the "owning" organization accomplishes modifications to its courseware, and that the cycle of review and the ability to affect changes are subject to approval outside the Intelligence Center.

For every course designed, the developers must complete a phased approach to ensure that it presents the proper learning objectives and the target audience can attain the desired results. These steps--analysis, configuration, design, and development-apply to all courses, both in residence and via distance learning. These four phases comprise the product development cycle.

Analysis. The analysis phase of course design elaborates on a critical task list by taking the task's conditions and standards and identifying the observable behaviors a person performs when executing this critical task. Then learning analysis looks at where the trainers create the performance environment within the constraints of the learning environment. A media analysis to replicate the performance environment and an audience analysis to identify the target population complement the learning analysis.

Configuration. Configuration focuses on how training developers and instructors will manage, maintain, and administer a course. DL courseware is frequently delivered asynchronously so that the mechanisms for registration, automated grading (sometimes called computer-managed instruction), and electronic feedback--both automated and from a mentor--are especially important. Content management is equally important because courseware often needs updating. Content management tools make updates easier to manage because global changes are possible.

Design. The beginning point (where we are) and the end-point (where we want to be) are determined during the analysis phase; design is the "road map" for how we get there. The design is a set of components or a series of events a student must complete. The events are generated by a number of factors, but are dictated by one of two broad instructional strategies: expositive or experiential. Frequently, the design phase will include "story boards" arranged as a map of the course flow. Training designers build their DL courseware using software-authoring tools; content templates often result as an outcome of the design phase.

Development. The development phase populates the templates with the subject matter content. The content that is framed within these templates is linked throughout the courseware using the authoring software. There is considerable room for error when authoring courseware because of the complexity and frequency of links between content, templates, and media. The development phase is a process of building, testing, and debugging, resulting in courseware that is ready for validation.

In designing courses for DL requirements, determining the appropriate media and methods of delivery are essential to ensuring an effective learning environment. Application of proper learning theories and development of appropriate testing tools are equally important to ensuring that the students attain a proper level of competency for the learning objectives presented.

The Intelligence Center established the Distance Learning Office (DLO) (a division of the Directorate of Continuous Learning) to be the focal point manager and developer of all Intelligence Center DL products. The DLO is working to produce high quality, Internet-delivered, next-generation courseware for the entire Intelligence Community. This effort should posture the Military Intelligence Corps for success well into the next century. For more information contact Mr. Iorizzo or Sergeant First Class Goins at (520) 538-1024, DSN 879-1024, or via E-mail goinst@huachucaemh1.army.mil.

DIAGRAM: Figure 1. Schoolhouse Without Walls.

DIAGRAM: Figure 2. USAIC Distance Learning Migration Plan.

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By George A. Wheat, Lieutenant Colonel

Lieutenant Colonel Wheat began his long career in special operations after his initial assignment as infantry and antitank platoon leader and company executive officer with the 25th Infantry Division in Hawaii. Following completion of Special Forces training, LTC Wheat served as a Special Forces Operational Detachment-A Commander, Company Executive Officer, and Special Forces Company Commander in the 5th Special Forces Group at Fort Bragg, North Carolina. He then served more than five years in a special mission unit as the chief trainer and exercise officer. He was a Battalion S2/3 and Battalion Executive Officer at the U.S. Army John F. Kennedy Special Warfare Center School At U.S. Special Operations Command Central, he served as a Ground Operations Officer; Chief, Operations Plans Division, Operations Directorate; and as the first Liaison Officer to the U.S. Central Command Headquarters. During his tenure, he was involved in planning special operations for the U.S. responses to numerous Iraqi military activities and the United Nations military withdrawal from Somalia. In August 1997, after completion of his joint tour, he became the first Chief of the DLO. LTC Wheat is currently the Deputy Director and Chief of the Advanced Collective Skills Division, Directorate of Continuous Learning, at the U.S. Army Intelligence Center and Fort Huachuca. He earned a Bachelor of Science degree in Geography at the University of Alabama. Interested readers can contact LTC Wheat via E-mail at wheatg@ huachuca-emh1.army.mil.