Dir 709, Learning Asset Management Program (LAMP), Sep 19, by izj82566

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									Department of Defense                                                 DAU Directive 709
Defense Acquisition University                                        HQ-LCIC
                                                                      Nov 19, 2008



   a. DODI 1322.26 (Development, Management, Delivery of Distributed Learning)
   b. DAU Policies and Procedures Manual, Chapter 9 (Learning Asset Development
      and Management)
   c. DAU Directive 701 (Curricula and Program Evaluations)
   d. DAU Directive 703 (Student Assessment and Evaluation)
   e. DAU Directive 706 (Course Prerequisites)
   f. DAU Directive 708 (Course Equivalency)
   g. DAU Directive 719 (Instructor Certification)
   h. DAU Curriculum Development Guide
   i. DAU eLearning Asset Development Guide
   j. DAU Community-of-Practice Implementation Guide
   k. DAU Taxonomy Quick Guide

2. PURPOSE: To promulgate policies and responsibilities for the management of all
   Defense Acquisition University (DAU) learning assets across the Performance
   Learning Model (PLM).


   a. This directive replaces DAU Directive 709, LAMP dated 19 September 2006.

   b. This directive applies to all learning assets developed, revised and maintained by

   c. Learning assets can range from complete certification and performance support
      courses to individual Continuous Learning (CL) modules to various types of
      knowledge sharing assets.

4. POLICIES: The following policies apply:

   a. Centralization of DAU learning asset portfolios will be done to the maximum
      extent possible so as to achieve economies of scale and facilitate their reuse within
      and among the components of the PLM.

b. Learning asset management is a DAU core mission. To the maximum extent
   possible, and consistent with overall DAU mission accomplishment, DAU faculty
   and staff will be engaged as Learning Asset Managers (LAMs) for the
   development, revision, and maintenance of DAU learning assets.

c. Integrated Product Process Development (IPPD) and Integrated Product Teams
   (IPTs) will be used to the maximum extent possible in the execution of LAMP

d. The DAU Taxonomy will be used to describe and classify the DAU learning
   assets across the PLM. See reference 1.k.

e. Approved competency models will be the basis for learning assets used for
   Defense Acquisition Workforce (DAW) certification. In particular:

   (1) Prior to DAU use, career field competency models must be formally certified
       by the appropriate career field Functional Leader.

   (2) Baselined career field competencies will be periodically evaluated by DAU
       as part of development/revision activities to determine those subsets most
       appropriately satisfied via certification training and requiring learning assets.

   (3) Certification courses must be formally traceable to appropriate subsets of
       baselined DAW career field competency models. Other learning assets will
       be aligned wherever possible to relevant DAW career field competency
       models, as appropriate.

f. Development, revision and maintenance of learning assets shall be done in
   accordance with the various DAU development guides, appropriate DAU style and
   branding standards, implementation guides, and other relevant technical

g. All DAU learning assets shall be developed (if applicable), maintained, and
   controlled using approved DAU systems (e.g., LEADR) or their equivalents.

h. Unless prohibited by copyright or other data rights restrictions, all learning assets
   will be hosted and made available for sharing via the various systems that make up
   the DAU Learning Asset Digital Repository (LEADR) and associated distribution
   systems (e.g., ATLAS, AT&L Knowledge Management System (AKMS)).

i. Periodically, consistent with their content volatility, learning assets will be
   assessed for currency and effectiveness.

   j. Nothing in this directive will be construed to conflict with references 1.a. and 1.b.;
      in case of conflicts with references 1.c., 1.d., 1.e., 1.f. or 1.g., the provisions of this
      directive take precedence.

5. ROLES AND RESPONSIBILITIES: The following are roles and responsibilities
   regarding DAU LAMP activities. In this regard, concerning various LAMP roles
   cited here, it should be noted that:

    Depending on the specific requirements, a role may be fulfilled by an individual
     from a variety of different DAU organizations or by contractor personnel.

    Individuals may be fulfilling multiple roles which may vary over time.

    Not all of the roles cited in this section directly correlate to DAU organizational
     position titles, but refer to the types of activities that must be performed.

    Some roles, such as a member of a Learning Asset IPT, are applicable primarily
     during learning asset development and revisions. Others, such as Course Manager
     (CM), primarily apply during the delivery and maintenance phase of a learning

   a. DAU Vice-President: The Vice-President of DAU is responsible for the overall
      management of all DAU learning assets. This responsibility includes the
      identification of enterprise-level resources needed for their development, revision,
      and maintenance. The Vice President will resolve resourcing and all other issues
      related to this directive.

   b. Functional Leader (FL): A key DAU stakeholder designated by the Under
      Secretary of Defense (USD)(AT&L) as the principal leader for the DAW career
      field(s) to which they are assigned. LAMP-relevant responsibilities include:

      (1) Providing functional advice and recommendations to support implementation
          of the AT&L Workforce Education, Training, and Career Development

      (2) Establishing, overseeing and maintaining relevant DAW career field
          competency models; certification standards and frameworks; and Position
          Category Description(s).

      (3) Formally certifying, on an annual basis, that certification course content is
          current, technically accurate, and consistent with DoD acquisition policies.

      (4) These duties are typically discharged via Functional Integrated Process
          Teams (FIPTs); which are composed of Subject Matter Experts (SMEs) and

        acquisition career management representatives from the DoD Services and
        other DoD agencies.

c. Director, Learning Capabilities Integration Center (LCIC): Responsible for
   curricula policy interfaces and inter-relationships. Develops policy, structure, and
   metrics for curricula. Establishes and maintains a centralized inventory of DAU
   Learning Assets and their owners. Recommends disposition of Freedom of
   Information Act (FOIA) requests for DAU Learning Assets and Products.
   Manages the overall DAU equivalency program to include establishment of
   predecessor course criteria. Responsible for collaborating with DAU Deans and
   DAU Directors for strategic planning to ensure timely and cost-effective
   resourcing for learning asset management and development. Ensures DAU
   learning assets are consistent, current and relevant, in accordance with the
   provisions of DoD policies, this directive and related references. Reports to the
   DAU Vice President.

d. Deans/Directors: Support overall LAMP efforts by providing qualified and
   timely faculty resources for developing, revising, maintaining and administering
   DAU Learning Assets. Specific LAMP responsibilities include:

   (1) Nominating their faculty to LAMP matrix support roles such as CM, Course
       Manager’s Regional Representative (CMMR), and LAM.

   (2) Reviewing the Integrated Management Plan (IMP) forecasted requirements
       and other resourcing needs (e.g., budget, computers, printing requirements,
       etc.), to identify faculty and facility shortfalls.

   (3) Collaborating with LCIC or appropriate counterparts (e.g., the Defense
       Systems Management College (DSMC) - School of Program Managers
       (SPM)) to adequately staff IPTs and LAM positions as needed for the
       management of DAU learning assets.

   (4) Delivering quality learning products for assigned efforts in accordance with
       agreed-upon schedules, work plans and this directive; and working with the
       appropriate LCIC Center Director and Performance Learning Director (PLD)
       to resolve any issues.

   (5) Monitoring internal organizational efforts and identifying any schedule,
       resourcing or quality issues in a timely manner to the LCIC Director and
       appropriate center director(s).

   (6) Course administration and consistency of delivery at the regional level.

   (7) Considering feedback from LCIC Center Directors and PLDs regarding
       faculty performance in learning asset support and development efforts.

e. LCIC Center Directors/DSMC - SPM Counterparts: Responsible for overall
   lifecycle planning, budgeting programming and resourcing for multiple Learning
   Asset Portfolios and Learning Programs. Specific LAMP responsibilities include:

   (1) Assignment of Learning Asset Portfolios to PLDs.

   (2) Coordination with FLs, Director, Acquisition Career Management (DACM)
       representatives, Overarching Functional Integrated Product Teams (FIPTs)
       (O-FIPTs) and other external DAW stakeholders.

   (3) Participation, as appropriate, in FIPT, FIPT working groups and various IPTs
       as necessary (e.g., competency development IPT; SME for CL module
       development and coordination; issue teams, etc.).

   (4) Portfolio(s) assessment, preparation of accreditation documentation and
       periodic reporting of the currency, quality, and other metrics relevant to
       assigned portfolios. Ensuring corrective plans are implemented as needed.

   (5) Ensuring curricula development approaches are compatible with the strategic
       direction and resources of the University and that development activities are
       done in accordance with relevant DAU standards.

   (6) Forecasting learning asset development, revision and maintenance workload
       requirements via the DAU IMP.

   (7) Development and DAU-wide coordination of Course Management Plans
       (CMPs) and Course Transition Plans (CTrPs) in accordance with reference
       1.h. as needed in support of IMP forecasted tasks as well as un-forecasted
       new work.

   (8) Coordinate with appropriate dean(s) and directors(s) to resolve any
       resourcing issues.

   (9) Periodic assessment of the status of learning asset development efforts and
       initiating and coordinating re-scheduling as necessary, consistent with fiscal
       and personnel resources.

   (10) Solicitation for personnel as needed to fulfill the various roles cited in
        directive to include PLDs, LAMs, CMs, IPTs, etc.

   (11) Identifying any additional, course-specific instructor certification criteria in
        accordance with reference 1.g.

   (12) Identifying opportunities to integrate and optimize the reuse of learning
        assets across other portfolios.

   (13) Budgeting for course pilots to include travel needed for initial instructor
        certification for new courses and other transition activities related to new
        curriculum development and fielding.

   (14) Maintenance and integration of respective sections of the DAU Taxonomy.

   (15) Performing duties as a SME and Learning Asset Manager when necessary.

f. Performance Learning Directors (PLDs): Responsible for an assigned Learning
   Asset Portfolio that is organic to an LCIC center. PLDs initially lead Learning
   Asset IPTs to oversee revision and new course development. Specific
   responsibilities include:

   (1) Participation, as appropriate, in their supported career field FIPT and of FIPT
       working groups and various IPTs as necessary (e.g., competency
       development IPT; SME CL module development and coordination; issue
       teams, etc.).

   (2) Management of baselined competency model(s), if so assigned, for assigned
       career field(s) and functional area(s); and performing competency traceability
       analyses to ensure appropriate coverage by DAU Learning Assets.

   (3) Making recommendations regarding the structure and framework for their
       portfolio to respective FIPTs and DACM representatives.

   (4) Performing competency model gap analysis against existing learning assets
       in their portfolio and identifying learning assets needed to resolve identified

   (5) Identifying resourcing and budget estimates needed for course development
       and revision/maintenance efforts, to include pilot efforts.

   (6) Conducting analysis to determine the most appropriate type of learning asset
       for ensuring adequate competency coverage that takes into account university
       strategic direction and resource constraints by FIPTs and other stakeholders.

(7) Approving Terminal Learning Objectives (TLOs) and Enabling Learning
    Objectives (ELOs) and controlling their portfolio allocation to learning
    assets, consistent with baselined competency models.

(8) Preparing relevant portions of Course Management Plan (CMP) or work
    packages for smaller efforts to support Learning Asset IPTs in accordance
    with reference 1.g. Providing periodic status against plan for all efforts.

(9) Preparing relevant portions CTrPs in accordance reference 1.h for major
    curriculum efforts as necessary to ensure smooth transition of learning assets
    from development to operational environments.

(10) Coordinates assessments of the quality, currency and consistency of learning
     products used for DAW certification purposes.

(11) Analyzing curriculum and program evaluation metrics to determine possible
     deficiencies; and developing and implementing corrective action plans to
     address them as necessary.

(12) Coordinating CM curriculum development activities and integrating their
     efforts with LAMs and other Learning Asset IPTs.

(13) Coordinating student and faculty pilot efforts as needed.

(14) Reviewing and approving supporting instructional course documentation,
     such as Instructor Support Packages (ISPs), Time Trackers, Course Syllabus
     and Course Student Assessment Plan (CSAP) and any other required course-
     specific DAU documentation.

(15) Identifying opportunities to integrate and optimize cost-effective reuse of
     learning assets across other portfolios (e.g., multiple uses of learning assets
     based on common competencies such as Risk Management or the
     Acquisition Lifecycle).

(16) Providing recommendations for updates of the Topics and Competency
     portions of the DAU Taxonomy in their areas of functional responsibility.

(17) For new courses, recommending predecessor courses and their retirement

(18) Performing duties as course equivalency review assessment lead SME for
     third party providers as required in accordance with reference 1.f.

(19) Performing duties as a DAU functional SME and LAM when necessary.

g. Learning Asset Manager (LAM): A SME responsible for the development
   and/or the revision and/or the maintenance of one or more DAU Learning Assets
   that comprise the DAU PLM. Such learning assets may be components of a
   course, a continuous learning resource, a knowledge sharing asset or some other
   component(s) of the PLM.

   In the case where DAU learning assets are aggregated into a course or other
   product, LAMs work in a matrix support arrangement as part of a team effort to
   revise and maintain existing learning assets; or for new developments, as part of a
   matrixed Learning Asset IPT initially under the leadership of the PLD. When
   learning assets are aggregated into a Defense Acquisition Workforce Improvement
   Act (DAWIA) training course, LAMs are known as “CMs.”

   In these cited roles, a LAM may be responsible for content in multiple learning
   assets, and may be assigned to a variety of Learning Asset IPTs. Some specific
   responsibilities include:

   (1) Ensuring the quality and currency of assigned learning asset content.

   (2) Performing maintenance on assigned learning assets.

   (3) Preparing supporting documentation such as ISPs for developed learning
       assets as appropriate.

   (4) Communicating when learning asset revisions are needed, or learning assets
       become obsolete, to the appropriate PLD and other stakeholders.

   (5) Maintaining cognizant of state-of-the-art practices in their area of expertise
       via such efforts as partnering and networking with DAU peers, professional
       associations, industry, educational institutions, and OSD policy owners to
       identify cutting edge content and best practices.

   (6) Contributing to the DAU Topics Taxonomy for their areas of responsibility,
       through the appropriate PLD.

      a) Learning Asset IPT: An IPT composed of SMEs, LAMs, ISPs,
         Knowledge Project Officers (KPOs), PLDs, contractors, FIPT members,
         etc. used to design, develop, deploy, revise and maintain a learning asset.

          Learning asset development, revision and maintenance efforts will be
          identified and planned for as part of the DAU budget and IMP process by
          the PLD and Center Director. While a CM will typically be a key member

   of any Learning Asset IPT and is the first choice to lead or participate in it,
   regional resourcing constraints may preclude this assignment in some cases.

b) Course Manager (CM): A LAM for one or more learning products
   aggregated at the DAWIA course level. Serves as the leader of the
   Learning Asset IPT for the daily administration and maintenance of these
   products. When so designated by the PLD, and consistent with Dean-
   approved regional resourcing constraints, the CM also leads the Learning
   Asset IPT for revision and new course development.

   The CM is part of the teaching faculty (typically a member of a regional
   Dean’s organization). Responsibilities include course maintenance duties
   performed via a matrixed relationship under the guidance of the PLD as
   well as administrative duties performed under the purview of their dean.
   These responsibilities include:

   1. CM Course Maintenance/Revision Responsibilities:

       Working closely with the PLD and Center Director to ensure highest
        possible quality of DAU course materials.

       Analyzing student feedback data on a quarterly basis to identify
        systemic issues and recommend possible solutions to PLD.

       Maintaining currency, relevancy and quality of course materials, and
        identifying needed changes.

       Developing a charter for and coordinating efforts of the Learning
        Asset IPT to accomplish revisions/course maintenance.

       Preparing a version change package that summarizes key aspects
        that have been changed or modified in a course and disseminating to
        CMMRs and affected faculty.

       Maintaining configuration control of fielded course product baseline
        and notifying CMMRs (and others as appropriate) of pending
        version updates, facility requirements changes and other changes in
        a timely manner.

       Identifying data rights issues and obtaining necessary clearances
        from copyright holders prior to incorporation into course materials.

       Supporting and participating in student and faculty pilots.

        In coordination with eLTC ISDs and PLDs, developing and
         maintaining supporting course documentation, such as ISPs, Time
         Trackers, Course Syllabus and CSAP and any other required course-
         specific DAU documentation.

        Assisting the PLD in estimating budget and other resource
         requirements for needed course development and revision /
         maintenance efforts.

        Assisting PLDs in equivalency determinations as required in
         accordance with reference 1.f.

        Contributing to the Topics portion of the DAU Taxonomy for their
         areas of responsibility, through recommended changes to the PLD.

    2. CM Course Administration Responsibilities:

        Preparing and submitting course delivery resource requirements for
         considerations as part of regional annual budgets to support
         delivery of fielded courses

        Overall course administration to include the timely coordination of
         proposed schedules for the fielding of new course releases with
         Course Manager’s Regional Representatives (CMRRs), academic
         schedulers and other DAU organizations as needed.

        Coordinating appropriate course requirements requests with
         sufficient lead-times with supporting DAU organizations for printing
         support, reproduction, handouts, etc., needed for course delivery.

        Monitoring consistency of course execution in accordance with the
         course product baseline.

        Participating, under the direction of the Deans, in the faculty training
         and certification process in accordance with reference 1.g.

        Ensuring student course assessments are in compliance with
         reference 1.d.

c) Course Manager’s Regional Representative (CMRR): CMRRs are
   appointed by the respective regional Dean and support the CM. CMRRs are
   responsible to the respective CM for the field-level administration of
   assigned course(s) and other assigned learning assets to include:

         1. Ensuring consistency of course execution in accordance with the course
            product baseline.

         2. Participating, under the direction of the Deans, in the training and
            certification process in accordance with reference 1.g.

         3. Advising their Regional Dean/Department Chair and CM on any issues
            related to the capacity and readiness to execute scheduled course

         4. Providing the version change package provided by the CM to affected

         5. Providing most recent course materials to the teaching faculty and
            support personnel in their region.

h. Faculty: Serve as LAMs and/or members of a Learning Asset IPT.

i. Director, e-learning and Technologies Center (e-LTC): The Director of eLTC
   is responsible for the support of all DAU learning asset development and
   distribution services. eLTC is responsible for leading IPTs to develop and
   maintain DAU’s learning asset development processes, (e.g. Curriculum
   Development Guide, COP Implementation Guide, and BPCH Implementation
   Guide) and design guidance. There are four centers under eLTC.

j. Director of Research and Technology: Responsible for keeping DAU at the
   leading edge of new trends and technologies.

k. Director of Curricula Development: Provides support with analysis planning,
   design, development and production, of learning assets and products; and is
   responsible for instructional systems design across the DAU.

l. Director of Learning Asset Delivery Management: Responsible for the
   operations of the DAU learning management systems (e.g., AtlasPro and
   Blackboard) as well as for the Faculty Performance Development (FPD) program.
   The DAU Chief Education Advisor (CEA) is assigned to this center.

m. Director of Knowledge Management: Facilitates the integration of learning
   assets throughout the PLM and supports knowledge sharing through the various
   elements of the AKMS and communities of practice.

n. Instructional Systems Designers (ISDs): Typically work for eLTC in support of
   on-line and classroom courseware development, continuous learning module

   development and rapid deployment training elements of the PLM. Specifically,

   (1) Support Center Directors, PLDs, CMs and serve as core members of
       Learning Asset IPTs with analysis planning, TLO/ELO development, design,
       development, production, student assessment and evaluation, piloting,
       implementation, revision and maintenance of learning assets.

   (2) Facilitate the integration of learning assets with other PLM elements,
       working closely with Center Directors, PLDs, KPOs, and faculty in general.

   (3) Ensure course documentation to include ISPs, are developed and maintained
       for currency with CMs.

o. Knowledge Project Officer (KPO): Typically works for eLTC in support of
   Center Directors, PLDs, CMs and serves as a member of Learning Asset IPTs
   regarding the management of assigned portfolio of knowledge sharing learning
   assets. Responsibilities of KPOs include:

   (1) Support the development, revision and maintenance of learning assets, and
       advocate knowledge sharing learning asset use and reuse across the PLM.

   (2) Facilitate the integration of learning assets with other PLM elements,
       working closely with Center Directors, PLDs, CMs, ISDs, and faculty in

   (3) Advocate and support the seamless integration and access of PLM learning
       assets via the systems of the AKMS; and establish new Communities-of-
       Practice/Special Interest Areas (CoPs/SIAs), and other knowledge sharing
       systems as required to support the LAMP.

p. Chief Education Advisor (CEA): Ensures that the DAU Faculty Performance
   Development (FPD) program provides learning and support assets to faculty in all
   areas of the PLM and that the program is aligned with faculty performance and
   promotion requirements.

   (1) Serves as the PLD for the FPD program. Develops and delivers training to
       faculty and staff on the LAMP process, instructional design, best practices
       and proper use of technology and multimedia in support of training.

   (2) Responsible for developing, revising and maintaining various curriculum
       development guides, and other documentation of standards and processes as

      (3) Serves as a resource available to all DAU faculty and staff for consultation
          on learning asset development best practices and all phases of learning asset

                                          Joseph E. Johnson
                                          Chief of Staff

1. Definitions of Key Terms
2. LAMP Organization Structure

Attachment 1: Definitions of Key Terms

AT&L Knowledge Management System (AKMS): An umbrella term that
encompasses the various elements making up the totality of various DAU knowledge
sharing resources, communities of practice, special interest areas, best practices,
search engines, and other knowledge sharing resources.

Competency: An observable, measurable pattern of skills, knowledge, abilities,
behaviors & other characteristics that an individual needs to perform work roles or
occupational functions successfully. Competencies are developed and attained
through education, training, rotational assignments, experience, professional
development and self-development (OPM definition).

Competency Model: A hierarchal, structured listing of competencies applicable to a
specific domain or career field. The DAU Competency Model is a three level model
that is structured into (1) Topics, (2) Elements or Competencies and (3) Knowledge
Areas or Sub-Competencies.

Continuous Learning (CL) Module: A collection of unified Learning Assets at the
product level that may be associated with acquisition workforce certification, smaller
in scope than a course, delivered by distance learning and not supported by an

Course: A collection of unified Learning Assets at the product level normally
associated with acquisition workforce certification. Mode of delivery may be via
distance learning or classroom or a combination of approaches.

Course Design Document (CDD): The CDD describes the detailed design aspects of
a course or course component. Typical CDD contents include course architecture,
interface descriptions, and other details. See reference 1.h.

Course Management Plan (CMP): The CMP sets direction and provides the details
for development of a major learning asset such as a new or significantly-revised
certification course; or overall career field re-engineering effort; or new CL module
development. The CMP minimally describes that work to be done, the resource
requirements, methodology and lifecycle to be used, procedures to be followed,
schedules and the way that the work effort will be organized. The CMP is
coordinated among all affected parties; its approval represents a commitment to
perform against CMP schedules by all parties involved. See reference 1.h.

                                    1                                   Attachment 1
Course Syllabus: A summary of key aspects of a course that includes course
characteristics, description and objectives, target audience, pre-requisites, media and
instructional methods, and assessment strategy.

Course Student Assessment Plan (CSAP): A plan that documents performance
criterion/criteria for each learning outcome or goal and appropriately designed
criterion-referenced methods for those goals. See reference 1.d.

Course Transition Plan (CTrP): The Course Transition Plan (CTrP) is a plan,
agreed to by the developer, the course implementer, and regional Deans as needed,
which specifies in detail, how a course or other learning assets will transition from the
development environment to its operational setting in terms of faculty delivery. See
reference 1.g.

Curriculum: A set of courses constituting an area of specialization or making up a
specified learning program. See reference 1.c.

Development: Encompasses all those activities to create DAU Learning Assets and
Products that are not revision or maintenance.

Director, Acquisition Career Management (DACM): Provide workforce
management and comprehensive career management and development programs for
the various services and DoD components outside the military departments.

DAU Taxonomy: A conceptual, multi-leveled structure of terms broken out into
sections consisting of topics, roles, certifications, competencies, events, locations,
organizations and resources that is used as the controlled vocabulary to organize and
classify all of the DAU’s learning assets.

Defense Acquisition Workforce (DAW): Also referred to as the “AT&L
workforce”, is the entire community for which DAU Learning Assets are created.

Framework: An over-arching learning architecture used for the DAW. The
framework is structured into a set of common core, functional core and assignment-
specific courses, CL modules and other learning assets. Currently implemented by
the “core plus” model.

IPT: A team composed of representatives from appropriate functional disciplines
working together to build successful products, identify and resolve issues, and make
sound and timely recommendations to facilitate decision-making.

Integrated Management Plan (IMP): An annual plan that forecasts DAU-wide
facility and faculty resources needed for course delivery and as well as course

development, revision and maintenance activities for future FYs. The plan is
prepared approximately 12-18 months prior to the forecasted FY start. It includes
sections with faculty regional work loading for anticipated learning asset
development, revision and maintenance.

Integrated Product Process Development (IPPD): A systematic approach to
product development that achieves timely collaboration of stakeholders throughout
the product lifecycle to better satisfy customer needs.

Instructor Support Package (ISP): A set of detailed supporting materials and
explanatory documentation associated with a classroom or other learning asset for
instructor use in preparation and delivery. The package is prepared by the LAM in
accordance with reference 1.h.

Knowledge Project Officer (KPO): Provides project management, administration
support, operational and technical support to elements of the AKMS. KPOs develop
and maintain knowledge access gateways such as the web-enabled Integrated
Framework Chart (IFC) and Defense Acquisition Guidebook (DAG). KPOs interface
with DAU SMEs to facilitate knowledge sharing and the seamless integration and
access of PLM learning assets via the systems of the AKMS. KPOs also provide
matrixed support to LCIC Center Directors to build, maintain and facilitate the
activity of knowledge communities in the Acquisition Community Connection (ACC)

Knowledge Sharing Asset: Those assets that fall under the Knowledge Sharing
element of the PLM. These assets represent many different and diverse types of
learning and job support aids such as Communities of Practice (COPs), Special
Interest Area (SIAs), best practices, Ask-A-Professor (AAP) questions and answers,
VOD/POD casts, ACQuipedia articles, performance learning tools, the IFC, and
various guidebooks/handbooks.

Learning Asset: A Learning Asset is any item with learning content that is useful
and contributes to the success of learning. (e.g., audio, video, graphics, text,
document or part of a document) or that can be used to cause learning and result in an
acceptable performance. Learning assets are combined in various ways to create
unified learning products.

Learning Asset IPT: An Integrated Product Team (IPT) composed of SMEs, LAMs,
ISDs, KPOs, PLDs, contractors, FIPT members, etc. used to design, develop, deploy,
revise and maintain a learning asset. IPPD will be used to the maximum extent
possible for Learning Asset IPT.

Learning Assets Digital Repository (LEADR): An umbrella term used to refer to a
set of physical repositories and content management systems (e.g., ATLAS LMS,
Blackboard, ACC, BPCh, etc.) that are used by LAMs to manage their assets.
Collectively, the LEADR is the system of record for all appropriate DAU owned
learning assets

Learning Asset Manager (LAM): A LAM is typically a SME in a specific area or a
generalist with broad experience in teaching integrated courses. A LAM may be a
DAU faculty, or assigned from an external source. LAMs develop, revise and/or
maintain DAU learning assets. See also CM.

Learning Asset Portfolio: A collection of DAU Learning Assets that supports a
defined segment of the DAW. LCIC Centers are organized around Learning Asset
Portfolios primarily related to DAWIA certification.

Learning Management System (LMS): A software system that provides a delivery
mechanism for on-line, distance learning courses and other learning assets.

Learning Content: see Learning Asset

Learning Product: A Learning Program end item delivered to an end user (typically
an AT&L workforce member). Learning Products include, but are not limited to,
DAU courses (regardless of mode or method of delivery), Continuous Learning
Modules and other learning assets. Learning products are a unified combination of
various learning assets. See reference 1.c.

Learning Program: An entire family of DAU curricula that supports a specific
homogenous occupation field (e.g., Logistics or Information Technology) or a
heterogeneous functional track (e.g., Acquisition Management). See reference 1.c.

Maintenance: Involves the normal offering-by-offering review of course materials
for accuracy, currency completeness, etc. (an eMTS definition).

Modernization: See Development (an eMTS definition)

Predecessor Course: A course that has been retired and replaced by one or more
courses. DAU predecessor courses are allowable substitute courses that are permitted
to be substituted for current course prerequisite and certification requirements for a
specific time period, minimally 24 months or as designed by the PLD.

Performance Learning Model (PLM): An overarching learning model, that focuses
on the totality of the range of DAU learning assets available to the DAW. Legs of the

PLM include DAWIA training courses, performance support activities, continuous
learning and knowledge sharing.

Prerequisite Courses: A course/set of courses where learning objectives, knowledge
and skill were attained through successful completion/graduation. See reference 1.e.

Position Catagory Description (PCD): A formal description, by DAWIA career
field, that includes typical workforce member duties. Prepared and validated annually
by the FL and DACMs, a PCD is used by position classifiers in the service and
agencies to determine if a given workforce position is an acquisition position.

Overarching Functional Integreated Product Team (O-FIPT): A body that meets
periodically that is comprised of the Executive Secretaries of the respective career
field FIPTs to deal with common, cross-cutting issues and initiatives.

Revision: Encompasses modification and or rewrites to learning asset content of
already existing courses or other learning products (an eMTS definition).

Sharable Content Object (SCO): A collection of one or more digital learning assets
that utilizes the SCORM Run-Time Environment to communicate with a Learning
Management System (LMS). An SCO represents the lowest level of granularity of
learning resources that can be tracked by an LMS. See reference 1.a.

Sharable Content Object Reference Model (SCORM): A model that references a
set of interrelated technical specifications and guidelines designed to meet DoD high-
level requirements for distributed learning content. See reference 1.a.

Time Tracker: A locally developed eLTC form used by the CM and ISD personnel
to document and compute student effort in terms of time (including seat time,
administration and outside class efforts) to complete a course. Time Tracker Results
are used to determine Continuing Education Units (CEUs) and to satisfy other
equivalency needs. Generally administered as part of a student pilot for a new course
or updated when significant course revisions take place otherwise.

Version Change Package: A document, provided as part of the release of a new or
revised course, that lists its current version number, the various components making
up that new or revised course, and summarizes changes from the previous baseline to
the current one.

Attachment 2: LAMP Organization Structure

                  LAMP Organization Structure
                                             Functional Leaders

          Functional                          Center Directors
            LCIC/SPM                        Performance Learning
             Director                             Directors
           Learning                           Course Managers                 Manager
            Assets                                                             (LAM)



               ELTC provides ISD, KPO and Educational support for all levels

                                              1                       Attachment 2

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