The Program Hierarchy in VISION provides a structure for a curriculum—organizers, courses, and lessons. It should be a sequentially ordered structure of learning that begins at the top with courses arranged in the sequence in which they should be taught. If a Training Program Guide exists, the Program Hierarchy should replicate the courses listed in the Guide.
Standards |
1.All approved objectives are assigned to a unit of instruction with no exceptions- usually between 4 and 15 per unit of instruction. 2.Task to Training Matrix (TTM) shows that all tasks are taught via an objective and assigned to a lesson. 3.The Program Hierarchy reflects the courses and lessons in The Training Program Guide if appropriate. 4.Fixed continuing training topics (topics that are part of a backbone schedule of refresher training based on DIF ratings) are listed underneath an organizer with type Continuing Training selected in the drop-down menu of the Organizer Type. |
Best Practices |
•Like all hierarchies, keep it simple. The Program Hierarchy may include program steps as organizers with courses and lessons (training units in VISION) within them. For continuing training, organize by year. •Prerequisite lessons come first, followed by more advanced lessons. •Link learning objects in a sequential order that is best for learning within training units. •Typically, enabling learning objects are linked to lab and classroom lessons, while terminals are linked to performance lessons such as OJT/TPE. The terminal may very well be the only objective linked in a lesson, taught during On-the-Job Training (OJT) and evaluated with a Task Performance Evaluation (TPE) or Performance Assessment training unit in VLS. •In some cases, elements of tasks may have been turned directly into learning objects instead of being consolidated. These are also often taught in the OJT/TPE lesson along with the terminal. •Flexible (topics that are not part of a fixed or backbone schedule) continuing training topics can be listed under an annual organizer indicating the appropriate year taught. •The benefit of learning objects in VISION is that they are designed to be independent and reusable and thus shareable. Learning objects can be linked to more than one course which then allows learning objects to be used to refresh learners on specific knowledge or skills. For example, reusable learning objects can be used in continuing training where only a sub-set of the initial training program objectives are required. •If learning objects are shared to other courses for a different audience, they must be suitable as written for that audience, including the evaluation instruments used to evaluate them. If the learning object, content, or evaluation items need to be altered for a new audience, then the learning objects should be copied rather than shared. |
