Single SCO Survey the DAU LMS N/A of Module The survey SCO communicates to “End Survey” SCO that the end of course survey is to be generated. It contains no content, but it is the SCO that must be completed in order for a student to be graduated. Single SCO Table 2 Continuous Learning Module Instructional Area Naming Conventions – From the examples cited in Table 2, a corresponding table of contents as shown to the learner by the DAU LMS would be: Commercial Item Acquisition - Module Market Research Lesson – The Significance of Market Research Topic – Market Research Exam Exam SCO – End of Module Survey Survey SCO – 3.4.2 Distance Learning Course Naming Conventions Naming conventions establish for designers and developers a common nomenclature for each design component. NAMING LEARNING OUTCOME EXAMPLE DESCRIPTION CONVENTION LEVEL TITLE Course Performance Outcome A Course is the highest level of organization. – “Performance at the highest level, A course is composed of a set of closely Logistics describe the learner’s related lessons that support the learner’s (PBL)” change in acquisition of a new skill set, body of behavior. knowledge, or attitude. All lessons and topics within a course support the ultimate performance outcome: a measurable/observable change in behavior. Continuous learning points and CEUs are offered at the course level. Multiple SCOs Module Performance Outcome or OPTIONAL Phase 1” “PBL Terminal Learning OPTIONAL Objective In a very long, complex course, lessons may sometimes be grouped together and termed Modules. This option is available to designers at their discretion. Lessons should only be grouped in modules when this organization significantly aids the learner. Multiple SCOs
Single SCO Survey SCO N/A The survey SCO communicates to the DAU LMS that the end of course survey is to be generated. It contains no content, but it is the SCO that must be completed in order for a student to be graduated. Single SCO “End of Module Survey” Table 2 – Continuous Learning Module Instructional Area Naming Conventions From the examples cited in Table 2, a corresponding table of contents as shown to the learner by the DAU LMS would be: Commercial Item Acquisition - Module Market Research – Lesson The Significance of Market Research – Topic Market Research Exam – Exam SCO End of Module Survey – Survey SCO 3.4.2 Distance Learning Course Naming Conventions Naming conventions establish for designers and developers a common nomenclature for each design component. NAMING CONVENTION LEARNING OUTCOME LEVEL DESCRIPTION EXAMPLE TITLE Course Performance Outcome – at the highest level, describe the learner’s change in behavior. A Course is the highest level of organization. A course is composed of a set of closely related lessons that support the learner’s acquisition of a new skill set, body of knowledge, or attitude. All lessons and topics within a course support the ultimate performance outcome: a measurable/observable change in behavior. Continuous learning points and CEUs are offered at the course level. Multiple SCOs “Performance Logistics (PBL)” Module OPTIONAL Performance Outcome or Terminal Learning Objective OPTIONAL In a very long, complex course, lessons may sometimes be grouped together and termed Modules. This option is available to designers at their discretion. Lessons should only be grouped in modules when this organization significantly aids the learner. Multiple SCOs “PBL Phase 1”
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