Proposals


 * Proposals**

Competitive proposals address the specifications of the SOW/RFP. Each proposal (approximately 5 pages, Times Roman 12, 1-inch margins) must follow a formal instructional design model  (eg. Gagne’, ADDIE, Rapid Prototype, etc.) and contain reports specifying the allocation of resources, project timeline, tasks, etc. using MS Project Manager.


 * Personnel are limited to your team members. Tracking of work hours and costs are optional. The proposal MUST use technology as a tool for delivery of content and/or by the learner for completing the tasks. I'm more concerned about content than style and presentation, but organize your work clearly and without grammatical and spellings errors. There is no absolute form for a proposal but an outline might look similar to this: Title  ||
 * Introduction ||
 * Concept ||
 * Purpose ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Objectives ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Deliverables ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">(Rapid Prototype Design) ||
 * Analysis ||
 * Vertical Slice / Sample Screens ||
 * Programmer Ready Materials ||
 * Implementation Phase ||
 * Evaluation (eg. Kirkpatrick Model) ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Timeline (do not use specific dates for this activity) ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Resources/Timeline/Cost ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Guarantee/Warranty ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Conclusion ||
 * <span style="display: block; font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Appendices (MS Project Manager reports, sample screens, flowchart, illustrations, diagrams, pictures, etc.) ||




 * CBT LEVELS**

<span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;"> Levels of Interactivity are general classes of richness, sophistication and realism of interactivity the student experiences in Computer Based Training (CBT). The definitions are applicable to all types of e-learning, Technology Based Training (TBT) and Web Based Training (WBT). When aligning a customer’s expectations with a vendor’s vision of the deliverable it is important to construct a prototype as a first step in the process.

Level 1 <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">As the lowest (baseline) level of CBT development, this level is normally a knowledge or familiarization lesson, provided in a linear format (one idea after another) and is sometimes referred to as a "Page Turner." Level 1 is primarily used for introducing an idea or concept. The user has little or no control over the sequence and timed events of the lesson material. Minimal interactivity is provided by selective screen icons and inserted into the lesson through typical input/output peripherals and programming protocols. This may include simple developed graphics and/or clip art; customer provided video and audio clips.

Level 2 <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">This involves the recall of more information than Level 1 CBT and allows the student more control over the lesson’s scenario through screen icons and other peripherals, such as light pens or touch screens. Typically Level 2 is used for non-complex operations and maintenance lessons. Simple emulations or simulations are presented to the user. As an example, the user is requested to rotate switches, turn dials, make adjustments, or identify and replace a faulted component as part of a procedure. However the scenarios are single path scripted and incorrect selections or departure from the required sequence of steps is greeted with context/non context appropriate feedback message. This also may include simple to standard developed graphics, and/or clip art, and customer provided video and audio clips.

Level 3 <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">This involves interaction more complex information models (compared to categories/levels 1 and 2 CBT) and allows the user an increased level of control over the lesson scenario through peripherals such as light pen, touch screen, track ball, or mouse. Video, graphics, or a combination of both is presented simulating the operation of a system, subsystem, or equipment to the user. The lesson scenario training material typically is complex and involves more frequent use of peripherals to affect a transfer of learning. Operation and maintenance procedures are normally practiced with category/level 3 scenarios and students may be required to alternate between multiple screens to keep pace with the lesson material. Multiple software branches (two to three levels) and rapid response are provided to support remediation. Emulations and simulations (constrained models) are an integral part of this presentation; however, these are not full free play simulations. This may also include complex developed graphics, and/or clip art, and customer provided video and audio clips. <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;"> This CBT category/level involves more in-depth recall of a larger amount of information (compared to lower categories/levels) and allows the user an increased level of control over the lesson. Every possible subtask is analyzed and presented with full, on-screen interaction, similar to the approach used in aircraft simulator technology. The lesson material is extremely complex and involves more frequent use of peripherals to affect the transfer of learning. This category/level normally supports certification, re-certification or qualification requirements. Complicated operation and maintenance procedures are normally practiced with category/level 4 and involve all of the elements of categories/levels 1, 2, and 3 plus the following:
 * Level 4**

• High degree of interactivity • Extensive branching (four or more levels)

• <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">Levels of sophistication (short of artificial intelligence).