GLTS Abstracts

Alex Autry, Assistant Director, Chief of Instructional Quality, Air Technology Network, USAF; Medical Interservice Satellite Training (MIST) Director; President, FGDLA


A Distance Learning Training Remedy

Thursday, November 30, 2017, 2:30-3:20 PM Room 150A

The DOD and VHA have enriched their partnership to meet the ongoing training requirements associated within their professions. Expanding and amplifying their existing training programs to broaden their capabilities to reach their distance learning community worldwide. Integrating multiple mediums and technologies along with employing an array of training strategies has provided proven results and significantly reduced the cost of training within the federal government. The training partnership incorporates deploying live and prerecorded programs from the VHA’s Employee Education System, DOD medical schools, and a variety of commercial and academic sources are broadcasted to over 200 classrooms worldwide and saving the government millions of dollars.


Cindy Caltagirone, Program Specialist, Federal Probation and Pretrial Academy, Federal Law Enforcement Training Center, U.S. Courts


Rolling Out iPads to the Instructors at the Federal Probation Pretrial Academy

Wednesday, November 29, 2017 1:30-2:20, Room 150B


In January 2017, instructors at the Federal Probation and Pretrial Academy (FPPA) located on the Charleston campus of the Federal Law Enforcement Training Center (FLETC) sported a new iPad Air 2 as they began classes for the New Year. Students saw confident instructors using new technology without a hitch to enhance their classes and increase student engagement. Little did they realize how much planning went on behind the scenes to ensure a smooth implementation.


This presentation is about the adoption and implementation of rolling out iPads to 25 instructors. While lessons learned, logistics, experiences and observations will be shared, the main focus will be on how peer instructors helped champion and support the new technology.


Tim Carrier, Manager, Distance Education Team, Office of Legal Education, Executive Office for United States Attorneys, US Department of Justice


Office of Legal Education Case Study: Leveraging Residential Training in Distance Learning

Thursday, November 30, 2017 1:30- 2:20 PM Room 150A


The Office of Legal Education operates a major residential training facility for DOJ Attorneys, Staff, Law Enforcement and State and Local partners. Located in Columbia, South Carolina, the National Advocacy Center regularly trains over 12 thousand residential students a year, offering hundreds of courses on dozens of topics related to the law and law enforcement. However the needs of the served community far exceed even this capacity. There are more students requesting training than space and budget allow for. There are also staff who, for personal or professional reasons, are not able to travel to the facility. For nearly 20 years, OLE has explored various methods of leveraging the resources devoted to residential training to extend access to the distant learner, using classroom recording/lecture capture, live delivery, recorded delivery, and hybrid virtual webinar classrooms, among other methods. This panel of long-time staff with a range of expertise, from content expertise, to instructional design, to technical issues, to demonstrate methods and explore lessons learned.


Helen Chamberlain, Government-wide Section 508 Training & Outreach Director, Office of Government-wide Policy, Office of Information, Integrity & Access, General Services Administration; and Alex Koudry, Director, Center for Information Technology Access, General Services Administration (GSA)


Ensuring Contracts include Accessibility as Required by Section 508

Wednesday, November 29. 2017, 9:00-9:50 AM Room 150B


This session will start with a presentation on how Section 508 is implemented in the FAR. This will be followed by a discussion of how accessibility needs to be considered at each phase of the acquisition life-cycle. Finally, a demonstration of GSA tools will be provided that are available to help agencies contract for accessible distance learning solutions.


Greg Frederick, Learning Technology Specialist, Joint Forces Staff College, National Defense University; and David Palmer, Senior Regional Sales Executive, DoD/Intel, Blackboard, Inc.


Blackboard for Government: Technology Roadmap

Wednesday, November 29, 2017 2:30-3:20 PM Room150B


Dr. John F. Hemleben, Dean of Academics and Chair of the Distance Learning Coordination Committee, College of Distance Education and Training, Marine Corps University


Pitfalls When Navigating the Complexities of a Distance Learning Organization

Wednesday, November 29, 2017, 11:00-11:50 AM Room 150B


The ubiquitous nature of distance learning within the federal government including the military services has generated greater interest from those at the executive levels of decision making. We practitioners in the distance learning business can ill-afford the mishandling of dwindling resources as we either expand DL programs or simply maintain what we have. A variety of pitfalls exist and we oftentimes “don’t know what we don’t know.” Dr. Hemleben offers a series of examples of potential pitfalls he has observed in areas such as organizational purpose, the composition of the workforce, policy making, information and educational technologies, business practices, student services, contracting, logistics and interacting with outside entities affecting the organization. These areas, although complicated and somewhat broad, will be distilled down into practical examples, useful to those in the DL business. The information presented may serve as validation for what you have experienced in your organization, or it may prevent you from making a serious mistake. This will be an attempt to begin to “know what we don’t know.”


Dr. Jolly Holden, Associate Professor, School of Education, American InterContinental University;

Executive Director and Co-founder, FGDLA


The Cognitive Science of Learning – Concepts and Misperceptions: Implications for Instructional Design

Wednesday, November 29, 2017 2:30-3:20 Room 150A


Cognitive science has revealed learners differ in their abilities with different modalities, but teaching to a learner’s best modality does not affect learning outcomes. What does matter is whether the learner is taught in the content’s best modality…people learn more when content drives the choice of modality. Consequently, in this presentation, we will review some of the latest research from neuroscience pertaining to memory and learning in analyzing Ebbinghaus’ forgetting curve, as well as evaluating the efficacy of learning styles as they pertain to predicting learning outcomes, and the misperception of Edgar Dale’s Cone of Learning.


Dr. Carla Lane, Professor, Instructional Design for Online Learning, School of Education, Capella University; Vice President Higher Education, FGDLA Board of Directors; and, Dr. Tina Houareau, Senior Instructional Designer, Capella University


The 21st Century Instructional Designer: Change Agent and Leader

Wednesday, November 29, 2017 1:30-2:20 PM, Room 150A


Being a change agent is not something that has normally been associated with instructional designers, yet it is a skill that is often brought to the job. Instructional designers see when learning is not as consistently effective and that learners are not always enthusiastic about learning. Change involves identifying the problem, creating new instructional strategies, pilot research/testing, formative evaluations that lead to downstream revisions, and effective implementation and dissemination to change the culture of the organization. Instructional designers can be effective change agents and this session will cover the strategies that work.


Since instructional designers play an integral role in designing and developing online products that are meant to further the careers of adult learners, they must know how to be thought leaders in their practice. Over the years, researchers have proposed that IDs can improve the quality of online products through the application of the right leadership competencies to their day-to-day activities. However, in the higher online education environment, many administrators are finding that an increasing number of novice and veteran IDs still lack many of the basic leadership competencies needed to perform their jobs well.


Although standard instructional design competencies are well recognized for best practices, leadership competencies are virtually absent from the IBSTPI and AECT taxonomies. Studying the gaps in these taxonomies can reveal how the roles and responsibilities of IDs are affected in the workplace.


The results of this study suggest that a series of leadership competencies are necessary for IDs in online universities. The consensus among the research participants makes a strong implication that IDs believe that leadership competencies are critical to their doing their jobs and that insufficient attention is currently being paid to how they are learning these competencies and the types of leadership resources and opportunities that are available to them in online universities.


For change to occur within an organization, the organization must have the learning agility to respond to adaptive challenges. IDs are equipped to lead change in universities because, along with a passion for lifelong learning and appreciation for competency-based education, they have familiarity with instructional and adult learning theories, are well versed in the nuances of multimedia fundamentals of online learning, and know how to use research to inform practice. New research shows that instructional designers who work in online universities need a specific set of leadership skills to perform their jobs.


Universities that are currently offering online courses as well as those that may venture into online course offerings in the future would benefit from a strong and collaborative partnership between faculty and instructional designers. Having IDs who are mindful of the leadership competencies critical to their profession will only strengthen that partnership. By being purposeful about their leadership roles in higher education institutions, instructional designers can help improve the quality of the online courses they develop on a day-to-day basis. New research shows that instructional designers who work in online universities need a specific set of leadership skills to perform their jobs.


Dr. Frances Kassinger, Training Manager, TEI Coach, Enterprise Business Solutions, Office of the Chief Information Officer, U.S. Department of the Treasury


Micro-Learning: Menu of Learning Quick

Thursday, November 30, 2017, 3:30-4:20PM, Room 150A


Micro-learning is the new buzz word in distant education and training. What is it? How does it work? Does it facilitate cognitive development or is it a new name for an already known technique? The Department of the Treasury Enterprise Business Solutions (EBS) team evaluated made surprising discoveries about this latest approach to distant learning technologies. Join the EBS team to gain better understanding of the je ne sais quoi of Micro- learning. See how it may also work for your organization remote learner.


Dr. J. Richard Kiper, Special Agent, U.S. Dept. of Justice, Federal Bureau of Investigation


FBI OPTIC (Objectives, Policies, Tasks for Instructional Content)


Thursday, November 30, 2017, 11:00-11:50 AM Room 150


In the federal government, training managers must respond to changes in hundreds of Organizational Policies (OPs) and Business Processes (BPs). There is a strong relationship between OPs, BPs, and traditional training products, because lesson plans must reference the policies that authorize the content and the processes (or job tasks) that are conveyed by the content. When OPs and BPs change and the training products do not, the training becomes either 1) irrelevant, because it teaches concepts that are no longer part of the updated OPs and BPs; or 2) ineffective, because the training no longer covers current requirements. The problem is obvious: After training products leave the “assembly line” of instructional development they lose their association with the supply source of OPs and BPs. Without a link back to the changed OPs and BPs it is difficult for the agency to “recall” the training products and retrofit them with current information. And without those linkages, it is impossible to rack-and-stack OPs and BPs to determine enterprise wide learning gaps. The solution is surprisingly simple: Treat instructional programs as investigative cases. This presentation introduces a research-based framework called OPTIC, which stands for Objectives, Policies, and Tasks for Instructional Content. Although this proposal is presented from the perspective of a federal law enforcement agency, it is applicable to any agency that manages training on a large scale.


Alexander Koudry, MS, ATP, PMP, RET, CPACC. Program Manager, Center for Information Technology Access (CITA), Office of Administrative Services, General Services Administration


Assistive Technologies (AT) and Distance Learning

Wednesday, November 29, 2017, 10:00-10:50 AM Room 150B

How AT is used by persons with disabilities to access web content. This session will showcase several kinds of AT and provide insight into the importance of creating accessible distance learning courses and learning management systems. Resources for learning more about accessibility will also be provided. The presenter is a credentialed Assistive Technology Professional and Rehabilitation Engineering Technologist., both from the University of Maryland University College.


Salih Cem Kumsal, Training Technologies Staff Officer, NATO Allied Command Transformation


NATO’s e-Learning Program and Vision

Wednesday, November 29 2017 11:00-11:50 Room 150A


NATO continues to increase its use of online learning, or eLearning, as well as blended learning, which prepares student for residential courses and, in many cases, provides the only opportunity for a training course prior to deployment. NATO’s vison on future e-Learning technologies will be covered included how NATO invests. There will executive level information provided about NATO’s plans.


When Allied Command Transformation (ACT) was created in 2003 during the Prague Summit, following the direction of the Heads of State of NATO nations, its mission was to lead NATO in transforming its military structure, forces, capabilities and doctrine. One of the key elements in this task was to improve and enhance education and training throughout NATO, ensuring NATO and its partners were fully prepared for future challenges. With great foresight, the designers of this new Command created a small section to introduce NATO to an emerging concept of online learning called Advanced Distributed Learning (ADL), and to ensure technology enhancements relating to education and training would be identified and used where feasible.


Over the last 11 years, the use of online technology, to provide education and training, has not only become accepted by our military leaders as an excellent tool for efficient delivery of education and training to large numbers “anytime, anywhere”, but has also been adopted by the academic world. Students, from undergraduate-level up to PhD-level, can perform their studies online. NATO’s ADL courses are available through the ILIAS database over ACT’s Unclassified and Secret networks. NATO continues to increase its use of online learning, or eLearning, as well as “blended learning”, which prepares student for residential courses and, in many cases, provides the only opportunity for a training course prior to deployment.
The most common form of e-Learning used in NATO is Advanced Distributed Learning (ADL), also referred to as Web-based Training (WBT). ADL features educational, or training courses, delivered over a network using a standard web browser. Other e-Learning technologies include Computer- based Training (CBT), immersive training, mobile learning (m-Learning), and transmedia learning. ADL follows a set of standards and specifications known as the Sharable Content Object Reference Model, or SCORM. This model has become an internationally accepted industry standard for e-Learning development and delivery. All NATO courses are SCORM-conformant.


The term ADL embraces NATO’s immersive training courses as well as those formatted for delivery using mobile devices, such as tablets and smart phones. Many of these courses can be used in blended-learning (transmedia) solutions. No standalone CBT courses are included, as this form of technology is rapidly becoming outdated. This catalogue represents over 580 hours (80 days) of instruction available to NATO and partner nation students. It is a body of educational material that has been accessed by more than 85,000 users in various locations around the world. Published content is updated as needed, and new courses are being developed continually.


VOHQ is a technology demonstrator for a persistent, online, virtual training framework, available to users anywhere at any time.
It uses innovative technology to improve and expand the reach of operational training for NATO Forces, regardless of their location. The VOHQ ensures a training experience, shaped to the specific environment and training requirements. Since the tool provides the opportunity to train collective skills in a personal way, it fits between E&IT and Collective Training.


The system is capable of supporting pre-deployment training, targeting process, BST or JOC training, augmentees, newcomers integration or familiarization training, generally as small training teams. As a result, we should expect among other things: Increased training time; Frequent and flexible procedural training; Intense, remote CIS training; Enhanced familiarization, collaboration and cohesion; Better mission and exercise preparation. The system supports the following features: Accessible through web browser or desktop application; Virtual infrastructure representing several laydowns (tent, ship, barracks etc); TEXT, VOiP, P2P, EMAIL communication for individuals and groups; Briefing, lecture, meeting; VM-ware integration to provide real HQs current CIS applications; Avatar customization; Direct access to NATO virtual training courses; Access to DHS content (maps, documents, doctrines etc.).


Connie C. Morrow, MAEd-AET, CRT, Training Program Administrator, Outreach Division, USAF Diabetes Center of Excellence, Lackland AFB, Texas


Challenges, Successes, and lessons Learned, Regarding DCS, DCO, and Face-to-Face Blended Learning/Training

Thursday, November 30, 2017 9:00-9:50, Room 150B


This session is an overview of how one small clinic’s Outreach division creates, develops, and implements worldwide diabetes training through the virtual arm of education. Pertinent resource tools are more than necessary, they are essential in providing education to staff and providers. We use technology (primarily Defense Collaboration Services–DCS platform) to deliver training to remote Military Treatment Facilities (MTFs). Challenges, successes, and lessons learned regarding online meeting rooms, chat rooms, video teleconference rooms, and blended learning will be discussed.


Through three unique educational offerings (30-minute webinar, one-hour eConsult via online meeting room, three-day blended learning combination VTC/DCS/face-to-face), the use of technology has permitted the Diabetes Center of Excellence (DCOE) to streamline some basic, yet core collaboration with the military medical community. By using varying technological platforms, the DCOE has extended its resources and expertise to the US Air Force, US Army, US Navy, and Veteran Administration medical facilities. As technology has advanced, the DCOE has added a patient-centered educational platform via Medical Interagency Satellite Training (MIST).


Randy Palubiak, President, Enliten Management Group; Treasurer FGDLA Board of Directors


The Impact of The Internet of Things (IoT) and Video Content Management Systems (VCMS)

Thursday, November 30, 2017 2:30-3:20 PM Room 150B


The Internet of Things (IoT) is all about connecting and controlling devices. According to some, it may be the next greatest thing since…the microwave, cell phones, the Internet. It’s the means by which individuals can control devices throughout their house, car and other connected environments. For organizations, including government agencies, it provides the ability to manage the flow of information and content across the enterprise, managing networks, controlling devices and managing the content, including contributions, access, and tracking views, usage and business results.


Organizations have used centralized video management systems for decades to control media devices in widely dispersed offices and facilities. This includes, what may now be considered basic functions such as, turning on and off designated televisions and devices, issuing record and playback commands, and opening microphones in select training rooms. Leading organizations have used their networks to gather data to track viewing trends and measure business outcomes. So essentially, the concept of IoT is not new to knowledgeable and experienced enterprise video users and vendors. However, today’s technology is far more advanced, providing extensive functionality and video content management capabilities. This enables video content to be readily available and easily accessible, usage to be tracked, and results measured to provide actionable, meaningful business data. In addition, today’s technology facilitates the recording of the entire employee learning experience.


Dr. Jonathan Peters, Chief Motivation Officer, Sententia


Best Practices for Implementing Gamification in the Workplace

Part 1: Thursday, November 30, 2017, 9:00-9:50 AM, Room 150A

Part 2: Thursday, November 30, 2017, 10:00-10:50 AM, Room 150A


Gamification is an important and powerful strategy for influencing and motivating people in the workplace. Unfortunately, many people think that gamification means adding a game to their corporate training or letting their employees “play” all day. Simply defined, gamification uses game attributes and game dynamics in a non-game context. It deconstructs the psychology of games in an authentic way to drive the behavior you want or need. Using case studies from real-life programs for organizations such as Brown University, Amazon, Wyndham Properties, ATB Financial, UBM, and more… you’ll learn how and why Gamification works, in what context it is most effective, and what the limits are to this approach of employee engagement in HR, corporate learning, and talent development. Through hands-on application combined with anecdotal and empirical data, you will experience the good, the bad, and the ugly of gamification strategy design.


In these sessions you will learn… how gamification tackles challenging problems and provides real-time understanding of challenges
how to structure gamification mechanics and motivators to generate needed change how to map a practical method for approaching gamification in your organization


Dr. Mark Pettinato, Biomedical Engineer/Educator, CUA
School of Engineering
Biomedical Engineering Department, U.S. Department of Health and Human Services


Instructional Design Neurocognitive Strategies to Support Research Subjects with Traumatic Brain Injury (TBI): Current Research Topics

Thursday, November 30, 2017 11:00-11:50 AM Room 150B


Learning is defined as the gaining of knowledge or skill; it is a neurobiological formation of multi- dimensional synapses yielding neural pathways or routes. Each student has an individual neurobiological formation resulting in personalized methods to acquire, comprehend and recognize data, which constitutes their individual intelligence or modality and learning style. A study explored the use of a cognitive rehabilitation approach for its potential application to distance course design for traumatically brain injured patients (TBI). Two groups were created consisting of an experimental group that took the course based on matching students’ learning modes and a control group who were instructed in the traditional lecture and text distance course. The results of this study will be examined. Additionally, current research areas in the discipline will be discussed and reviewed.


User Groups/Roundtable Discussions and Networking Reception


Thursday, November 30, 2017 3:30-5:00 PM Room 151A

Meet with other Federal Government users to share best practices, find solutions, look for opportunities to collaborate and create strategic partnerships—continue collaboration throughout the year through the Federal Government Distance Learning Association’s ( These roundtables will be conducted as part of our scheduled sessions and will be moderated by Government practitioners. Special interest areas will include media selection, interactive TV, instructional design, cognitive science, gamification and game-based learning, interactive video applications, instructional design, medical education via satellite, and learning management systems (LMS).


Reception to follow at 4:30pm. Attendees must have a GLTS/GVEXPO Registration badge


Nick Washburn, Director, Learning Division, Riptide Software, Inc.


xAPI Case Study Insights and Implementations in DoD

Thursday, November 30, 2017 1:30-2:20 Room 150B


Many training leaders are still unaware of the what, how, and why xAPI is an important piece of the future of learning and training. The value proposition will answer the question of “How do I use it?” The answer to this question is different from ID to IT. This session will provide an overview of three diverse xAPI DOD case studies and will encourage questions. These case studies present in an easy to understand way, ranging from xAPI impact from the Instructional Design application all the way to enterprise architecture and security. This session will cover the 4 parts of an xAPI implementation: Design and Apply xAPI, Collect xAPI Data to an LRS, Report and Evaluate xAPI, Adapt to xAPI Data.


Nina Watson, Outreach CDE, Medical Interservice Satellite Training (MIST) Program, Joint Base San Antonio


Utilizing the MIST to Provide Patient Education

Thursday, November 30, 2017 10:00-10:50 AM Room 150B


Meeting patient educational needs can be challenging if the expertise and resources are not available. Telemedicine offers opportunities to meet those needs. Presentation will provide an overview of a pilot program implemented at the Diabetes Center of Excellence at Wilford Hall Ambulatory Surgical Center, JBSA Lackland that provides Diabetes Self-Management Education via MIST satellite technology. Attendees will be able to discuss the challenges of implementation and maintenance, as well as, the success of providing distance learning to the patient population within the AFMS.


Diabetes affects approximately 50,000 Air Force beneficiaries and more than 130,000 beneficiaries within the entire DoD. The American Diabetes Association (ADA) recommends all patients with diabetes be provided Diabetes Self-Management Education and Support (DSME/S), which has been shown to be cost effective, reduce long term complications, and improve overall glucose control. In 2010, the DCOE was tasked with addressing and standardizing all aspects of diabetes care, including DSME/S. Many Military Treatment Facilities (MTFs) do not have the resources to provide ADA recognized DSME/S to patients; therefore, patients are not receiving DSME/S or they are referred to the network.


The Diabetes Center of Excellence (DCOE) provides an ADA recognized DSME/S program. In collaboration with the Air Technology Network (ATN) located at Wright-Patterson AFB OH and Disease Management Department at Randolph AFB TX, the DCOE investigated the feasibility of providing DSME/S via telehealth utilizing in-place technology and resources. DSME/S classes are provided via the Military Interagency Satellite Training System (MIST). The MIST, which utilizes satellite technology to broadcast a one-way video and two-way audio to distance learners, is available at all MTFs and has proven to be a viable means of technology to deliver interactive DSME/S.
The DCOE telehealth model has expanded to add three additional sites and is scheduled to be available DoD-wide January 2018. This session will provide an overview of the pilot program and anticipated expansion, addressing successes as well as challenges in developing and delivering the program.


Dr. Philip Westfall, Director, Defense Education & Training Network and Director, Air Technology Network,

Department of the Air Force; Chairman, FGDLA Board of Directors


Media Selection: A Distance Learning Primer

Part 1: Wednesday, November 29, 9:00-9:50 AM Room 150A

Part 2: Wednesday, November 29, 10:00-10:50 AM Room 150A


The session is a primer on distance learning. The presentation will begin with an overview of distance learning media to include online, interactive multimedia instruction, advanced distributed learning, interactive television, virtual classrooms, mobile media, and videoconferencing, among others.

Media selection will then be discussed in relation learning variables and in light of current research. Tried and tested principles will also be presented. By the end of this session, you will be able to: 1) Describe the various media used for distance learning, 2) Describe the relative advantages and disadvantages of each medium, 3) Understand the guiding principles in media selection.