ID Brief

Anne Lim
IST526

Title: IFLO(Intelligence Final Learning Objectives) Orientation Module

(The first 10 minutes of my Capstone Project)

Learners (Target
The target audience consists of approximately 20 teachers and 30
Audience) and relevant
students (aged 18 to 30), including DLI linguists or Cryptologic
demographic data.
Language Analysts or Faculty members. Using their laptops provided
at school, they are capable of taking technology-related programs with
no problem.
However, they have no knowledge of IFLO when they first start the
school and a majority of teachers may have heard about this program
but do not know about how to prepare an instruction and how to use
IFLO using a special app.
Primary: DLI linguists or Cryptologic Language Analysts who have
had no experience with IFLO for transcription and translation training
purposes via Real Language, online service developed by LTEA at
DLI.
Secondary: DLI faculty members who would like to use this IFLO
program to help their students with transcription and translation
practices.
Problem Analysis
Students who were trained with IFLO showed almost 95 percent of
satisfaction rate, and most of the students appreciated the aspect of in-
depth analysis. However, only 20 out of about 150 faculty members
have been trained to teach the school-wide IFLO classes at the school
labs and leadership does not know much about the benefits of the
program, thus slowly the program seems to be optional and no longer
crucial at the school house.
Currently, there are not many students who know this program due to
lack of faculty members who can provide students or other faculty
members with an orientation or introduction to the program. Even if
some teachers are interested in using the program, they do not even
know where to start and how to manage this program for their
students. Additionally, there is no formal online orientation that may
be used by either teachers or students during the course orientation.
Typically, some teachers who have heard how to use the program try
to start using it for their students’ transcription and translation
practices, or ask one of the IFLO specialists like me to give their
students a face-to-face orientation. However, those specialists are not
 always available since their main job is to teach their own students.
This module will serve to be a remediation for all students and faculty
members.

Given that student skill levels vary widely, an interactive online

platform allows students to complete the work at their own pace. An
online e-learning tool also gives students more direct feedback on their
progress than a student would receive in a traditional classroom.
1. From memory, DLI linguists will be able to identify the online
Objectives
service of IFLO with 100% accuracy.

2. From memory, DLI linguists and IFLO instructors will be able

to select appropriate features on the Real Language app to
complete a task with 100% accuracy.

3. Given a video about the LTEA website for transcription and

translation practices, DLI linguists will be able to classify the
instructions as either Real Language or Transcript Trainer.

4. Given access to the Real Language app, DLI linguists will be

able to transcribe and translate a couple of listening sentences
on a topic selected by an instructor.

5. Given access to the Real Language app, DLI linguists will be

able to select an appropriate level of topic from the topic menu
with 100% accuracy.
Assessment
After this 10 minute orientation module, a quiz will be provided to
students.

The quiz will have several different types of questions including

multiple choice, drag and drop, fill-in-the-blank, and matching.

The questions will be about the goal of IFLO, main functions, and two
different apps for different purposes and different levels, etc. The
feedback will be correct and incorrect answers that are given
immediately after they complete each question. Some more interactive
games may be added. At the end, I may add one more short answer
question for their simple feedback on the lesson.
Instructional Strategies
1. Introduction Slide (Captivate)
The instruction will provide students with prior
knowledge and the goal of the lesson before the lesson
begins. This can help to draw their attention. A brief
interactive button like a start button will be added for
them to feel they control the learning process.
 2. A brief Cryptologic Language Analyst video
(customized video for military linguists)
The students are military linguists so the video can
show students that the lesson is very relevant for their
future career and motivate them to learn the lesson.
Through this brief video, they may think of how to
apply this to their job later on.

3. Captivate Training slides

The Training slides will give students an instruction
about how to use one of the IFLO tools that is very
effective and helpful to strengthen their autonomy by
doing on their own anytime and anywhere. Continue or
Next buttons will be added for them to be able to
control the lesson at their pace. The instruction will be
designed using Segmenting and Pretraining Principles
among Multimedia Principles to lessen their cognitive
overload.
4. Quiz (Captivate)
Quiz slides with a report on results will be provided to
ensure students can identify functions and concepts of
the IFLO program through different types of questions.
The feedback will be correct and incorrect answers that
are given immediately after they complete each
question. Some more interactive games may be added.
At the end, I may add one more short answer question
for their simple feedback on the lesson.

5. A brief review session slide

As a wrap-up, a brief review session slide will be
provided to ensure students can remember important
functions and concepts before the module ends so they
can apply the skill to improve their linguistic skills in
translation and transcription on their own as a military
linguist or Cryptologic Language Analyst. And teachers
who take this lesson can apply this instruction to their
students’ class for IFLO.
Resources
I will use Adobe Captivate for most part of the module, using Training
in Software Simulations and quiz.

To add a brief demo, I will use my laptop computer and cellphone to

create a brief YouTube video using Camtasia, a video editing app
VLLO, and Audacity for recording a voice.
To find resources for images, audios, videos, I will use Google search
engine, YouTube videos, and Captivate functions, as well as all the
materials that were provided by professors and the school website,
including tutorials at OReilly Tech Books on Dashboard.