Daniel L.

Rand
EDCI 863: Online Course Design
02/05/2014
COCA: 3 Outcomes with Assessment
I currently teach Military Science 1101 and 1102 to freshmen and initial
entry Cadets. Throughout the academic year the freshmen are exposed to
Army leadership, military map reading, land navigation, as well as critical life
skills such as stress management, goal setting, health and nutrition, etc.
The course content caught me by surprise when I came to the realization
that it was completely absent of any instruction relating to tactics. When I
raised the red flag I was told freshmen are taught tactics during weeks 8 and
9 (map reading and land navigation). I tried to fight the issue noting that
map reading and land navigation reflected an ability (or skill set) whereas
tactics is the ordered arrangement and maneuver of units on the battlefield.
My contention was that tactics are essential to military strategy and the
conduct of warfare and we were doing a disservice to the Cadets by not
exposing them to essential warfighter functions.
My intent is to develop an online Introduction to Tactics course which
teaches the fundamental principles of Infantry operations. My goal is to
increase the tactical proficiency of MS1 and initial entry Cadets so when they
stand before a platoon sized element of 40 soldiers, they can lead with
conviction. The expectation is that learners develop a common language and
a common understanding of Army doctrine. At the conclusion of the course,

Cadets will understand what it means to shoot, move, and communicate

effectively.
It is very important that the course design starts with an overarching
goal (Horton, 2010). My goal for the introductory 101 level course, is to
increase the tactical competence of UConn Army ROTC Cadets. I can
appreciate Hortons assertion that success in e-learning is about teaching the
right things. Identifying what to teach and how to do it seems like a
Objective #1: Shoot
Objective #2: Move
monumental task. To accomplish the course goal and achieve a baseline
level
of knowledge
I set
three learning objectives:
teach
how to
employ
teach how to execute tactical
tactical
fires
movements
Objective #1: Shoot
Objective #2: Move
teach how to employ tactical
fires

Objective #3:

teach how to execute tactical

movements

Communicate

teach how to disseminate

information

The assessment will exist in the form of online tests and quizzes.
Diagnostic checks on learning will exist across the Army Enterprise Network
through games and simulations. For example, an assessment for objective
#1 would be the Observed Fire Trainer located on the Systems Integration
Modeling and Simulations (SIMS) website:
http://tboc.army.mil/main.aspx#128. Cadets are able to demonstrate their

tactical fire proficiency by going through a call for fire exercise. The results
are tracked and logged in their online profile, enabling the instructor to grade
accordingly. My plan is to leverage Army games and simulations (found
here) to assess student learning.
I am a strong believer that when knowledge is cultivated so too is
confidence. In this course, I expect the Cadets to know the essential
warfighter functions. They must be able to call for fire, maneuver on the
battlefield, and issue orders to a formation. The resulting disposition will be
a Cadet who is composed, confident, and intellectually adept.

Hosting the

course online will allow Cadets to see the wide range of digital environments
they have at their disposal (Center for Army Lessons Learned, Army
Modeling and Simulation Office, Army Knowledge Online (AKO), Tactics,
Training, and Techniques Publishing Directorate, Combat Studies Institute,
Center for the Army Profession and Ethic, milSuite). These resources, when
leveraged appropriately, promote digital learning. Another added benefit of
delivering this course online is that Cadets will be required to master digital
tools and resources (FBCB2, FalconView, etc) to solve complex problems.
Students will further develop their digital literacy skills by thinking outside
the box and using multiple processes and diverse perspectives to explore
alternate solutions. My hope is the course gains traction in the department
when the final version is released.

Reference
Horton, W. (2010). e-Learning by design. (2nd ed., pp. 1-65). San Francisco: Wiley.