Florida Teletraining Project: Reconfiguration Of Military Courses For Video Teletraining Delivery

Describes the processes and procedures used by the Florida Teletraining Project (FTP) to reconfigure five military courses for delivery over the U.S. Army\u27s Teletraining Network, TNET

CVX damage control information technology evolutionary model

Tightening of the U.S. defense budget has been closing in around the twelve aircraft carrier navy throughout the 1990's. In spite of this budget decline, the quantity and quality of our most expensive weapons, the aircraft carriers, have remained stable over the same period. These six thousand man ships, however, could soon become unwanted remains of the days of a 600-ship navy when recruiting was easier and manpower was less expensive. Damage control operations aboard the carrier require the greatest quantity of manpower of any single operational requirement. The next generation of carriers promises to be just as large and more diverse in mission than the current design. Without an infusion of sound technological advancements, the quantity of manpower required to protect these new carriers threatens to reduce the twelve-carrier navy to a more affordable number. The goal of this thesis is to establish a "technology roadmap" by which CVX can avoid where possible and negotiate where necessary, the changes in state of the art damage control technology. A deliberate and technologically sound process for improving the damage control capabilities aboard future and existing aircraft carriers is possible. A strong investment in information technology planning will play a major part in optimizing capabilities and manpower requirements of CVX. The reward will be improved robustness, efficiency and quality of life, keeping the next generation of aircraft carriers a truly labeled "high value unit"http://archive.org/details/cvxdamagecontrol109458181Lieutenant, United States NavyApproved for public release; distribution is unlimited

Remote information organization and decentralized education

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, Technology and Policy Program, 1999.Includes bibliographical references (p. 79-81).by Husham Sharifi.S.M

The effects of a student response system on student achievement, satisfaction and interaction in an interactive video teletraining class.

The purpose of this study was to investigate the effects of using a student response system, and the capabilities it represents, as compared to using an audio conferencing system, and the capabilities it represents, on learner achievement, learner satisfaction, and the amount of interaction, both actual and perceived, in an interactive video teletraining class. The subjects were 70 primarily upper division undergraduate students enrolled in the Principles of Marketing course at Langston University. The study design was a quasi-experimental non-equivalent control group design. Students were equally split into two treatment groups. One treatment group had the use of a student response system, which provided students with both voice and data interaction capability, designed into its presentation. The other treatment group had the use of an audio conferencing system, which provided students with only an audio interaction capability, designed into its presentation. The study found no significant differences between treatment groups on learner satisfaction and the amount of learner perceived interaction. The study did find significant differences on learner achievement and the actual level of verbal interaction. Students using the student response system had significantly higher posttest scores measuring learner achievement. Students using the audio conferencing system had a significantly higher level of verbal interaction, while students using the student response system had a higher level of overall interaction, but not statistically significantly higher. All 35 students using the student response system interacted, using the voice and/or the data interaction capabilities of the student response system, while only 9 of the 35 students using the audio conferencing system used the voice interaction only capability of the audio conferencing system