Location: Commerce I &II
Chairs and Facilitators: Nada and Sue

1. Introductions

• Introductions of DAU personnel/GMU faculty and immersion students

2. Review of Front End Analysis (FEA) – Sue

• The meeting started with asking Jill and Rebecca if they had any questions regarding the FEA document that was submitted on Oct 1. Jill and Rebecca replied that they met for 2 hours discussing the FEA to drill down a starting point for the immersion team to assist DAU. They offered many perspectives and suggestions outlined below.

Specifics were provided primarily regarding DAU’s informal learning assets:

• Jill and Rebecca had questions regarding the challenges section on page 7:
• One concern is addressing a broader audience. DAU personnel expressed a desire for increased participation from DAU faculty in informal assets such as Communities of Practice (CoP) have a lack of engagement. Most instructors are focused on teaching and curriculum development and may not view CoP participation as part of their jobs.
• People are starting to tag, bookmark and mark certain websites as favorites.
• There is a challenge for DAU faculty to engage within the ACC learning workforce, Knowledge sharing gets very little time devoted to it.

Information regarding formal learning assets was provided:

• A bigger issue is getting people to realize there are other sharing systems instead of just classes
• DAU is not currently doing a FEA so they need a tool that helps them. People are just skipping that step because they don’t have much time currently
• Some of the instructional designers are contractors, so a huge amount of the instructions are being designed by contractors

3. Summary of answers to opening questions (see agenda)  – Team

• DAU receives mandates from Army, Navy, and Air Force. Modules have been a hot thing in workforce. They have really high numbers of participants because they are driven by requirements for workforce to complete continuous learning points.
• Classroom courses are developed by course managers, instructors, and Rebecca.  A  huge amount of the instruction is being designed by contractors
• DAU relies on the faculty to integrate the learning assets and maintain the information in the courses. Modules have same problem – keeping them up to date to make them current
• Lots of courses and modules are being required of people who are deployed so if courses have videos, they cannot be easily downloaded. These needs to be know at the front end so that smarter decisions can be made when planning courses.

4. Workforce – Jill and Rebecca

• Throughout the 14 career fields, each career field has a functional advisor/leader that represents the DAU workforce. This is a representing skill set of what DAU needs:
• Functional Integration Professional Team (FIPT) is a team outside of DAU; FIPT does not tell DAU how to design their courses.
• FIPT themselves represents the AT&L workforce
• Center Directors (CD) need to share correct information to FIPT for meeting purposes, each CD has about 2 or 3 Performance Learning Directors (PLD).
• Course Managers (CM) report to Performance Learning Director’s (PLD)
• A main focus is how to engage the faculty – PLM courses, curriculum, knowledge sharing are all learning assets. But they’re not seeing the integration of all the assets to get best bang for the buck. Want faculty to integrate CoP with designing courses, how do they do analyze?
• Want CDs to know the ISD process and have a tool to ask the right questions.
• Knowledge is disseminated through a variety of different ways to the DAU workforce and they want people to think about those ways of presenting information as options instead of courses, as appropriate.
• Maintaining and sustaining learning assets – DAU does not have enough capacity to keep up to date and current with the learning assets both formal and informal.
• DAU is trying to provide a learning landscape, they have various learning assets with a broad array of things they do.
• How does DAU play into, mobile learning and gaming and stimulation technology
• Faculty Professional Development (FPD) is a DAU program
• Instructional System Design (ISD) on the DAU side is to assist with development of courses
• LCIC is responsible for the design, development, and integration of learning assets across the range of the AT&L performance Learning Model (PLM) 
• LCIC accepts responsibility from DAU DIRECTIVE 709 for course content and performance support:
• Assign SME to go back through and update modules every six months.
• Some modules change rapidly
• Learning asset management program – DIRECTIVE 709 – trying to institutionalize
• Phase I – courses, CLMs
• Phase II –
• LAMP is about how to develop and manage assets. We look at assets and make recommendations for smart development of learning assets that they can maintain instead of matching (mapping) technology with pedagogy with situation

5. Action Items
Invite Dr. Chris Hardy and Dr. Paul Alfieri to the Nov 5, briefing report presentation at GMU.

6. Summary
Based upon this meeting, it appears that the project focus may proceed as follows:

• Scope of the project – needs to continue to be more clearly defined including scoping down the statement, possibly including primary, secondary and/or tertiary audiences
• One option might to use a process-based tool. Development of a tool that is laid out in a quadrant, based on what the objectives are, was suggested as something that might be helpful to DAU. Perhaps this format could illustrate how a process for interaction between CDs, Performance learning directors, and course managers might work.
• Focusing on the first project goal of the RDECOM proposal
• Examine current DAU training programs and learning products and apply technologies based on research.

According to an email response from Dr. Chris Hardy on October 9, he confirmed that Jill and Rebecca’s suggestion was great. That suggestion was for the GMU Immersion team to research the first goal from the RDECOM proposal.