Training Design, Development, and Support

Training and educational content often requires custom development to ensure relevancy to the competency being trained. USALearning® has a full spectrum of training development and support for both self-paced online—or eLearning—or instructor-led, which can be done in person or over the Internet. The instructional design process, led by experienced instructional systems designers, is key in providing learning that meets organizational and individual goals, regardless of the method of distribution. The highly experienced design team at USALearning® will ensure that all learning products meet government requirements for Section 508 (assistive), cybersecurity, SCORM and other operability standards for government learning.


This functional area includes a variety of customized training and development requirements, to include all aspects of Analysis, design, delivery, development, implementation, and evaluation (ADDIE). Training and development services can be provided at any level for any discipline and subject matter in any format and mode (e.g. online, in person, etc.) The scope of this functional area includes both new course development and adjustments/modifications to existing course and/or curriculum. Activities in this functional area may include but are not limited to:

  • Course design & development for classroom and instructor-led virtual environments.
  • Courseware design & development for eLearning courseware delivered as a Sharable Content Object Reference Model (SCORM) or xAPI activity-based course that utilizes Learning Record Store library management.
  • Creation of domain specific Knowledge Repositories with full compliance with SCORM and Section 508.
  • Interactive learning games using game engines for Level IV interactive experiences, or scenario-based learning that can be utilized either onsite or via the Internet for remote learners. Development of these learning games requires Contractor technical expertise in programming game engines, development of 3D animations, video, audio and other sensory inputs designed to stimulate high-level learning engagement in either offline (learner/computer) or on-line (peer-to peer gaming).
  • Adaptive learning, through artificial intelligence (AI) engines which create personalized learning experiences that tailor the learning rate, repetition and discovery based upon the individuals experience and responses.
  • Design of augmented reality and virtual reality (AR/VR) learning experiences that capitalize on near-life realism in an immersive environment using VR viewing equipment.
  • SME course development and delivery and multi modalities and student support
  • Course migration and conversion
  • Course updates, including Adobe Flash conversion, content and other updates as needed
  • Domain specific expertise in both course development, revision and delivery
  • Requirements analysis
  • Course development/modification/adjustment/updates and delivery
  • Conversion of existing classroom or instructor-led training to on-line delivery.
  • Course curriculum evaluation/validation for either existing course material or as part of a development process. Validation includes learner trials, test-item analysis, pilot testing, formative reviews and other methods used to ensure that course content meets all objectives set forth.
  • Mobile learning design and development for learning content that uses smartphone and electronic tablet technologies, including GPS (locational) data, camera, video capabilities, phone and other collaborative capabilities that enhance the learning experience. These should not be SCORM type or linear based courseware, but rather microlearning or activity-based events that can capitalize on xAPI, short streaming videos, pictures, voice dictation and other media inputs available through the device
  • Informal learning which can occur in many formats, including but not limited to:
    • Short videos that show how to perform a specific task or provides specific information that the individual is seeking
    • Academic papers, information and knowledge libraries searchable and applicable to the topic for which is searched
    • Learning activities enable specific performance or knowledge as a standalone event, which may be tracked, or included in a larger curricula (structured) learning, but which are delivered in small knowledge objects for performance support interventions

The objective of this functional area is to analyze optimal on-line forum solutions. The Contractor shall promote the use of open source solutions and open technology development where practicable to enable this re-use and build out an agency unique infrastructure. Enable client agencies to easily manage its content using the selected infrastructure of Community of Practice (CoP), on-line forum, document management (DM) knowledge repository, and social media sites. This functional area will include but is not limited to:

  • Development the back-end infrastructure for an agency to implement and manage on-line knowledge in the system
  • The infrastructure development shall include a custom agency header, unique agency forum or CoP instance, secure access URLs, and accounts to manage and maintain the agency content employing the selected approach. Agencies will receive access to the back-end admin sites to be able to create and edit its content
  • Social learning events, activities, and collaboration can be online, in person, impromptu or organized. The intent is to provide connections for people to learn from each other- individually, or can be a part of a structured class, course curricula, cohort or other organized manner. Analyze optimal on-line forum solutions considering COTS and open-source alternatives and build out an agency unique infrastructure to enable client agencies to manage its content using the selected infrastructure of CoP, on-line forum, DM, knowledge repository, and social media sites. This task will develop the backend infrastructure for an agency to implement and manage on-line knowledge in the system. This infrastructure development shall include a custom agency header, unique agency forum or CoP instance, secure access URLs, and accounts to manage and maintain the agency content employing the selected approach. Agencies will receive access to the back-end admin sites to be able to create and edit its content. Preference and highly desirable skills include, but are not limited to systems administration, database administration, marketing support, statistical analysis, and UI/UX development.

The objective of this functional area is to provide services and end products associated with analysis, design, development, implementation and evaluation of assessments tailored to individual agency needs. Assessments are designed to measure the skills and knowledge the learner has mastered during instruction. Instructional design focuses on learner-centered rather than the traditional instructor-centered approach to instruction such that effective learning may take place. Therefore, every component of a course or instruction is precedent on the actual learning outcomes which must be determined through a comprehensive analysis of the agency requirements and learner needs. The scope of this functional area includes but is not limited to:

  • Evaluation of an optimal approach and development of back-end infrastructure to support the implementation of assessments
  • Capability for test reliability and validity, assessment delivery and statistical analysis
  • Infrastructure development will include a custom agency header, unique agency instance on the shared server environment, secure admin access, and public URL for users
  • Real-time dashboard and customizable reports
  • Client agencies will receive access to the back-end admin sites

Provide services and products associated job task analysis and organizational needs assessment, which includes but is not limited to:

  • Knowledge management processes
  • Competency and skills mapping
  • Training requirements
  • Performance metrics development
  • Solution recommendations including technology-based solutions
  • Provide support for executive coaching electronic systems, applications, and coaching processes
  • Support employee mentoring programs and supporting systems. Provide program support for matching mentors with mentees, and track progress

Contractor shall provide design, development, operations, testing and support of live environments:

  • Live - A simulation involving real people operating real systems. Military training events using real equipment are live simulations. These are considered simulations because they are not conducted against a live enemy
  • Virtual - A simulation involving real people operating simulated systems. Virtual simulations inject a Human-in-the-Loop into a central role by exercising motor control skills (e.g., flying jet or tank simulator), decision making skills (e.g., committing fire control resources to action), or communication skills (e.g., as members of a C4I team)
  • Constructive - A simulation involving simulated people operating simulated systems. Real people stimulate (make inputs to) such simulations but are not involved in determining the outcomes. A constructive simulation is a computer program. For example, a military user may input data instructing a unit to move and to engage an enemy target. The constructive simulation determines the speed of movement, the effect of the engagement with the enemy and any battle damage that may occur. These terms should not be confused with specific constructive models such as Computer Generated Forces (CGF), a generic term used to refer to computer representations of forces in simulations that attempts to model human behavior. CGF is just one example model being used in a constructive environment. There are many types of constructive models that involve simulated people operating simulated systems

Support of the above environments may include:

  • Design. Creation of virtual simulations for technical or non-technical training. These may include scenarios that place the learner into role-based environments or require virtual operation of PC based emulations of actual equipment
  • Development of virtual environments using game engines. Including licenses for government use, or custom developed code for use on PC, mobile or other networked devices
  • Hosting and operations of virtual environments
  • TMS/LMS technical training. This service will provide hands-on technical training to agencies to enable them to manage all aspects of supporting the USALearning® implementations. Training includes maintaining and managing LMS, LCMS, on-line forums and other on- line knowledge management solutions. Preference and highly desirable skills include, but are not limited to, instructional system design, instructional technology, graphics, technical writing, subject matter expertise, and software development.
  • All aspects of training, education and instructional analysis, design, development, delivery, implementation and evaluation (ADDIE) approach to development of training
  • Creation and use of activity-based learning, social learning and other emerging learning approaches
  • Training on use of ADDIE and other processes to create learning content
  • Agile and other forms of project management used for learning programs

Contractor shall provide stand-alone (non-networked) training aids/devices. These are commercially items that do not require customization and may be purchased as a commodity supply item. An example would be a mannequin used in conjunction with CPR training in a live environment.