Defense Acquisition University (DAU) PMT 352 - Program Management Office Course: Supporting workshop scenarios with online resources
	The Defense Acquisition University (DAU) offers a variety of courses as either web learning modules, a combination of web learning modules and live e-learning classes, or a hybrid of online and face-to-face experiences. PMT 352 is a blended course, employing a 60-day remote portion (50 hours online) and a 6-week in-residence workshop portion.ortion.
	Key Components Workshop Online resources support face-to-face workshop Scenarios and simulations Resource links and job aids Peer feedback
	The Challenge There were many reasons driving the decision to move courses online: to increase access to the courses by the workforce, to keep learners at home and in their own work environment rather than having to be gone for extended periods for training, and to reduce travel costs. DAU currently has 18 courses that in some part or their entirety are offered over the Internet. DAU first deployed distance learning (DL) courses in 1998 and had approximately 600 graduates in FY98. In FY03 they expect over 15,000 students per year taking online courses, accounting for over 1,500,000 hours of student seat-time. The Solution The Program Management Office Course (PMOC) is a unique, challenging course designed to produce capable PMO integrated product team (IPT) members and leaders. The PMOC is a blended course, employing a 60-day remote portion (50 hours online) and a 6-week in-residence workshop portion. There are seven total components to PMT 352. The first four are completed remotely over the Internet and the final three are completed in a workshop at one of the DAU campuses. The workshop component of PMT 352 simulates a real IPT and illustrates how different roles interact and contribute to the success of a program. Unlike the web modules, one scenario is used throughout all classroom exercises. The Joint Reconnaissance and Autonomous Targeting System (JRATS) scenario plans the development, integration, production, deployment and operations support of a joint system of systems, consisting of unmanned aerial and ground vehicles with a command and control station. All the materials and resources necessary for the workshop activities are online. However, students don't have access to workshop content until they come to the workshop. Then, they can access the content online through the LMS. In class, students can use laptop computers to access the online course materials. See how PMT 352 fits into the DAU Distance and Blended Learning solution. E-Learning Strategies Figure 1 Upon entering each exercise, students are presented with a Situation update from their supervisor as seen in Figure 1 above. The situation briefs the student IPTs on what has happened since the last exercise and gives a high level overview of the team's goals for the exercise. Instructions provide specific information and recent decisions that are critical to the situation provided in the Exercise. A detailed description of the team's mission for the Exercise is also provided. The instructor will assign each student a team Role that they will assume throughout the Exercise. One team member will function as the team lead to coordinate and manage the efforts of the entire team. The team lead will also be responsible for briefing the team's findings to the Program Manager. Roles will rotate and change with each Exercise. Each role receives a memo outlining their responsibilities during each stage of the JRATS program. Artifacts are program documentation specific to an Exercise. Team members use this information to complete the tasks assigned within the respective role memo. Within Job Aids, templates and supporting information are provided to help students complete tasks and exercises. Learning Objectives are what students are expected to know after completing an exercise. Summary provides a list of the lessons students have learned through completing the exercise. The Peer Feedback section allows students to provide feedback on teammates' teaming and leadership skills. The feedback is not included in a student's grade; it is for professional development purposes only. A summary of the feedback will be sent to students upon completion of the course.
	Successful Results E-learning has helped DAU achieve the desired results. Increased access. For instance, before e-learning, about 3000 people per year completed the ACQ101 course. Now, about 9000 people per year complete the online ACQ101 course. Cost savings. Money that used to be budgeted for travel is now being put into further development efforts. Lessons Learned DAU has learned a lot through its experience with e-learning and blended learning. See the example of DAU Distance and Blended Learning. For More Information Luis Ramirez Director, DAU Virtual Learning Center luis.ramirez@dau.mil Office (703) 805-5161