Online Learning Opportunities for U.S. Military Members and Government Employees: The Army Distributed Learning System

Nearly 15 years after the Secretary of the Army directed the U.S. Army to develop training programs using available technology (Schumm, Turek, Ballard, & Webb, 2007), the U.S. Army continues to develop and expand its distance education offerings and venues. The Army Distance Learning Program (TADLP) was developed and implemented in 1996 under the direction of the Chief of Staff of the Army, General Dennis J. Reimer. His vision included leadership training delivered in either a blended format or entirely distance learning. In 2002, the “D” in TADLP was changed from distance to distributed in order to evoke a broader definition. The goals of TADLP at the time included leveraging emerging technologies (such as simulations and virtual worlds), providing anytime/anywhere access to training, and improving Army readiness (Schumm et al., 2007). Army policy in 2006 defined distributed learning as “the delivery of standardized individual, collective, and selfdevelopment training to soldiers and units at the right place and right time, using multiple means and technologies, with synchronous and asynchronous studentinstructor interaction” (Schumm et al., 2007).

Today, the TADLP is known as the U.S Army Distributed Learning System (DLS). The DLS program provides for the overarching long-range programming, planning, funding, and acquisition strategy necessary for distributed learning (DL) to become a pillar of Army training (DLS, 2012). DLS acquires, deploys, and maintains a state-of-the-art worldwide learning infrastructure that combines hardware, software, and telecommunications resources with training facilities and course content to deliver a cohesive, Web-based solution (DLS, 2012). The DLS is available to all components (Active, Guard, and Reserve) and Department of the Army civilians. The DLS mission is to provide high quality training that supports the Army goals of improved individual and unit readiness, and standardization of training and training management across the Army (DLS, 2012). By providing quality distance learning opportunities, the DLS aims to increase cost savings/cost avoidance for training events while decreasing disruption of Army family lives. This occurs through less time required for traveling to other locations for training, and maintaining facilities and instructors for training (DLS, 2012).

DLS has been implemented in four incremental phases. The first phase was conducted from 1998 to 2001. There were two main objectives of this phase. The first was to begin the process of integrating and modernizing courseware and hardware. The second objective was to being preparing and equipping distributed Digital Training Facilities (DTF) (DLS, 2012). At the end of increment 1, the DLS delivered video teletraining and interactive multimedia instruction on CD-ROM. These were available to both active army installations and reserve component training lefts.

Increment 2 began in 2001. In addition to all Increment 1 capabilities, existing DTFs were networked together. The DTFs continue to be updated with the installation of network switches to connect local area networks to campus area networks, and wide area networks. Students gained increased capabilities such as e-mail, chatting, and discussions and web-based courses on the Internet (DLS, 2012). Increment 2 also added remote enterprise management with automated scheduling and system administration.

During the latter part of 2004, Increment 3 began. The hardware and software for the Army Learning Management System (ALMS) was available. In 2004, the Chief of Staff of the Army, General Reimer directed the establishment of the ALMS as the central location for administrative function supporting training by the Chief of Staff of the Army, General Reimer (Schumm et al., 2007). The functions available on ALMS include student registration, progress tracking, and individual development plans. These features are available to the students, course managers, and career management personnel. While Increment 3 is ongoing, one objective achieved is the integrated interface between existing Army systems that track training requirements, personnel systems, and other information databases. Future Increment 3 objectives include the merging of data and video networks into one network, and desktop VTC capabilities to allow access to constructive and simulations training. Increment 4 has overlapped increment 3 (DLS, 2012). Increment 4's objectives focus on the development of the Deployed Digital Training Campuses (DDTC), which will provide distance learning opportunities into theater.

DLS is made of four primary systems. These are the Enterprise Management Left (EMC), two digital training platforms: DTF and the DDTC, the ALMS, and the Army e-Learning site.

The EMC, located at Fort Eustis, VA, is the management hub for the DLS. The centralized functions of the EMC allows for standardized policies and procedures for accounts, security, configuration, and performance management across the Department of Army installations and facilities (DLS, 2012). EMC functions include virus update releases, operating system updates, bandwidth analysis, and student user ID and password management. The EMC also manages all of the DTFs as a network and enables student access to web-based courses.

As part of its mission to provide “anywhere, anytime training” to service members, the DLS maintains two primary facilities: the DTFs and the DDTC) (DLS, 2012). DTFs are located on over 200 active duty installations and reserve component facilities around the United States and in several overseas locations. The DTFs serve to provide a distraction-free learning environment for service members to work on web-based, job related courses. Each DTF houses networked computers. These can be used for web-based and CD-ROM based courses. Service members are able to use video-teleconferencing to access training conducted at another location, either remote or at another location on the installation. Service members are also able to access other service intranets, as well as the Internet (DLS, 2012).

The DDTC is part of the DLS fourth implementation phase. The primary purpose of the DDTCs is to provide access to service members who are deployed in-theater (DLS, 2012). Approximately 20 DDTCs will be configured to go forward into theater with the Army's deployed divisions. The DDTC is a transportable system of networked stations, servers, and simulation software connected to the Web. Through this system, service members will have access to web-based courses, collaboration tools and video conferencing capabilities. Additionally, DDTCs will be located in the United States at various installations to support surges in training due to deployment. Access to the DTFs and DDTCs requires an Army Knowledge Online (AKO) account, and military or government affiliation.

In 2004, the Chief of Staff of Army, General Reimer directed that the ALMS be the central portal for distributed learning and training for Army soldiers and civilian employees (ALMS, 2012). The ALMS provides streamlining of many administrative and leadership functions. The ALMS's key features include a current enrollment and progress menu, completed training and certificate menu, job analysis and education plan, the Collaborative Army Training tool, and the customer service left (ALMS, 2012). Using the ALMS, individuals can search for and enroll in courses for their specific job, professional and leadership development, and mandatory training requirements. In one portal, an individual can locate a course in the catalog of approximately 30 courses, enroll, and launch the course. Upon completion of the modules and final tests, learners see their results immediately. Both score and certificate of completion are available to the learner within minutes. Within a 24-hour period, the learner sees the course credited to his or her Army Training Requests and Requirements System transcript. This transcript is invaluable to service members if the course has been evaluated by the American Council on Education (ACE, 2012). Many universities and colleges accept this transcript and grant service members college credit toward completion of certificate and degree programs (ACE, 2012).

After enrolling in a course, the learner can open the “My Plan” tab. Each course with a current enrollment will have a progression bar indicating how much of the course is completed. An empty bar indicates no portion of the course has been started. As modules are completed, the bar turns green and a percentage complete is shown as well. This is dependent on the total number of modules and/or phases in the course. A “more details” button can be clicked, which shows individual modules by phases (if applicable) and which ones have been completed or started. A red bar indicates that the learner has timed out of the course. This is the case usually for phase completion within a certain time period of registration. Most often this occurs when the distance learning phase must be completed prior to attending a residence phase. Enrollment in both phases may be concurrent but failure to complete the online phase cancels the residence enrollment. When this occurs, the individual must get leadership involvement for reenrollment into online and residence phases. Usually, any work completed online will be lost and must be done over.

The ALMS provides for leaders and certain administrators to see individual records or collective records for units or sections (ALMS, 2012). This feature gives leadership a picture of their unit or section's training readiness and job skill proficiency. This assists leaders and trainers in projection of training time required for all personnel to be ready for a training event or for deployment. It is also helpful for leaders to determine who is ready for more advanced professional military and job series courses. Leaders use this information to secure quotas and funding for service members who may have to attend resident phases of a course. One of the objectives of the chief of staff of the army was to move portions of professional military education to the ALMS (Schumm et al., 2007). Many courses offered to the Reserve and National Guard have several phases on the ALMS. This arrangement has been cost effective in reducing travel and per diem to support residence phases. This has also decreased the amount of time reserve component service members must leave their civilian employment and family to complete required professional education and job series training.

Another source for training and education for service members and civilian employees is the Army e-Learning site. This site provides no-cost training for all components (active, reserve, and National Guard), cadets, and Department of the Army (DA) civilians. Through e-Learning, learners can earn points and college credits. Enlisted personnel can earn promotion points (1 for every 5 hours of coursework). Department of the Army civilians can earn continuous education units. Reserve component service members can earn retirement points (1 for every 3 hours). College credit can be obtained by taking one of 41 ACE evaluated courses (Army e-Learning, 2012). E-Learning also provides over 40 certification programs such as MCSE, A+ and CISSP, all cost-free to service members and government civilians. All of these support the Army's goals of providing anytime, anywhere training to individuals. By doing so, the Army increases readiness of individual service members while reducing training costs (e-Learning, 2012).

A major provider of training and certification courses on the Army e-learning website is SkillSoft. SkillSoft is a leading provider of on-demand training for an array of businesses, government and education institutions. The design of SkillSoft courses is based on adult learning theories to promote learner initiative, self-management, and experiential learning (SkillSoft, 2012b). Instructional design principles are applied to ensure courses contain user performance objectives and relevant learner activities and assessments. Recently, the University of Phoenix has partnered with SkillSoft to support service members in achieving educational goals (SkillSoft, 2012a). Over 3,400 SkillSoft courses are eligible for credit toward an undergraduate degree. The University of Phoenix's Prior Learning Assessment Left is responsible for evaluating and granting equivalency credit for SkillSoft courses (SkillSoft, 2012a) for the communication arts and social science degree programs. As well, SkillSoft is approved as an education provider to military spouses through the Military Spouse Career Advancement Account program.

Service members and government civilian employees have access to Books 24x7 at no cost to through the Army e-learning site. Books 24x7 is an on-demand platform that provides online access to thousands of books, reports and manuals (SkillSoft, 2012a). Approximately 15 topical collections are available to registered e-Learning users. Titles include AnalystPerspectives, BusinessPro, and OfficeEssentials. Two new features are being added to e-Learning: Well Being Essentials and Referenceware. Books 24x7 On the Go enables users to access the site using their mobile devices. Other options include MP3, PDF, video and Kindle-ready mobi (SkillSoft, 2012a).

E-Learning is also a portal to several knowledge lefts: leadership, project management, and information technology security. These enable service members and civilian employees to remain relevant and competitive with private and corporate organizations. The e-Learning site has proved invaluable to deployed Reserve component soldiers during deployments. This allows service members to build their skill sets and resumes as they prepare to leave the service, either for retirement or other reasons. Civilian employees are able to take training, which would be cost-prohibitive at their own expense. The no-cost courses and certification programs enable the civilian employee to stay up to date and to learn new skills that are beneficial to their organization.

These are all housed on the AKO, which is the single point of entry for the Army's knowledge management system (AKO, 2012). The Army's secure intranet site, AKO, was launched 2001 and serves as a portal to the Army's internal websites and information sources (Knapp, 2001). Since then, AKO has expanded its reach and its capabilities. In 2005, the Defense Information Systems Agency (DISA) proposed that AKO become a Department of Defense-wide web portal (Federal Computer Week, 2005). AKO continued to expand, offering e-mail, instant messaging, chat rooms, and collaboration features (Jean, 2005). AKO stays on the cutting edge of technology with the addition of Army Go Mobile (Walsh, 2009). Responding to the tech savvy soldier, AKO can be accessed via an array of mobile devices such as smartphones and video goggles.

The vision established nearly 15 years by the secretary of the army to develop training programs using available technology continues to develop and expand in scope. The goal of “anytime, anyplace” training is more critical to maintain operational readiness. More deployments and budget constraints have service members, leaders and trainers doing more in less time and less money. As jobs and equipment in the military become increasingly more technological sophisticated, the ability of service members and government civilians to have access to up to date and relevant courses ensures the work force is effective and competitive in their work. The Army's Distributed Learning System provides the tools and opportunities for service members and government employees to train and maintain their skills.