Course Learning Outcomes:

• CLO 4: Assess MCCS programs to match program resources to specific support needs of Marines, Sailors, and/or their families

• CLO 5: Explain how a selected MCCS program or facility supports the Marine Corps Total Fitness (MCTF) concept

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Module Title:

The Right Tools for the Right Job

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Module Learning Objectives:

By the end of this module, learners will be able to:​

1. List, no less than five programs or resources from each Division that support Marines, Sailors, and families. (CLO 4)

2. Using the list of programs or resources, recognize which pillar from the MCTF concept each program supports. (CLO 5)

3. Given a scenario of a Marine needing support, apply the appropriate program(s) or resource(s) to meet the Marine's need(s). (CLO 4)

4. Given a scenario, construct development plan for a Marine that supports all four pillars of the MCTF concept, using MCCS programs or resources. (CLO 4 & 5)​

5. Given a scenario outlining a development plan and a Marine's needs, evaluate the effectiveness of the given plan based on knowledge of MCCS programs and resources and the MCTF concept. (CLO 4 & 5) 

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Content & Activities:

Content:

• Interactive infographics, one-page "newsletters," and accompanying short videos. All of these options cover the same material but through different approaches, offering a variety of options for different preferred learning styles. (LO 1-5).

• A copy of the organization's MCCS Command Brief, which is the material provided to Commanders and their Senior Leadership to familiarize them with the organization. It includes pictures and brief summaries of each program and resource that the organization offers. Like the previous content, a short summary video for different types of learners. (LO 1 & 2)

• Links to the organization's customer-facing website and social media platforms that align with the module content and build the learner's awareness and capabilities to find up-to-date information on their own. (LO 1 & 2)

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Activities: 

• Activity 1: Use a rapid-fire, matchmaking game for learners to connect different programs and resources to their respective Division and which pillars of the MCTF concept they support. For each answer, a pop-up appears with a brief statement that provides additional information. (CLO 4 & 5; LO 1 & 2))

• Activity 2: A "treasure hunt" where the learner builds on knowledge from the first activity and searches the organization's website and social media outlets to identify customer-facing information and matches it with the MCTF pillars. This activity also familiarizes the learner with where to find additional information, promoting self-directed learning, and helps Marines and Sailors navigate the website. (CLO 5; LO 2))

• Activity 3: An interactive, branching scenario (simulation) where the learner makes decisions on the best resources to provide to a Marine. In this choose-your-adventure-style gamification, the learner controls the scenario and receives immediate feedback on correct and incorrect responses. Each set of decisions will lead to a different outcome. (CLO 4; LO 3)

• Activity 4: Pair and share activity where the learner is provided a scenario, which they use to either build a personal development plan or modify an existing one to support a Marine's needs. They subsequently post their new or revised plan on the organization's Microsoft Teams for a facilitator or peer to provide feedback. Learners will also provide feedback to another peer's posting. (CLO 4 & 5; LO 4 & 5)

• Activity 5: Reflective Journaling, allowing the learner to post on an open forum, the organization's Microsoft Teams, to address what new information they learned, what information challenged previous schemas, and what information the learner still needs clarification on. This activity personalizes the learning experience and helps the learner construct meaning from it. (CLO 4 & 5; LO 1-5). 

 

Assessment Strategy:​​

• Quiz/Knowledge Check (Act 1 & 2; LO 1 & 2): A preliminary matchmaking quiz is completed prior to the learner being exposed to the mini-course content or activities. This serves as a diagnostic assessment to gauge the learner's pre-existing knowledge. A similar quiz is provided at the end of the module, serving as a summative assessment to measure the learner's knowledge acquisition and can also be used as a quantitative instrument to evaluate the mini-course's effectiveness. 

• Simulation (Act 3; LO 3) The branching scenario activity has a dual purpose of educating the learner while serving as a formative assessment, providing feedback to the learning throughout the activity. A final simulation does not provide immediate feedback at every decision point; it only does so at the end of the scenario. 

• Peer Feedback (Act 4; LO 4 & 5). At the end of the pair-and-share activity, learners will receive feedback from their peers and the facilitator on the strengths and weaknesses of their new or revised development plan.  

• Self-Reflection (Act 5; LO 1-5). The Reflective Journaling activity serves a dual role: it builds personalization into the learner's experience and provides an opportunity for the learner to self-reflect on their progress. 

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