This document provides guidance for instructors on implementing the Army Learning Model (ALM) to create a learner-centric environment. It emphasizes converting classroom experiences into collaborative problem-solving led by facilitators. Instructors should tailor learning to individual learners' experiences and reduce lectures in favor of blended learning using technology and simulations. The document lists 10 guidelines for ALM implementation, such as facilitating discussions instead of lectures and incorporating 21st century soldier competencies into all learning activities.

1. ALM/ALC 2015 INSTRUCTOR
IMPLEMENTATION GUIDEBOOK
Developed by MSG Anders, Brent A. NCOIC/Chief Instructor, 235th
KSRTI (v.April2014)
This INSTRUCTOR IMPLEMENTTATION GUIDEBOOK has been designed
to assist you as an instructor in the integration of ALM into your
instruction to ensure that our student-soldiers are continually facilitated
within a learner-centric environment.
ALM (Army Learning Model) also referred to as ALC
(Army Learning Concept) is defined as:
“…an Army learning model that meets the All-Volunteer Army’s need to develop
adaptive, thinking Soldiers and leaders capable of meeting the challenges of
operational adaptability in an era of persistent conflict. ALC 2015 describes…
meshing together self-development, institutional instruction, and operational
experience. This is a learner-centric continuum that begins when an individual
joins the Army and does not end until retirement. The learning model enhances
the rigor and relevance of individual learning through routine assessment of
21st century Soldier competencies.”
“Army Learning Model 2015 will be implemented into each course taught at this
Battalion. Each assigned instructor will understand ALM and be able to teach it to
incoming students. Each newly assigned instructor will attend the ALM class to gain a
better understanding in order to become a proficient instructor for the Battalion. This
training will be documented on a TRADOC Form 270-R-E & filled in the Instructor files for
reference.”
– Ref: Memorandum for All 2nd
Battalion, 235th
Regiment Soldiers, LTC Hinkley, Commander
NOTE: All Instructors must receive periodic ALM training briefings and are to be familiar
with the TRADOC QAO Governance Standard 10 & 18 (see readiness NCO for additional
information).

2. ALM and Instructional Strategies
Decisions regarding instructional strategies and media selection must be made by experts
based on the audience, the level of experience the learner brings, and the content of the
learning.
Well-designed learning must incorporate deliberate strategies to ensure learning transfers from
the learning environment to the operational environment. Adapting to rapidly changing
operations involves developing a deep understanding within specific content areas and making
the connections between them.
The continuous adaptive learning model provides a [learner-centric] learning environment that
fosters 21st
century Soldier competencies with instructional strategies, expert facilitators, and
technologies that support the learner.
21st Century Soldier Competencies
• Character and accountability • Comprehensive fitness
• Adaptability and initiative • Lifelong learner (includes digital literacy)
• Teamwork and collaboration
• Communication and engagement (oral, written, negotiation)
• Critical thinking and problem solving
• Cultural and joint, interagency, intergovernmental, and multinational competence
• Tactical and technical competence (full spectrum capable)
Detailed explanation of each competency in Appendix C
REF: TRADOC PAM 525-8-2
Learner-Centered vs. instructor/organizational Centered Instruction:
A learner-centered (also known as student-centered) approach to education has the potential to
create more effective and more efficient learning. Learner-centered education is consistent with
the notion of lifelong learning and learning that is “pulled” by the individual.
Learning is highly dependent on student motivation and the greater responsibility that can be
provided to students over their education the more authentic their motivation to learn will be.
Content mastery is important, but not sufficient for uncertain and ambiguous environments. The
old adage applies: give a man a fish and he’ll have food for a day, show a man how to fish and
he’ll have food for life. It’s often been said that the goal of leader education is not focused on
what to think, but how to think. Having knowledge of how to think may not always work, teaching
people how to learn provides an even greater capability.
Ref: Jon Fallesen - Center for Army Leadership

3. ALM is learner-centric, more engaging, relevant, rigorous and accessible for a generation of
recruits who have grown up in a digital world, as well as seasoned Army professionals with
repeated deployments who bring a wealth of experience to the learning system.
REF: http://www.dvidshub.net/news/110200/awg-adaptive-soldier-leader-training-and-education-mtt-
assists-alm-2015-implementation#.UvPki_Zu7xU#ixzz2sZZQvFSV
First Steps Toward a Learner-Centric Model
The following three items are the primary items that ALM 2015 encourages for
overall improvement to military instruction and student learning
1. Convert most classroom experiences into collaborative problem-solving events led by
facilitators (vs. instructors) who engage learners to think and understand the relevance
and context of what they learn.
o Use less Lecture method of instruction and more facilitated methods such as
Conference and Demo/Practical Exercise
o Work to develop more hands-on learning events where the student-soldiers have to
deduce the answer through the application of the knowledge/experience (use of
critical thinking)

4. 2. Tailor learning to the individual learner’s experience and competence level based on the
results of a pre-test/assessment.
o Use online survey systems to gather student information such as deployment history,
work history (both military and civilian), knowledge level, goals and expectations, etc.
to help develop learner profiles for use during actual instruction.
o Evaluate pre and post tests/assessments to examine student knowledge improvement
as well as general patterns and trends
3. Dramatically reduce or eliminate instructor-led slide presentation lectures and begin using
a blended learning approach that incorporates virtual and constructive simulations,
gaming technology, or other technology-delivered instruction.
o Use less Lecture method of instruction and more facilitated methods such as
Conference and Demo/Practical Exercise
o Evaluate instruction for possible implementation of hybrid instruction (online
components with reduced face-to-face instruction)
o Develop ways to allow students life-long access to “refresher information” to maintain
mastery of knowledge learned
o Seek ways to develop simple to complex online simulations and/or games to assist
students in learning/retaining instructional content
10 Overall ALM Guidelines
The following 10 ALM guidelines provide advanced direction and
examples for implementing ALM into your instruction
1. Convert most classroom experiences into collaborative problem solving events led by
facilitators (preferred term instead of instructors).
o Instead of pure Lecture use Conference/Demo/Practical Exercises and find more ways of
having the students figure out the answer.
EXAMPLE: Instead of lecturing for an hour on the 6 items associated with verbal
communications, ask them (students) to come up with 6 verbal communication
items that would be the most important and then go over what each group came
up with and what answers are good and what could be better
2. Tailor learning to the individual learner’s experience (obtain through pre-tests/introductions).
o Additionally use student introductions to gain more information on students’ experiences
to better personalize the information.
EXAMPLE: “What are some Operational Environment variables we would have to
consider if we were doing this in Afghanistan? SSG Smith, in your introduction you
mentioned that you were deployed there, what can you tell us based off of your
experience?”

5. 3. Reduce or eliminate instructor-led slide presentation lectures, facilitate discussion more and
begin using a blended learning approach (face-to-face instruction along with online learning).
o Examine whether or not a portion of the instruction currently being done face-to-face
could be done online. This could be beneficial in that students could go through the
instruction multiple times to improve skills master and as a refresher for “just in time
(when needed) learning”
EXAMPLE: Instead of lecturing for an hour on the 6 items associated with verbal
communications, facilitate a discussion with the students and guide them in
coming up with 6 verbal communication items
4. Use 21st Century Soldier competencies as an integral part of all learning activity outcomes;
establish metrics and standards for each competency by cohort and echelon.
o Incorporate ways to force soldiers to improve and utilize all Soldier competencies
whenever possible
EXAMPLE: See 21st
Century Soldier Competencies class example (ASLTE
Lesson Outline) at the end of this document for ideas on how to incorporate this
into your instruction.
5. Examine courses to identify learning content that can be transformed into performance
support applications to use in the schoolhouse.
o Seek ways of incorporating more practical exercises and hands-on learning
6. Develop technology-delivered instruction incorporating adaptive learning and intelligent tutors
to reduce learning time while maintaining effectiveness for resident/nonresident use.
o Monitor the availability of adaptive learning technologies for incorporation into instruction
EXAMPLE: A soldier needs to understand more advanced math in order to fully
comprehend the instruction within the course. Have the soldier use an adaptive
learning-type website such as Khan Academy to enhance learning (intelligent-type
tutor): www.khanacademy.org
7. Integrate digital literacy skills appropriate at each career level and encourage a career-long
learning mindset.
o All instructors/students must be comfortable with modern technology
o Create scenarios where technology has to be used to create or find the answer to a
problem/situation
EXAMPLE: Have soldiers use the Internet to find a current news story involving
U.S. soldiers and discuss impacted Operational Environment (OE) variables
(forces use of technology, and critical thinking skills)
8. Use virtual and game-based training to add realism and operational relevance at all levels.
o Use new technology such as smart phones, tablets, and iPads (both in class and out of
class) to enhance instruction and provide access to instructional material
anytime/anywhere
EXAMPLE: Use a training simulator such as the Virtual Convoy Operator Trainer
(VCOT) to virtually create realistic combat environments for skills usage and
mastery

6. 9. Integrate joint, interagency, intergovernmental, and multinational, culture, and comprehensive
fitness goals into all courses at the level and degree that fits the learning audience.
o Weave OE variables and thought processes into all levels of instructions
EXAMPLE: “Here in the U.S. it would be socially acceptable for military personnel
to search a female civilian. Would we do anything different if we were conducting
operations in Pakistan? Lets think about the OE variable of culture. Who can
explain what we would do different and why?”
10. Establish a full spectrum frame of mind in all learners, while maintaining flexibility to adapt
learning content to meet operational demands
o Constantly seek ways to make instruction relevant, rigorous, and current
EXAMPLE: Have student learn how to give in an IV in a classroom environment
and then advance to being able to successfully accomplish the task in the middle
of a crisis event (outside, at night, no power, people yelling and crying) simulating
a natural disaster
Use of Technology
ALM directs us to “to use technology as an enabler to engage and appeal to digital age
learners. It must allow seasoned professionals to expand and deepen their cognitive,
interpersonal, and problem framing skills essential for operational adaptability. The learning
model must permit the learning system to expand beyond the confines of brick and mortar to
deliver learning to Soldiers at the point of need.” REF: TRADOC PAM 525-8-2
• Ensure that students sign a user agreement (could use a developmental counseling form
– example at end of document) when checking out technology like a computer tablet.
• User agreement must provide specific information on how the device will be used.
EXAMPLE: “[Key Point of Discussion] I know that this device will be used to
enhance my educational experience by using it for manuals, Internet access for
Operational Environment (OE), weather/safety information, maps/GPS for recon
and /tracking, and other uses aligned with ALM (Army Learning Model/Concept)”
• Examples of excellent technologies to incorporate into instruction to enhance education
(not to be used as a crutch): computer tablets, iPads, smart phones to access
information/manuals and applications. Digital still and video cameras are excellent tools
to evaluate instruction and create instructional content.
Role of Schools: Regional Training Institute (RTI)
The role of the school must expand in some areas and will contract in others to meet ALC 2015
objectives. Plans must be set in motion to transform both the organizational structure and
workforce capabilities. As the Army’s central hub for branch specific knowledge, the school
expands its reach to learners throughout the career span by pushing out new information and
providing access to mentors and facilitators to support the learner-centric, career-long learning
model. The school shifts from a mostly internally focused resident training and education center
to one that is more externally focused through world wide networked connections to learners.

7. The school staff provides mentoring and facilitates reach back to knowledge and information
needed by learners in the operational units.
Branch schools will focus resident learning only on Initial Military Training (IMT) and technical
portions of functional and Professional Military Education (PME) courses that must be taught at
the schoolhouse due to hands-on equipment requirements. Other PME institutions will balance
resident and nonresident requirements as they relate to the learning outcomes and learning
science’s approach of how best to achieve these outcomes.
REF: Institute for Noncommissioned Officer Professional Development

8. 2‐235th REGT KSRTI, Transportation Company SFC Jarrell, John J, Course Manager
User Agreement for 88M10 MOS‐R Electronic Notebooks

9. As a user of an information system, I will adhere to the following security rules:
1. I will use Army information systems (computers, systems, and networks) only for authorized purposes.
2. I will not import any Government‐owned software or install hardware on any Government computer (GC) (for example, client‐
workstation or server) without first getting written approval from the Course Manager.
3. I will not load any software onto my GC, Government information technology (IT) system, or network without the approval of the
Course Manager.
4. I will not try to access data or use operating systems or programs, except as specifically authorized.
5. I am responsible for all activity that occurs on my individual tablet once I sign the hand receipt.
6. I will not store any password on my Tablet unless approved in writing by the Course Manager.
7. I will not tamper with my GC to avoid adhering to DOD password policy.
8. I know that it is a violation of policy for any computer user to try to mask or hide his or her identity, or to try to assume the identity
of someone else.
9. I will not forward chain e‐mail or virus warnings.
10. I will not download file‐sharing software (including MP3 music and video files), peer‐to‐peer software (i.e. Kazaa, Napster) or games
onto my Tablet.
11. I will not connect any personal IT equipment (for example, PEDs and PDAs (such as Palm Pilots), personal computers, and digitally
enabled devices) to the Tablet without the written approval of my Course Manager.
12. I will not use Internet “chat” services (for example, America Online (AOL), Microsoft Network (MSN) Instant Messenger, Yahoo)
from my GC. If chat service is needed, I will use my AKO account.
13. If I observe anything on the system I am using that indicates inadequate security, I will immediately notify the Course Manager. I
know what constitutes a security incident and know that I must immediately report such incidents to the Course Manager.
14. I will comply with security guidance issued by the Course Manager.
15. I know that my actions as a user can greatly affect the security of the system and that my signature on this agreement indicates that
I understand my responsibility as a user requires that I adhere to regulatory guidance.
16. I know I am subject to disciplinary action if I violate DOD computer policy. For U.S. personnel, this means that if I fail to comply with
this policy, I may be subject to adverse administrative action or punishment under Article 92 of the Uniform Code of Military Justice
(UCMJ). If I am not subject to the UCMJ, I may be subject to adverse action under the United States Code or Code of Federal
Regulations.
17. I know that this device will be used to enhance my educational experience by using it for manuals, Internet access for Operational
Environment (OE), weather/safety information, maps/GPS for recon and /tracking, and other uses aligned with ALM (Army
Learning Model/Concept)

10. Acknowledgement: I have read the above requirements regarding use of U.S. Government information systems. I understand my
responsibilities regarding these systems and the information contained in them.
Instructors will ensure that all items listed in the Key Points were fully explained and adhered to.

15. Please note that this guidebook is a work-in-progress and will continue to be
developed with additional ideas on how to better integrate and ALM into
instruction. Report back to your leadership on what works well and what doesn’t
within your specific courses.
ALM/ALC 2015 INSTRUCTOR IMPLEMENTATION GUIDEBOOK
Developed by MSG Anders, NCOIC/Chief Instructor, 235
t h
KSRTI (v.Apr2014)