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SOURCES SOUGHT NOTICE FOR The Sailor 2025 (S2025) Ready Relevant Learning (RRL) Fiscal Year 2023 Content Conversion DISCLAIMER THIS SOURCES SOUGHT IS FOR INFORMATIONAL PURPOSES ONLY. THIS IS NOT A REQ... SOURCES SOUGHT NOTICE FOR The Sailor 2025 (S2025) Ready Relevant Learning (RRL) Fiscal Year 2023 Content Conversion DISCLAIMER THIS SOURCES SOUGHT IS FOR INFORMATIONAL PURPOSES ONLY. THIS IS NOT A REQUEST FOR PROPOSAL. IT DOES NOT CONSTITUTE A SOLICITATION AND SHALL NOT BE CONSTRUED AS A COMMITMENT BY THE GOVERNMENT. RESPONSES IN ANY FORM ARE NOT OFFERS AND THE GOVERNMENT IS UNDER NO OBLIGATION TO AWARD A CONTRACT AS A RESULT OF THIS ANNOUNCEMENT. NO FUNDS ARE AVAILABLE TO PAY FOR PREPARATION OF RESPONSES TO THIS ANNOUNCEMENT. ANY INFORMATION SUBMITTED BY RESPONDENTS TO THIS TECHNICAL DESCRIPTION IS STRICTLY VOLUNTARY. PURPOSE The purpose of this sources sought is to determine the technical and industry capability of potential offerors to provide the required products and determine the method of acquisition prior to the issuance of the solicitation. THIS SOURCES SOUGHT IS NOT A REQUEST FOR PROPOSAL. This market research tool is being used to identify potential and eligible firms, of all sizes. The responses to this Sources Sought will be utilized to determine if any Small Business Set-aside opportunities exist. All Small Business Set-aside categories will be considered. If after the assessment of the responses, it is determined that this requirement will not be set aside for small business, the Government intends to evaluate the small-business responses and conduct further market research to identify a small business participation goal. Any resultant solicitation will be released to https://sam.gov/content/opportunities. It is the responsibility of the potential offerors to monitor this site for additional information pertaining to this requirement. INTRODUCTION The Naval Air Warfare Center Training Systems Division (NAWCTSD) is providing this Sources Sought to conduct market research for the Sailor 2025 (S2025) Ready Relevant Learning (RRL) Fiscal Year 2023 (Courseware) Content Conversion (FY23CC) effort for six Navy Ratings (with multiple courses within each rating). The majority of the effort is anticipated to constitute courseware for existing subject matter for six (6) ratings, 31 training paths, 36 courses, and approximately 9,690 courseware hours; to be delivered in periods of performance ranging from 18 – 36 months, with additional time following the courseware completion dedicated to content validation, through Train-the-Trainer (T3) and Course Pilot, ensuring the courseware content runs within existing Navy learning IT environments. The schedule for the effort incorporates multiple ratings and courses requiring the potential need to staff up immediately to meet projected Government requirements shortly after contract award and continues throughout the effort after contract award and continues throughout the effort. The anticipated Navy ratings for this contract effort are: Rating Naval Aircrewman Mechanical (AWF) Naval Aircrewman Helicopter (AWS) Culinary Specialist (CS) Culinary Specialist Submarine (CSS) Electronics Technician (ET) Steelworker (SW) Anticipated Timeline: Estimated (final) RFP Release: 4th Quarter FY2022 Estimated Award: 4th Quarter FY2023 Projected Delivery Schedule for courseware, prior to T3/Pilot per ratings/paths: Between 18 and 36 months after award of delivery order, dependent on the size of courses/ratings. PLACE OF PERFORMANCE The place of performance is anticipated at the contractor’s facility with some travel to various Government facilities as follows: Multiple trips for data gathering, Train-the-Trainer events, and Course Pilot events will be required, and are designated by learning site for each rating specific to this program. Locations include, but are not limited to: Norfolk, VA Great Lakes, IL San Diego, CA Pensacola, FL Tinker AFB, OK ELIGIBILITY: The anticipated PSC for this requirement is 6910. The anticipated North American Industry Classification System (NAICS) code for this acquisition is 541330, which is for Engineering Services, and the small business size standard is $41.5M. ACQUISITION APPROACH The Government anticipates awarding, on a competitive basis in accordance with FAR Part 15 procedures, a single award Indefinite Delivery Indefinite Quantity (IDIQ) contract to the offeror submitting an acceptable proposal that represents the best value to the Government all factors considered. PROGRAM BACKGROUND Sailor 2025 is a Navy wide program to improve and modernize personnel management and training systems to more effectively recruit, develop, manage, reward and retain the force of tomorrow. The focus is on empowering sailors, updating policies, procedures and operating systems, and providing the right training at the right time in the right way to ensure sailors are ready for the Fleet. Recruiting, developing and retaining the right number of sailors with the right skills to man the force demands innovation built on a framework of three pillars. They are: 1) Personnel System Modernization 2) Career Readiness and 3) Ready Relevant Learning. NAWCTSD focuses on the third pillar of Sailor 2025, Ready Relevant Learning (RRL). The RRL pillar of S2025 is a transformational Navy training initiative that will accelerate the learning of every sailor for faster response to our rapidly changing warfighting requirements. One goal of this initiative is to achieve higher performance by coupling the timing of training delivery with every Sailor’s actual on-the-job need. RRL will ensure every sailor receives modernized training closer to the point of need to support assigned tasking through a phased approach that starts with accession “A” and “C” schools. This effort to modernize training products by instructionally designing, developing and delivering training and performance support to meet the philosophy of “right training, right time, and right way,” in support of the RRL three phased approach. In context of RRL, "modernization" includes current and forward-looking instructional delivery systems, technologies and protocols that go beyond the limitations of SCORM, browser-based training materials, and traditional instructor-led classroom systems. Such technologies embrace the xAPI profile, cmi5 profile specification, mobile learning, and simulations. In context of RRL, "innovation" is a deviation from traditional instructor-led, direct instruction that achieves greater learning outcomes for the students and provides instructor support greater than the traditional lesson plan, given equal time, and resources. Innovation includes both methodological and technological. RRL modernization brings a new paradigm in how Sailors are trained. A move from traditional “knowledge-based” instructor-podium-led training to “performance-based” using methods that may include: Flipped Classrooms, Spiral Curriculum, Student Centric Learning, Scenario Based, and others across various technologies that can run online, on computers, mobile tablets, etc. Using creative design to build for use across all IT systems. The goal of RRL is to provide the right training at the right time in the right way throughout a Sailor's career, with content that meets fleet-validated learning requirements, in order to improve Sailor performance and enhance mission readiness. This sources sought notice is related to a NEW acquisition for courseware, T3 events, and course pilot events for the ratings referenced above. There is NO INCUMBENT contract or contractor. REQUIRED CAPABILITIES Interested parties should demonstrate management focusing primarily on instructional systems design (ADDIE process) and systems engineering processes in the design, development, testing, and delivery of courseware and training support products (Student Performance Support Tool (SPST) and Structured On the Job Training (SOJT)) delivered via classroom settings, labs, and self-directed delivery methods. Businesses capable of accomplishing the requirement should demonstrate capabilities of delivering T3 events for a minimum of twenty (20) instructors per course for the delivery of training materials to others and focused on the updates to previous training curricula. Capabilities should also demonstrate the ability to pilot updated courses for a minimum of twenty (20) students per course. Media Requirements/Capabilities: The following media definitions will be a requirement in the subsequent contract. Responses should demonstrate capabilities in designing and developing courseware using more than one type of media as defined below. Terms and Definitions Media Characteristics Level 1 IMI (Typically instructor facilitated) Instructor Interactions: Low to moderate; performs basic interactions with the delivery system (e.g. paging through content). Student Interactions: Passive to limited participation; may perform basic interactions with the delivery system as directed. Audiovisual Media: Text; photos; video/audio (if customer-supplied or if minimal production and postproduction is required, e.g. can be recorded using simple device and little or no editing necessary); 2D/3D Graphics (not complex): repurposed or customer-supplied complex graphics (where no editing or revision is necessary): interactive GUI (menus, submenus); minimal hyperlinks/hotspots; customer-supplied animations; simple animations of parts/equipment/process flows; check-on-learning animations. Menu/Path Includes: Navigation is primarily linear with occasional simple menus/ submenus to one or two paths and then return (e.g. moving page-to-page by clicking on the “Next” button or on objects that advance the presentation in a linear path (i.e. page-turner)); however, may be designed for the user to be able to respond to instructional cues (i.e. objects on the screen such as point-and-click objects, rollover objects, and drag-and-drop objects). Using hotspots or blue robs to advance the screen is the same as clicking "Next" to advance (still essentially a linear progression). Designed as an Information-Only or an Information-Plus-Demonstration strategy. Learning Activities: (Include but are not limited to) Practice activities with feedback are limited to recall of information presented or are separately directed as lab activities. Comprehension Checks: (Include but are not limited to) Multiple choice, matching, etc. with immediate instructor feedback or system-generated feedback as appropriate. Media Characteristic Definition IMI 1 Text (Self-explanatory) Audio Can include voiceover narration and sounds corresponding with visual presentations, animations, audio clip recordings, mechanical sounds (e.g., beeps, buzzes, clicks) and replications of natural environmental sounds. 2D Graphic Highly detailed image. High resolution (2D graphics). High level of detail and focus in visual representation/replication. Can be depicted in a 2D or 3D graphic. 3D Graphic Exploded view and/or view all sides of object (e.g. system, component). Provide a visual depiction in an X-Y-Z scale (width, height, depth) to depict components within a larger system (“exploded” view) or to provide a rotational view of all sides of a component or system. Unlike object modeling, a 3D graphic is static and does not allow user interaction with the image. Motion Graphic/Video (Self-explanatory) Level 2 IMI (Typically self-directed, but can be instructor facilitated) [May include PC/Desktop Simulation Type I at Immersion Level 1 and Fidelity Level A. See PC/Desktop Simulation.] NOTE: Given current technology and considering the most basic computer use, almost all self-paced IMI falls into Level 2, which relies heavily on Level 1 elements e.g. mostly linear presentation and simple menus to one or two paths) but with audiovisual elements developed at a more complex level. The exception would be Level 2 IMI with embedded Level 3 learning activities (e.g. Virtual Simulation to perform procedural skills, or application of principles such as tactics, or a Virtual Simulation as a lab activity). Student Interactivity: Moderate to complex participation; performs moderate to complex interactions with the delivery system. Audiovisual Media: Video/audio (if minimal production and postproduction is required, e.g. can be recorded using simple device and little editing necessary); 3D Graphics; interactive GUI (menus, submenus); hyperlinks/hotspots; animations of parts/equipment/process flows; check-on-learning animations. Menu/Path Includes: Navigation is based on instructional cues (i.e. student prompts, presentation of stimulus). The learner makes simple responses to instructional cues and interacts with objects on the screen such as point-and-click objects, rollover objects, and drag-and-drop objects (i.e. simple item selection, procedural response). Interaction offers feedback and remediation. The learner has more control over navigation with two or three menu/path capability. Designed as an Information-Only or an Information-Plus-Demonstration strategy. Learning Activities: (Include but are not limited to) Procedural skills demonstrated by the courseware and procedural skills via previously unencountered scenarios, both with immediate feedback. Comprehension Checks: (Include but are not limited to) Multiple choice, matching, etc. with immediate system-generated feedback, and previously unencountered procedural skills scenarios. Media Characteristic Definition IMI 2 Item Selection Interaction with courseware requires inputs/selections to occur one at a time. Procedural Response Input actions performed in sequence or step-by-step. Object Modeling 1. Static Models – 3D models that look the same as if in a live setting, with realistic proportions, color, textural appearance, etc. Interaction with static models allows rotation of the model to see all angles and points of view. 2. Active Models – 3D models that include all the features of static models and that react and function as they would in a live setting, with the correct speed, acceleration, trajectory, etc. Interaction with active models at the IMI 2 level allows manipulating the model and/or interacting with it in a demonstration mode, e.g. to identify components and their locations, identify controls and indicators, etc. and to see their basic functions. Level 3 IMI (Typically self-directed) [May include PC/Desktop Simulation Type I at Immersion Level 1 and Fidelity Level B. PC/Desktop Simulation.] Student Interactions: Complex participation; performs complex interactions with the delivery system. Audiovisual Media: Video/audio; 2D/3D Graphics (complex); interactive GUI; coded activities (e.g. guided practice, emulation, games, simulation of parts of systems, animations, and Check on Learning). Menu/Path Includes: This level of interactivity most often applies to specific learning activities within a Level 2 lesson (e.g. a learning activity to perform procedural skills, or application of principles such as tactics, or a Virtual Simulation as a lab activity). Involves simulated activities such as a how-to guide for learning software; simulated activities depicting diagnostic procedures; simulated operational procedures; and simulated activities for troubleshooting. The learner controls the learning experience by responding to instructional cues (i.e. presentation of stimulus) which may involve open-ended navigation. The learner is encouraged to branch (test out or otherwise skip content already mastered), make decisions, and alter paths, and receives constructive feedback. The learner uses varied techniques in response to instructional cues involving complex concepts, procedures, and evaluation. A lesson may present complex Operation and Maintenance procedure scenarios. Designed as an Information plus Demonstration plus Application strategy, or as a Whole Task-Centered with Demonstration Application strategy. Learning Activities: (Include but are not limited to) Practice with immediate feedback are mostly application of procedural skills, with ample opportunities to practice, but not with free-play. Comprehension Checks: (Include but are not limited to) Testing with tailored remediation; and adaptive branching based on pretest performance. There should be few, if any, recall of information questions in a Level 3 learning activity. Media Characteristic Definition IMI 3 Object Modeling 1. Static Models – same as IMI 2. 2. Active Models – same as IMI 2, but interaction with active models at the IMI 3 level allows manipulating the model and/or interacting with it in a performance mode, i.e. to perform an operation or maintenance task, etc. Complex Controls (Interactive Objects) Interaction with courseware, object models, and/or simulated controls that allows various inputs with various feedback or responses from the system for the different inputs. E.g. interacting with an object or controls to perform a task. Complex Scenarios Actions of the trainee impact the scenario, where the scenario can change based on inputs provided by the trainee, resulting in multiple ways an LO can be executed. E.g. complex scenarios allow a trainee to perform multiple, simultaneous actions (inputs), or to respond to a variety of variables or conditions, with system-generated feedback (responses) dependent upon the combined inputs. Multi-path Navigation The User Experience Design (UX) and User Interface Design (UI) allow navigation that includes access to all parts of the SCO via the use of menus, hyperlinks, pop-ups, multiple navigation panes, etc. Practice activities may be guided or unguided, as appropriate, for the scenario(s) and LO. Performance tests should not repeat the practice activity unless there is only one correct way to perform the LO and no alternate scenario(s) would be appropriate. Navigation down an incorrect path shall be corrected within two steps. Visual Motion Awareness Sensation of moving through an environment relative to other objects. Complex Media (i.e. Virtual Simulation or VSIM) A computer-based representation of the function and operation of one or more systems or subsystems using system models that replicate physical processes. Interaction with system simulation is generally conducted through realistic representations of the actual system control panels or interfaces. Simulation is not strictly a presentation technique, it is a model-based environment that describes the correct state of any element in the environment through the definition of relationships and attributes. Virtual Simulation differs from an IMI learning activity that models basic interactions with simulated system controls and indicators (e.g. rotate a knob, toggle a switch, etc.) or basic maintenance actions (e.g. remove/replace a component). To further clarify, VSIM Type I Equates to Level 2 or 3 IMI with computer evaluation of student performance during labs that are self-paced, with limited or complex participation to allow for virtual task performance and knowledge applications Generally, Level 1 Immersion with Fidelity ranging from A to B SCORM compliant and will run from the Navy LMS across the internet VSIM Type II Generally, runs on a closed (standalone) system (e.g. a Multipurpose Reconfigurable Training System (MRTS 3D)). More immersive and has a higher fidelity than the VSIM Type I Level 2 Immersion with Fidelity ranging from B to C Usually not SCORM compliant and will use another form of student tracking than the Navy LMS May include the use of haptic or hardware controllers, the use of multi configurations of displays or user-interface devices, and may require additional servers to control multiple instances or provide image generation for 3D environments or entity visuals. VSIM Immersion Levels: Level 1 – Standard desktop PC-keyboard, monitor (may be dual monitors), mouse Level 2 – PC + multiscreen, interactions with touch screens, earphones, joystick VSIM Fidelity Levels: A (Low) – Use for familiarization, recall, and application. Contains still graphics, cutaways, and vector-based animations. Models system functionality, but not system states. Provides only fault-free system simulation. The simulation is based on empirical inference. B (Medium) – Use for application, analysis, synthesis, problem solving, and transfer. Contains 2D/3D animations. Offers both fault and fault-free simulation of system components. Has correct modeling of system static states within actual system tolerances. Simulation depicts some dynamic system states. C (High) – Use for problem-solving, transfer, and as a job performance aid. Contains complex equipment modeling. Has a mathematically correct component-based model. Accurately simulates dynamic states, faults and fault effects of individual components. Replicated system static and dynamic response is within tolerances prescribed for actual equipment. Media Characteristic Definition Complex Media Object Modeling 1. Static Models – same as IMI 2. 2. Active Models – same as IMI 3 (especially with Complex Controls, Complex Scenarios, and Multi-path Navigation), but adds one or more of the Complex Media characteristics, which increases the fidelity of interactions with the model. Interaction with active models at the Complex Media level allows manipulating the model and/or interacting with it in a performance mode, i.e. to perform an operation or maintenance task, etc. Realistic Physics Objects behave realistically in response to gravity, friction, or force. Convey accurate and realistic, natural, physical laws (not gaming properties). Objects respond to gravity, collisions and friction in the same way they would in the real world. Out-of-tolerance Feedback The required actions to execute the LO are constrained by limiting factors, impacting the way the LO is performed. These limiting factors must be considered and accounted for in performance of the LO (e.g., actions must be taken within a certain time frame, at very precise times or locations, performed with a specific amount of pressure or at a certain pace or rhythm, occur within other defined thresholds, etc.). Fault Insertion Capability of the training system to introduce faults or discrepancies that cause divergence from normal functioning of the system or scenario being used, requiring corrective action from the trainee to return the system to normal functions. 3D Immersive Environment 3D Immersive field-of-view. Provides an extended horizontal and vertical field-of-view (beyond the 180o field seen on standard flat-screen projections). Realistic Terrain Environmental surroundings impact responses or reactions. Replicates specific terrain because the type of terrain impacts how the LO must be executed. Physical Environmental Effects Objects behave realistically in response to gravity, friction, or force. Convey accurate and realistic, natural, physical laws (not gaming properties). Objects respond to gravity, collisions and friction in the same way they would in the real world. Reporting Capabilities The ability to view, review or document responses during practice or performance of an LO. Scenario Playback The need to record student performance to allow for replay and review of that performance after the LO has been executed. SPECIAL REQUIREMENTS Any resulting contract is anticipated to have a security classification level of Secret. Vendors shall have a Facility Clearance Capability and Safeguarding Level up to the Secret level. SUBMISSION DETAILS (CAPABILITIES STATEMENT) Firms that believe they can demonstrate the capabilities required to be considered for this opportunity must submit an electronic response to: Contract Specialist - Jennifer Kotar, jennifer.a.kotar.civ@us.navy.mil and Procuring Contracting Officer (PCO) - Ricardo Elias, ricardo.l.elias.civ@us.navy.mil Responses are due No Later Than (NLT) 3PM (EST) on 23 December 2021. Include reference to “[Enter Your Company’s Name] Response to FY23 RRL CC Sources Sought Notice” within the subject line of the e-mail and at the start of the e-mail. Please use this subject line and e-mail format for ease of configuration control. No Alternative submittal methods are accepted. A brief capabilities statement package in: Microsoft Word document (no more than 15) 8.5x11 inch pages (inclusive of a cover page) Times New Roman Font, no less than 10 point shall be submitted in response to the questions. Brevity of extraneous information is desired. Responses should clearly describe the potential offerors’ capabilities to satisfy requirements and should describe current capabilities in the area of courseware design and development as well as internal processes and capabilities to satisfy the requirements. Summaries shall identify, at a minimum, company name, business size and small business category, CAGE code, DUNS, and NAICS. Business description: Company Name Company Address Points-of-Contact (POC) including full name, phone number, fax number, and email address Company Business Size under the mentioned NAICS code. Respondents to this notice must also indicate whether they are a large business or qualify as a Small, Small Disadvantaged, Small Disadvantaged Veteran Owned Small Business, Women-Owned, 8(a), Hub Zone or Service Disabled Veteran-Owned Small Business Concern. Identify any certifications. If your company is in the 8(a) program, provide graduation date. Information and materials submitted in response to this notice WILL NOT be returned. Classified material SHALL NOT be submitted. For Small Businesses: If you are a small business interested in being the prime contractor for this effort, please be advised that the FAR 52.219-14 Limitations on Subcontracting clause has changed. Deviation 2021-O0008 is now in effect which includes the definition of “Similarly Situated Entity” and provides a revised methodology for the 50% calculation for compliance with the clause. Small business primes may count “first tier subcontracted” work performed by similarly situated entities as if it were performed by the prime itself. Please read the full text of the clause deviation (52.219-14 Class Deviation 2021-O0008 dated 09/10/21 at https://www.acq.osd.mil/dpap/policy/policyvault/USA001770-21-DPC.pdf). To assist in our market research and determination of any applicable small business set-aside for this effort, if you are a small business interested in priming this effort and plan to utilize “similarly situated entities” to meet the Limitations on Subcontracting, please identify the name & CAGE Code of the specific firm(s) you intend to partner/subcontract with to meet the requirements as well as their SB size status under the NAICS that you as the prime would assign for their workshare. Information regarding any planned similarly situated entity should be included in answering any questions outlined in the notice in order to assist the Government’s capability determination. For firms potentially interested in proposing to the S2025 RRL FY23 Content Conversion effort, please respond to the following questions. Has your company ever performed as a prime contractor (or Subcontractor of dollar value close the estimates given above) for courseware content design and development? If answer to question a is Yes, please provide one contract reference including the contract number, (technical documents such as a SOW or PWS), number of subcontractors managed, if any, and contract document indicating the number of courseware hours that were developed or converted so that Government can validate. Responses should address Required Capabilities outlined above. Explain how your company handled/ramped up for the contract listed? Did your company experience any challenges and how were they resolved to not repeat moving forward on future contracts? Does your company have resources available such as corporate management and currently employed personnel to be assigned to tasks under this effort to include professional qualifications, specific experience of such personnel, and the ability to have personnel located where required? Has your company ever developed courseware to simultaneously meet SCORM 2004 compliance, xAPI specification compliance, cmi5 profile specification compliance, and multiple delivery systems/environments? Describe your company’s experience in design, development, testing, and delivery of Interactive Multimedia Instruction (IMI) Level 3 as herein defined, including developing training products for delivery via mobile technology. Describe your company’s experience in design, development, testing, and delivery of Complex Media (e.g. virtual simulation, PC simulation), as herein defined, following the systems engineering process and CDRLs. This notice is for planning purposes only and is not to be construed as a commitment by the government to procure any products or services, or for the government to pay for the information received. The government is not committed nor obligated to pay for the information provided, and no basis for claims against the government shall arise as a result of a response to this Sources Sought Notice. DEFINITIONS For clarification, these definitions are repeated from SOW Appendix C – Terms and Definitions: Content Conversion (CC) (a.k.a. RRL Content Conversion, RRL Training) The effort to modernize Navy training by designing, developing and delivering training and performance support materials to meet the “right place, right time, and right means” along a sailor’s career long learning continuum in support of the RRL three phased approach: Block Learning – Rather than delivering all accession training at the onset of the Sailor’s career, Block Learning distributes accession training across three or more separate installments (Block 0, Block 1 and Block 2-X) slated for delivery prior to the Sailor’s first three tours. Enhanced Accessible Learning – As appropriate, blocks of learning will be distributed outside of the schoolhouses and delivered at the waterfront using modernized delivery systems to simplify a Sailor’s access to training. Anytime, Anywhere Learning – Training content accessible in the operational environment (on the ship, sub, and flight line) to the maximum extent possible and available on-demand for delivery at the time of need. Content Conversion focuses on the instructional design, strategies, media, and content within a given course. The CC effort requires using the Fleet-validated data presented in the MFA spreadsheet and the complex media fidelity data as a basis, and then requires designing, developing and delivering improved training products that meet the concepts of innovative instructional systems design and modernized technologies. CC is far more involved than simply converting existing media from one format to another (e.g. converting PowerPoint or Flash files to HTML5) and includes correcting content errors and resolving content discrepancies in erroneous data as part of the effort. Content Conversion is coupled with, but distinct from, Courseware Modernization, which focuses on the delivery of training curricula. (See Courseware Modernization.) Courseware Modernization A concept from the Commander, U.S. Fleet Forces Command, Vision and Guidance for Ready Relevant Learning document focusing on the delivery of training curricula – the timing and point of need along a Sailor’s Career Long Learning Continuum (CLLC), the delivery system(s) and supporting Information Systems and Technology (IS&T) architecture, and the recording of learning event data for analytics. Courseware Modernization is coupled with, but distinct from, Content Conversion, which focuses on the instructional design, strategies, media, and content within a given course. (See Content Conversion.)