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SOURCES SOUGHT NOTICE FOR The Sailor 2025 (S2025) Ready Relevant Learning (RRL) Fiscal Year 2022 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 2022 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 subcontracting goal. Any resultant solicitation will be released to https://beta.sam.gov. 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 2022 (Courseware) Content Conversion (FY22CC) effort for three Navy Ratings (with multiple courses within each rating). The majority of the effort is anticipated to constitute courseware content conversion of existing subject matter for three ratings, 34 training paths, 1014 courses, and 16,000 courseware hours; all within approximately 36 months, with additional time following content conversion development completion dedicated to content validation, through Train-the-Trainer and Course Pilot, ensuring the converted courseware content runs within existing Navy learning environments. The schedule for the effort incorporates multiple ratings and courses requiring the rapid increase of labor categories shortly after contract award and continues throughout the effort. The ratings are: · Fire Controlman (AEGIS) (FCA) · Gunner’s Mate (GM) · Fire Controlman (FC) Anticipated Timeline: Estimated (final) RFP Release: 2nd Quarter FY2021 Estimated Award: 2nd Quarter FY2022 Estimated Value is $145.6 Million Projected Delivery Schedule for ratings/paths: 18-36 months after award of delivery order PLACE OF PERFORMANCE The place of performance is anticipated at the contractor’s facility with some travel to various Government facilities as follows: Multiple data gathering trips related for courseware content conversion, 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 Dahlgren, VA; Virginia Beach, VA; Great Lakes, IL; and San Diego, CA. 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. Only offerors meeting this requirement can submit a response. 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. RRL content modernization (courseware content conversion) is the effort to develop training and performance support to meet the objectives of S2025 and RRL. This content modernization effort will utilize current science-of-learning practices and research, human performance support strategies, instructional design strategies, and distributed learning options within virtualized, mobile, and Navy training enterprise systems. The RRL process tailors content to the nature of the rating in terms of a Sailor’s localized job and available deployment options. This is the RRL philosophy of “right place, right time, and right means.” The goal of all RRL content design is to maximize transfer and retention of training to actual task performance in the Fleet. This sources sought notice is related to a NEW acquisition for courseware content conversion, train-the-trainer 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 and systems engineering processes in the design, development, testing, and delivery (in line with both the ADDIE process and the Systems Engineering process) of courseware and training support products (Performance Support and Structured on the Job Training) delivered via classroom settings, labs, and software-based delivery methods. Businesses capable of accomplishing the requirement should demonstrate capabilities of delivering Train-the-Trainer (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 will be a requirement in the subsequent contract. Responses should demonstrate capabilities in designing and developing computer controlled courseware that relies on instructor and/or trainee input to determine the pace, sequence, and content of training delivery using more than one type of media as defined below. Complex Media (e.g. PC simulation, Augmented Reality, Mixed Reality, Virtual Reality, and Immersive Virtual Environment): The characteristic that most distinguishes Complex Media from Interactive Multimedia Instruction (IMI) is whether the courseware is primarily developed using an authoring system to manipulate multimedia objects (i.e. IMI), or whether it is programmed or coded using logic, math models, and a software architecture (i.e. Complex Media), especially when using game engine architecture (i.e. a set of component modules and interfaces such as a graphics module, logic module, animation module, data management module, etc.). Authoring IMI is inherently different from programming a dynamic software application. Level 1 IMI 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. Level 2 IMI 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 un-encountered scenarios, both with immediate feedback. Comprehension Checks: (Include but are not limited to) Multiple choice, matching, etc. with immediate system-generated feedback, and previously un-encountered procedural skills scenarios. Level 3 IMI 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 PC 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. PC Simulation (PC sim, also called Desktop Simulation, Desktop Trainer, or Virtual Simulation) A computer-based representation of the function and operation of systems or subsystems through the use of 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 which describes the correct state of any element in the environment through the definition of relationships and attributes. PC sim differs from an ICW 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, PC Sim Type I Equates to IMI II/III 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 PC Sim Type II Generally, runs on a closed (standalone) system More immersive and has a higher fidelity than the PC Sim 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. PC Sim Immersion Levels: Level 1 – Standard desktop PC-keyboard, monitor (may be dual monitors), mouse Level 2 – PC + multiscreen, interactions with touch screens, Earphones, joystick PC Sim Fidelity Levels: A (Low) – Use for familiarization, recall, and application. Contains still graphics, cutaways, and vector-based animations. The system functionality is modeled, but not system states. Only fault-free system simulation is provided. 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. 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 the Contract Specialist Mr. John Lina, john.k.lina@navy.mil no later than 3:00 p.m. Eastern Time on 15 July 2020 including a reference to “[Enter Your Company’s Name] Response to FY22 RRL CC Sources Sought Notice” within the subject line of the e-mail. Please use this subject line format for ease of internal configuration control. Carbon copy shall be provided to ricardo.l.elias@navy.mil. No Alternative submittal methods are requested. A brief capabilities statement package in Microsoft Word document (no more than 15) 8.5x11 inch pages (inclusive of a cover page) and 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 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 and 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 2020-O0008 is now in effect which adds the definition of “Similarly Situated Entity” and changes the 50% calculation for compliance with the clause. Small business primes may now 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. 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 FY22 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 development? If answer to question a is Yes, please provide one contract reference including the contract number, a SOW, 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, and multiple delivery systems/environments? Describe your company’s experience in design, development, testing, and delivery of Interactive Multimedia Instruction Level 3 and Complex Media, as herein defined, including developing training products for delivery via mobile devices. 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.