Training is a fundamental activity for military readiness. To reach and maintain a high level of performance, individuals must be taught the information and then offered the opportunity to practice the skills critical to their roles and responsibilities. In many instances, didactic instruction (either classroom or computer-based) is provided separately from experiential instruction. Warfighters today have the benefits of computer technology that can be used to facilitate instruction—both didactic and experiential—in the same environment. However, the separation between these two types of training—now exemplified by e-learning (didactic) and PC-based simulation (experiential)—remains largely divided. This is an unfortunate circumstance that does not allow warfighters to "train as they operate." To address this apparent gap, the Joint Advance Distributed Learning (JADL) Co-lab is exploring ways in which didactic and experiential learning approaches can be synthesized. The current version of SCORM (Sharable Content Object Reference Model) supports many types of curriculum sequencing, but has a number of architectural and pedagogical limitations when didactic/experiential integration is the desired end result. This is in part a consequence of the differences between e-learning and simulation, including the overall objectives of training, the clarity of performance measurement, the necessity of "roles" in instruction, and the degree of nonlinearity implied by the instructional technique. The incongruity of the approaches requires careful thought as to effective integration. This paper presents a number workflows (or templates) which illustrate the variety of instructional possibilities inherent in integrated didactic/experiential training. These contextually-anchored use cases are intended to guide instructional designers as they increase the degree of integration in computer-supported instruction. The implications of these workflows onto the SCORM 2004 standard and the JADL 2010 Integrated Prototype Architecture (IPA) are discussed.