Training
Using Pedagogical
Information to Provide More Effective Scenarios
AUTOMATED
SCENARIO GENERATION SYSTEM IN A SIMULATION
Integrating
Intelligent Structured Training with a Virtual Dismounted Environment
Automating
Human Performance Measurement using XSLT in Simulation-Based Exercises
The Training
Needs Framework – Mapping Simulation Tools to Desired Outcomes
Achieving
Simulation Interoperability – Republic of Korea and United States
Best Practices
for Creating Effective and Engaging 3D Procedural Animations
Case Study:
Transforming HMMWV Mechanic Training with Interactive 3D Virtual Training
The Visual
Assessment Method for Maintenance training (VAMM)
Designing
and evaluating the transfer of learning through a game-based simulation for
Combat Medics
Virtual Patient
Simulation: Transforming Combat Medic Training
Just-In-Time
Training of Deployed Skilled Support Personnel via Cell Phone Multimedia
Optimizing Leadership
Performance
Mastering the
Battle Command Digital Environment through Team Training
FCS – Changing the
Face of Live Training
Integrating and
Presenting Performance Information in Simulation-Based Air Warfare Scenarios
An Integrated Theory
for After Action Review
Enabling
Automated AAR Development by Abstracting Data Collection from Analysis
An Embedded
Training Multi-Ship Demonstrator
Networked
Electronic Warfare Training System (NEWTS)
Switchable Vision
Blocks: The Missing Link for Embedded Training
Anytime, Anywhere
Terrain Visualization Training
Using Data
Visualization to Design FCS Task-Based Training
The Army’s
Future Aviation Simulation Strategy Study
Training
Architecture: Force Transformation Agent
Designing and
Implementing Intelligent Tutoring Instruction for Tactical Action Officers
Using Synthetic
Operators in Simulation for Self-Paced Training
Identification
and Evaluation of Simulator System Deficiencies
Assessing
Training: A Methodology for Analyzing
Tacit Assessment
Advanced
Distributed Debrief for Joint and Coalition Training
Training for
Conflict in Space
Using
Pedagogical Information to Provide More Effective Scenarios
2007 Paper No. 7107
Webb Stacy, Ph.D. , John Colonna-Romano
Aptima, Inc.
Woburn, MA
Naval
Modern simulation environments provide powerful
practice opportunities for warfighters. Current
approaches to scenario definition in these
environments specify terrain, platforms, and major planned events, but link
only indirectly to training goals. To
move these environments from effective practice to effective training, they
must incorporate pedagogical knowledge such as training objectives, performance
measures, and trainee feedback. We have
been working on an approach that provides guidance for scenario design,
execution, and review. The approach views scenarios as collections of
potentially overlapping learning episodes structured by a construct called the
experience—a specific scenario-based situation
that will give trainees an opportunity to make progress towards their training
objectives. The conditions that will bring about a particular experience are
expressed as constraints. In practice, these are straight-forward statements of
conditions in the scenario that must be true in order for the learning episode
to take place. For example, in order for a helicopter pilot to work on a
training objective in sensor fusion, multiple sensors must be enabled in the
helicopter, the targets of interest must be within their range, and it must not
be raining. Normally, this is accomplished during scenario planning by placing
an event on a Master Scenario Events List (MSEL) that calls for relevant
platforms to be in specified places at specified times.
But those specifics are often
unnecessary from a training perspective. Relaxing them—while enforcing the
experience-based constraints—provides the possibility of additional learning
opportunities when the scenario does not unfold exactly as expected. The
resulting scenario provides trainees with an environment that lets them make
progress more reliably against their training objectives, and this results in more effective training. This paper explains the approach and
illustrates
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AUTOMATED SCENARIO GENERATION SYSTEM IN A SIMULATION
2007 Paper No. 7186
Hitachi, Ltd., Defense
Systems Group
Tokyo,
Developing training scenarios that induce a
trainee to utilize specific skills is one of the facets of simulation-based
training that requires significant effort. Simulation-based training systems
have become more complex in recent years. Because of this added complexity, the
amount of effort required to create and maintain training scenarios has
increased. This paper describes an investigation into automating the scenario
generation process. The Automated Scenario Generation System (ASGS) generates
the environment for the expected action flow in chronological order from
several events and tasks, with estimated time for the entire training mission.
When the user defines the training objectives and conditions, the ASGS
automatically generates a scenario that includes not only the initial situation
but also the sequential environmental conditions that will present the trainee
with subsequent situations relevant to the training objectives throughout the
entire simulation exercise. The latter
is the main contribution of the research, as the flow of the training exercise
can take many directions after start, based on the decisions made by the
trainees. The system considers the current situation, and strives to present
the trainees with subsequent situations that are consistent with the training
objectives, yet in a manner that is natural. It takes advantage of
contextualization to accomplish this. This scenario includes a degree of
randomization to ensure no two equivalent scenarios are identical. This makes
it possible to train different groups of trainees sequentially, who may have the same level or training objectives, without
using a single scenario repeatedly. The SVSTM Desktop system is used as the
development infrastructure for the ASGS prototype training system. The paper
describes and discusses the ASGS prototype, the tests to which the prototype…
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Integrating Intelligent Structured Training with a
Virtual Dismounted Environment
2007 Paper No.7168
|
Stottler Henke Associates, Inc. San
Mateo, CA |
US Army
Command and Fort
Leavenworth, KS |
US Army Research, Development
and Engineering Command, Simulation and
Institute for
Simulation and Training (IST),
The advancing state of the art in dismounted embedded
training makes use of helmet-mounted displays, man-wearable computers, and
other immersive hardware to construct increasingly engaging environments. Within such a framework, structured training
methods provide a means to achieve learning objectives and concept retention,
with minimal instructor involvement.
Intelligent structured training applies real-time automated evaluation
and feedback methods based on Intelligent Tutoring Systems (ITS) techniques. This paper reviews results from the integration
of an Intelligent Structured Trainer with the embedded Virtual Warrior Soldier
prototype developed for the Army RDECOM Simulation and
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Automating Human Performance Measurement using XSLT in
Simulation-Based Exercises
2007 Paper No. 7251
|
Sterling
Heights, MI |
General
Dynamics C4 Systems Orlando,
FL |
RTI
International Raleigh,
NC |
The real-time collection and filtering of the enormous
amounts of data resulting from training simulations involving hundreds of
entities is a challenge for training system architects. Traditional approaches
have relied on human observer/trainers (O/T) to tag key events and prepare the
After Action Reviews (AAR), which identified what happened (particularly events
contributing to metrics for mission success), why metrics were not met
(precursor events that contributed to the metric events), how the critical
sequences of events arose (identifying decision points), and provide timely
learning points. For collective training simulations, the O/Ts are often
overwhelmed in terms of tracking individual behaviors and skills. Automated
approaches for capturing human performance data are a preferred method that can
provide feedback to each member of a team or unit. This paper describes the application of a
novel use of XML Stylesheet Language Transformations
to process simulation event stream using an Event-Condition-Action (ECA) rule
engine. The human performance data capture used the following process: 1. Data Collection from multiple sources,
including IEEE 1278 Distributed Interactive Simulation (DIS) data and other
network data. 2. Protocol Filtering, which is done to
reduce the processing workload in the later stages of the pipeline. 3. XML
Conversion, where the filtered data streams are converted to a neutral XML
format that allows processing using ECA rules. 4. Event Detection, which is
done using XSLT to extract key events. 5. Event Processing,
which is done to relate selected event sequences to human performance
standards. The Embedded Training Group at General Dynamics Land Systems has
applied this approach to measure learner performance in distributed interactive
simulations, including driver training and gunnery training. Ongoing work is
related to using competency standards to specify the ECA rules and generate the
appropriate XSLT.
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The Training Needs Framework – Mapping Simulation
Tools to Desired Outcomes
2007 Paper No. 7041
|
Kingston,
Ontario |
Director
Land Synthetic Environments Kingston,
Ontario |
The current operational tempo within the
Canadian Army has forced training policy and planning organizations to become
increasingly outcome oriented. There is
considerably less interest in the specific tools provided to achieve these
outcomes and a strong desire for a systems view of how to best meet the overall
training requirements under challenging time and budget constraints. The tools are certainly important, however,
they are clearly a means to an end and not an end unto themselves. As natural as the distinctions between live,
virtual and constructive simulation may seem to those who are familiar with
them, using them in combination and the advent of serious games have begun to
blur the distinctions between them making them less useful in terms of
describing training outcomes.This paper describes the
training needs framework (TNF), which was created to portray not only the
training requirements, but also, and more importantly, to facilitate decisions
associated with finding the best tools for the job. Specifically, the TNF can be used to map how
any tool or set of tools can be applied to produce a particular outcome as part
of an overall training plan intended to certify troops for a specific
deployment. The TNF is shown to help
identify gaps in terms of tools required to achieve the desired training
outcomes, but can also serve to facilitate options analysis for filling the
gaps. In this context, decision makers
are able to objectively assess simulation investments based upon the training
outcomes that will be enabled through their use. The paper also provides a specific example
of how the TNF can be applied in line with the tenets associated with
experiential learning taking; physical, cognitive and affective training
requirements into account.
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Achieving Simulation Interoperability –
2007 Paper No. 7042
Combined/
The
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Best Practices for Creating Effective and Engaging 3D
Procedural Animations
2007 Paper No. 7058
Erik Kaas, Travis Miller, Keith Reid, Jason Spencer
NGRAIN (
The use of procedural animations in training
materials has grown since studies have shown animations to be an effective and
engaging medium for introducing students to new procedures. State of the art 3D
animation creation tools have introduced new capabilities as well as a new set
of considerations and best practices that affect a content creator’s ability to
build animations that most effectively meet learning objectives. As well, the
background of the content creator is changing as the ease of use of content
creation tools increases. This paper
will present methods to maximize the benefits of, and best practices for
creating, 3D procedural animations. The paper draws from experiences delivering
animations in over 35 3D virtual task trainers and interactive electronic
technical manuals for the U.S. Army, Air Force, Marine Corps, and Canadian Forces
and Air Force. In these projects, 3D animations were used extensively to
familiarize students with individual parts and components of wheeled vehicles,
aircraft, and weapons systems; to illustrate maintenance steps and procedures,
and to visualize the cycle of operations of a system. Included in the best
practices are specific animation design and style guidelines, and
recommendations to integrate procedural animations with other training content
including interactive parts familiarization and virtual task practice, to most
effectively meet learning objectives.
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Case Study: Transforming HMMWV Mechanic Training with
Interactive 3D Virtual Training
2007 Paper No. 7242
CW5 Harvey Jackson, Gabe Batstone
States Army 187th
Ordnance Battalion
NGRAIN Corporation
Training in the U.S. Army is critical for
operational success. Although Training Transformation is an Army focus, it is a
major challenge in wartime in the face of limited available funding and
resources. The U.S. Army Wheel Vehicle Mechanic School (WVMS) at
This
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The Visual Assessment Method for Maintenance training
(VAMM)
2007 Paper No. 7301
|
TNO Defence, Security and Safety Soesterberg, The Netherlands |
Royal Volkel, The Netherlands |
Observing maintenance competencies in training
settings is difficult. Many critical attitudes such as safety-awareness or team
skills are covert and occur irregularly. As a result, assessing such
competences for learning and testing often is subjective and not transparent.
TNO and the Royal Netherlands Air Force (RNLAF) together have created a method
for learning and assessing the development of such critical attitudes and
skills, called the Visual Assessment Method for Maintenance training (VAMM). In
this method, video-cameras are set up in the workshop, monitoring a team of
learners doing realistic F16 maintenance tasks. One of the team members is
responsible for evaluation of task performance. A commercial computer-based
tagging tool (Darthfish) is used to mark incoming
video events, and quickly classify them according to predefined evaluation
criteria such as ‘bookwork discipline’ or ‘team co-operation’. A selection of
marked video-episodes is used in an After Action Review (AAR), showing examples
of good and bad displays of attitudes and skills. Both task performers and
evaluator can learn from this reflection process. Instructors may apply the
method in exam settings, providing an objective and transparent manner of
assessing realistic tasks. The VAMM method is currently being tested by means
of a pilot project at a RNLAF school with two teams of four learners. The first
results show that learners are capable to assess mutual task performance by
means of video analyses; (a) a sufficient number of events was
tagged for proper
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Designing and evaluating the transfer of learning
through a game-based simulation for Combat Medics
2007 Paper No. 7294
|
RDECOM-STTC |
ILS |
|
OSD-i |
DCMT |
The Tactical Combat Casualty Care Simulation is
a government funded program that combines interactive training techniques with
Advanced Distributed Learning (ADL) technologies and immersive, 3D game-based
simulations to help train Army Combat Medics.
The program uses a variety of instructional strategies to immerse
students into scenario driven events inorder to teach
and evaluate a student’s knowledge regarding the essential tactics, techniques
and procedures required to successfully perform as an Army Combat Medic in a
battlefield environment. The application was developed for the Army Medical
Department Center & School; Department of Combat Medic Training’s (AMEDD,DCMT) “68W10 Healthcare Specialist Course” at Fort Sam
Houston, TX. It is being implemented in three stages. First, it is being used
in the classroom to familiarize students with initial concepts of providing
care on the battlefield. Second, it is being hosted within the school’s
learning resource centers. Finally, in August 07, it will be hosted behind Army
Knowledge Online and interfaced with a SCORM (Shareable Content Object
Reference Model) conformant Learning Management System to provide both online
and offline student tracking, assessment and remediation. One critical
component of this project is an ongoing training effectiveness evaluation being
managed by the Army Research Institute to determine learning transfer in to the
field and the overall cost benefits of using the system. Earlier evaluations
have resulted in changes to the interface, instructional strategies and
playability of the application. This paper will discuss in detail how…
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Virtual
Patient Simulation: Transforming Combat Medic Training
2007 Paper No. 7500
Gino F. Fragomeni, Shannon S. Swain
PEO-STRI
Orlando, Florida
A fundamental challenge for the United States
Army is to ensure that it can effectively maintain the Combat Medic forces
necessary to meet the challenges of the current battlefield and at the same time
transforming Combat Medic capabilities to respond effectively in the future.
One of the most important issues is how to train medical personnel in peacetime
for the realities of war. In recognition that every soldier is a first
responder, the Army has added a virtual capability to its medical training
arena, the Medical Simulation Training Center (MSTC). This paper describes the
MSTC initiative which standardizes the medical training needed by incorporating
a lifelike and medically authentic simulation system designed to provide a
broad spectrum of symptoms to give Soldiers the skills to save lives in combat.
The new integrated training centers provide realistic wartime training
utilizing physiologically-based patient simulators to ensure that they will be
able to perform their duties both as a soldier and a medic. The use of
simulation based training will provide medical personnel with realistic, high
fidelity, mission-oriented training in critical medical skills,
decision-making, and team coordination. This dynamic environment provides live,
virtual, and constructive training with an emphasis on the Combat Medic
Advanced Skills Training (CMAST) and Combat Life-Saver (CLS) training
principles while incorporating state of the art technology. The MSTC places
training emphasis on realistic simulation while adhering to the principles of
tactical combat casualty care ensuring all students receive didactic, hands on,
tactical, and technical medical training required to save
lives during combat operations abroad.
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Just-In-Time Training of Deployed Skilled Support Personnel
via Cell Phone Multimedia
2007 Paper No. 7506
BanDeMar Networks, LLC
Skilled Support Personnel (SSP) are non-first
responder specialists dispatched to serve in emergency incidents, and include
laborers, operating engineers, carpenters, ironworkers, sanitation workers and
utility workers. SSP called to an
emergency incident rarely have detailed and recent training on the chemical,
biological, radiological, nuclear and/or explosives (CBRNE) agents or the
personal protection equipment (PPE) relevant to the incident. This increases
personal risk to the SSP and mission risk at the incident site. We present the configuration and field tests
of an SSP training system deployed at the
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Optimizing Leadership Performance
2007 Paper No. 7428
|
JXT
Applications, Inc. Fair
Oaks Ranch, TX |
|
West
Point, NY |
This program is aimed at providing innovative
training methods and applications for development of dynamic leadership
skills. The training will support
current and evolving national and international requirements. Optimizing the human contribution to joint warfighting, and achieving a war-winning capability for
future operations requires a paradigm shift from traditional leadership
methods. To be effective in the new
paradigm, leadership training must adapt to rapidly changing events and
flexible multi-disciplinary organizational structures such as joint and
multi-national forces operating in collaborative, distributed, network-centric
environments. Military leaders must have
the knowledge and skills to lead successful operations in various battlefield
and non-battlefield environments such as peacekeeping, stability, humanitarian
operations, and working with international organizations. In the new asymmetrical paradigm, the enemy
has set conditions such that
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High-Fidelity
Simulation/Mentoring System for General Officers in High-Stakes Operational
Environments
2007 Paper No. 7356
Laura A. Zimmerman, Christopher A. Burns, Jeff M. Sestokas
Applied Research
Associates, Inc. Klein Associates Division,
High-level U.S. Armed Forces commanders must
often juggle multiple roles while performing in high-stakes, rapidly evolving
operational environments. Newly assigned Joint Forces Air Component Commanders
(JFACCs) make decisions that affect not only military operations, but also have
impact on international political, economic, and social structures. They often have
very limited experience making such decisions. As in other domains, complex
decision making usually develops with experience. Because these decisions have
immediate impact on critical military operations, it is impractical to wait for
commanders to learn these decision skills while on the job. Most existing computer-based instruction for
future military leaders focuses on tactical level training. We have created a
cognitively authentic, computer-based simulation environment that focuses on
the unique demands of commanders in operational environments. This paper will
present the simulation and mentoring system we developed for use with the JFACC
course at
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Mastering the Battle Command Digital Environment
through Team Training
2007 Paper No. 7198
|
Dynamics
Research Corporation |
Dynamics
Research Corporation |
Army
Research Institute |
The core competency required for mastering and
employing this digital environment in combat lies with a distributed human
decision-making process which is supported by technology but governed by human
interactions. The Army’s digitized Army Battle Command Systems (ABCS) require
extensive training in the latest technological advancements. Research on
decision-making while immersed in the digital environment has revealed that the
greatest opportunities to increase battle staff proficiency will result from a
focus on the human interaction through team training.
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Assessing Trainee
Performance in Field and Simulation-based Training: Development and Pilot Study
Results
2007 Paper No. 7160
Emily E. Wiese, Ryan Marceau, Matthew
Puglisi
Aptima, Inc.
|
|
Cubic
Corporation |
Motorized Patrol Operations (MPO) provide Marine Corps commanders with effective means to watch
and protect large areas of operations, as well as the ability to quickly adapt
to different mission requirements. Marine leaders conducting a patrol must be
vigilant and, above all, well trained, as constant changes in enemy tactics and
an increasing need for motorized patrols require MPO leaders to make quick and
effective decisions without command guidance. The actions taken by an MPO
leader are dictated by split-second analysis and rapid decision making, which
are difficult skills to teach and assess. Pre-deployment training takes a
crawl-walk-run approach to teaching these skills, frequently involving a
combination of classroom instruction, live field exercises and increasingly,
simulated exercises. Effective
performance assessment and feedback are important to both live and simulated
training. Without appropriate performance measures, it is difficult to
systematically assess the readiness of trainees and the effectiveness of the
training curriculum. Furthermore, without any guiding instructional framework,
feedback given to trainees is dependent on the style of the individual
instructors. Current methods of performance assessment for MPO still are
largely informal in nature, relying on the abilities of instructor/observers to
accurately remember or take notes on key aspects of performance. This can
result in excluding critical aspects of performance and instructor bias in
interpreting the results of the training exercise. In this paper, we describe a recent effort
to develop observable performance measures that assess MPO leader performance
during both…
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Applying the Live Training Transformation (LT2)
Software Reuse Strategy to the Homestation Instrumentation Training System
2007 Paper No. 7200
|
U.S.
Army PEO STRI Orlando,
Florida |
Riptide
Software, Inc. Orlando,
Florida |
Realizing cost savings from systematic software
reuse through component-based development strategies has traditionally been a
challenging undertaking. Software
component reuse will never occur automatically; it must be strongly supported
by management, methodology, and process.
Factors including technical, managerial, and economic have hastened the
failure of many corporate reuse initiatives in the software development
industry (Frankes and Fox 1996). For the U.S. Army Program Executive Office
(PEO) Simulation Training and Instrumentation (STRI), Program Manager for
Training Devices (PM TRADE), their software reuse initiative was further
compounded by the complications of coordinating the development of a software
product line among several different government contracting corporations who
view themselves as competitors. The
objective of the PM TRADE product line is to achieve a reduction of software
development and maintenance cost by maximizing component reuse and to reduce
product fielding times while enhancing training benefits to the Soldier. Through successful execution of the product
line strategy, PM TRADE will deliver a set of common components that provide
integrated and interoperable training solutions for live collective training
across the home stations, Combat Training Centers (CTCs), deployed, and joint
training domains. This paper describes the innovative approach PM TRADE is
using to establish a LT2 Homestation Instrumentation
Training System (HITS) Command & Control (C2). The LT2 HITS C2 Core Software is being
developed primarily from a reuse of existing LT2 software components created
for use in other live training systems.
It is the intent of this paper to capture the successes and failures
while implementing this strategy to assist similar projects in the future and
further the PM TRADE product line strategy.
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FCS – Changing the Face of Live Training
2007 Paper No. 7228
The Future Combat Systems (FCS) program is revolutionizing
the way the United States Army conducts live training. The need for an Embedded Tactical Engagement
Simulation System (E-TESS) has been expressed over the past decade; however it
was not capable of being fully realized on the System of Systems scale until
the introduction of FCS. This paper will
focus on the innovative approaches to E-TESS requirements development,
capability design and collaboration with a multitude of stakeholders: Army
programs, the training and operational user communities, and platform
developers. The paper will address
lessons learned and provide best practices recommendations based on the
authors’ experiences collaborating across multiple program participants. The FCS program is pioneering the effort to
evolve the E-TESS vision by designing in the training capabilities on the
platforms upfront, vice engineering an appended training system on the back
end. The suite of FCS platforms is size,
weight, and power constrained, limiting the ability to embed training-unique
components. This is driving the E-TESS
developers to capitalize on the concept of “dual use” hardware for both
operations and training. By utilizing the FCS Brigade Combat Team (BCT)
operational assets, such as the tactical network, radios, sensors and
processors, the Soldier can be ready for a live training exercise within
minutes of arrival at a homestation, combat training
center or a deployed location. The E-TESS capabilities will consist of current
and future tactical engagement simulation technologies, which will enable the
FCS BCT to train against both current force Multiple Integrated Laser
Engagement Simulation (MILES) -equipped vehicles and the future One Tactical
Engagement Simulation System (OneTESS) -enabled
platforms. FCS will be the first warfighting system
to provide the Army an embedded live training capability that supports
individual, crew, collective, unit, and leader training anywhere, anytime.
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Integrating and Presenting Performance Information in
Simulation-Based Air Warfare Scenarios
2007 Paper No. 7199
Paul H. Radtke, Joan H. Johnston
Naval
|
The
Boeing Company, Training Systems & Services |
Alion Science & Technology MA&D Operation |
Simulation-based tactical training exercises are
ideal settings in which to evaluate performance. The capability to record the second-by-second
behavior of participants, the state of supporting equipment, and the location
of entities in the problem provides an opportunity to verify team and
individual proficiency, and to identify root cause of substandard
performance. However, responsibility for
determining cause and effect in tactical scenarios is typically left to the
expert instructor. In dynamic, fast-paced
warfare areas, such as air-to-air combat, the burden on the unaided expert
instructor to monitor, record, and assess the interactions and circumstances
that determine mission success, is substantial. This is an area where appropriate technology
might help the instructor to improve the evaluation of performance.
The Debriefing Distributed Simulation Based
Exercises project (DDSBE), an ONR-sponsored 6.3 research and development
project, tested alternative technologies for collecting and integrating performance
information to aid in the preparation and delivery of post-scenario after
action reviews (AARs). The project’s
objective was to provide the information that instructors
need, when needed, in a form that supports rapid evaluation. This paper presents a comparison of different
performance data collection, analysis, and debriefing systems, and the
performance information they make available to instructors in the context of
two distributed training research systems.
The first system, built to support the DDSBE research effort, analyzed
the performance of two …
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An Integrated Theory for After Action Review
2007 Paper No. 7361
|
Thomas
W. Mastaglio, Ph.D. ,
Phillip Jones MYMIC
LLC Portsmouth,
VA |
James P.
Bliss, Ph.D. , Elizabeth Newlon Old
Dominion University Norfolk,
VA |
The concept of providing After Action Review
(AAR) has been partially responsible for the effectiveness of military training
events conducted over the past two decades in Live, Virtual and Constructive
environments. However, the practice and
quality of
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Enabling Automated
2007 Paper No. 7410
|
David Yu
Chen, Randy Jensen,
Oscar Bascara Stottler Henke Associates, Inc. San
Mateo, CA |
USMC
PMTRASYS Orlando,
FL |
Simulation based training provides not only the
benefits of immersion and interactivity during exercises, but also the prospect
of automated after action review. As trainees interact with the system and with
each other through various interfaces, the resulting body of data can be used
to automatically draw instructional conclusions that go well beyond traditional
measures of effectiveness. However, complex team training architectures often
incorporate or support an entire suite of tools and interfaces with diverse
protocols and data conventions. This presents a technical challenge for the
development of decision-oriented automated after action review, which can be
solved with an abstracted data collection and representation scheme that is
compatible with all potential supported interfaces. This paper describes an agile approach for
handling analysis data, developed for the Marine Corps’ Combined Arms Command
and Control Trainer Upgrade System (CACCTUS). The goals of scalability and
modularity target a range of data sources for this application, including the OneSAF Objective System, integrated C4I tools and
human-in-the-loop interfaces, and virtual radios on which spoken transmissions
are processed with speech recognition tools. Fundamentally the data analyses in
a training system depend most on knowledge about the kinds of available data,
and less on the collection mechanism itself, which can therefore be abstracted.
A consequence is that the data analysis algorithms can be implemented in
parallel with the various data collection methods for each integrated tool.
Also, for any new requirement to integrate with an additional interface that
was previously unsupported, the only implementation requirement is in the data
collection code that writes to the repository, with little or no change on the
analysis side. This paper provides design details and lessons
learned from the CACCTUS effort, and summarizes the more general
methodology for abstracting data collection from data analysis in training
systems.
This
paper is available on the 2007 I/ITSEC CD ROM.
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An Embedded Training Multi-Ship Demonstrator
2007 Paper No. 7109
National Aerospace
Laboratory NLR
Embedded Training provides training capabilities
built into or added onto operational systems, subsystems or equipment to
enhance and maintain the skill proficiency of personnel. The Joint Strike
Fighter program requires an Embedded Training (ET) solution capable of
multi-ship interaction, local and distributed weapons simulation, data link,
data collection and off-board debriefing.
Dutch Space and NLR in cooperation with the Royal Netherlands Air Force
demonstrated Embedded Training on an F-16 MLU in the E-CATS Demonstrator event
April 2004. This event provided aircrew with the opportunity to fly the E-CATS
demonstrator and helped shape the ET requirements for the F-35. E-CATS was a very successful demonstration
of single ship ET, however to “train as we fight” requires a multi-ship ET
solution. Dutch Space and NLR developed a demonstrator to provide an
understanding of the functional ET multi-ship concept from an operator
perspective. It allows a pilot to interact with the system and understand what
an ET multi-ship capability can provide to him. This demonstrator is therefore
ideally suited to provide the operational user with the data and experience
necessary to refine ET functional requirements. The demonstration of multi-ship ET
capability takes place in a simulated environment. It is based on NLR’s
multi-ship research facility F4S (Fighter Four-Ship) consisting of four mobile
fighter aircraft simulators. The single ship E-CATS demonstrator capability is
integrated with enhanced extensions to enable the multi-ship ET functionality
to be demonstrated to the users. The users are able to fly an ET mission in a
multi-ship configuration and compare that to a single ship solution allowing
unique multi-ship requirements to be identified.
This
paper is available on the 2007 I/ITSEC CD ROM.
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Networked Electronic Warfare Training System (NEWTS)
2007 Paper No. 7130
Air Force Research
Laboratory Warfighter Readiness Research Division
|
Georgia
Tech Research Institute |
Lavender
Industries Inc. |
Several efforts are currently underway to enhance
electronic warfare (EW) training on Air Force aircraft using on-board, “rangeless” EW training.
On-board EW training provides closed-loop simulations of air-defense
environments for realistic in-flight combat training of aircrews. The training capability can be an integral
part of the aircraft operational flight program (OFP) or can be an external
simulator carried onto the aircraft. An
emerging requirement for embedded EW training is in support of live, virtual,
constructive (LVC) threat simulations in multi-element training exercises like
Red Flag. The LVC experience requires
coordination of multiple air and ground threat systems with multiple aircraft
“players” where some are simulated and some are real. This concept allows training against denser,
more realistic threat arrays than are typically available on most live-fly EW
ranges. This paper provides highlights
of an investigation conducted to support a low-cost EW training system that
meets current and future requirements of a ground-based threat simulation tool
that can stimulate the aircraft EW subsystems and monitor aircraft and operator
responses over existing aircraft data links.
The investigation identified system architectures for an off-board
training system that required minimum changes to the aircraft OFP while
providing a centralized threat simulation for multiple aircraft in training
exercises without the need for expensive training ranges or flight
equipment. A primary feature of this concept
is a ground-based threat simulator based on the Air Force Research Lab (AFRL)
Experimental Common Immersive Theater Environment (XCITE) simulation
environment and the Georgia Tech Research Institute (GTRI)…
on-board embedded training system the Virtual Electronic Combat Training System
(VECTS).
This
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Switchable Vision Blocks: The Missing Lin
2007 Paper No. 7135
Mr. Jorge Montoya, Dr. Michael Lamvik, Mr. Joseph White, Dr.
Geoffrey Frank
RTI International
Research Triangle
Park, North Carolina
Mr. Isaac McKissick, Mr. Glenn Cornell
General Dynamics Land
Systems Division
The provision of Embedded Training (ET)
capabilities is written in the requirements documents for future manned ground
fighting vehicles as well as for upgrades to current force fighting vehicles
including the Stryker, the Abrams and in the Marine Expeditionary Fighting
Vehicle (EFV). ET allows vehicle crew
members to train anywhere, anytime.
Manned Ground Vehicles (MGV) crewmen use optical vision blocks as a safe
means to see the world outside. This
paper describes an electro-optical Switchable Vision Block (SVB) that not only
allows the crew to see the world outside, but also serves as a visual interface
to virtual environments for embedded training.
Other components for embedded training systems are already in place,
including collective simulation systems like CCTT and “drive by wire” systems
that allow soldiers to use the vehicle controls either for operations or for
training. The SVB is the missing link between current and evolving
simulation-based training systems and the soldier. This paper describes the design and
development of SVB prototype technology.
Three prototypes were created that represent tradeoffs for the
multi-dimensional design space. The key
challenges for this design were the integration of an optical out-the-window
view with high-resolution, collimated views of virtual environments in a way
that: Did not degrade operational
performance, including transmissivity for the optical
view and luminance for the virtual view,
Met form and fit restrictions representative of future and current force
vehicles Met stringent weight and
overall size restrictions Provided a
fail-safe configuration that ensured a working optical path view for the full
range of failure modes, including ballistic integrity.
This
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Anytime, Anywhere Terrain Visualization Training
2007 Paper No. 7449
|
Tuskegee,
AL |
Carl W. Lickteig, Peter S. Schaefer U.S.
Army Research Institute Fort
Knox, KY |
Iowa
City, Iowa |
This paper describes the design and evaluation
of a new system for training terrain visualization. Visualizing the military
aspects of terrain is an important but difficult skill to train and acquire.
More traditional approaches to training terrain visualization rely heavily on
field-based and paper-based training that severely constrain the terrain
locations and formats available. Recognition of this prompted the U.S. Army to
award a Small Business Technology Transfer (STTR) contract to combine training theory
and technology to improve terrain visualization training. The prototype
training system developed A2TV (Anytime, Anywhere Terrain Visualization
Training), allows trainees to interactively view and vary digital
representations of terrain by flying and driving through terrain, morphing
terrain, and overlaying contour information. The hypothesized value of the A2TV
is its ability to harness the potential of interactive training formats with
proven training methods including consistent conditions, multiple trials, and
immediate feedback. We developed a set of structured exercises in both open and
urban terrain areas to train basic skills like visualizing landforms, as well
as tactical skills, like identifying key terrain and determining avenues of
approach. An evaluation of training with
the A2TV compared the landform visualization performance of three groups of
civilian students (n= 51) by training format:
Fly-/Drive-Thru, Terrain Morph, and Contour Overlay. Our results from the training evaluation
demonstrate that two of the training methods result in significant
improvement. In addition, we conducted a
training potential and usability evaluation with active duty military personnel
(n= 30) to refine the A2TV for future training and evaluation efforts. The
military participants affirmed the need for training for terrain visualization,
provided many constructive recommendations for A2TV refinement, and acclaimed
the potential of the A2TV system for training as well as mission planning and
support.
This
paper is available on the 2007 I/ITSEC CD ROM.
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Using Data Visualization to Design FCS Task-Based
Training
2007 Paper No. 7156
Dynamics Research
Corporation
Orbis Technologies, Inc
The Army’s approach to task-based training
includes the key instructional design activity of “packaging” collective tasks
into logical groupings. These groupings
of tasks form the basis for the design of instructional events that will be
conducted using live, virtual and constructive training approaches. For the Future Combat Systems (FCS) equipped
Brigade Combat Team (BCT), nearly 1000 collective and leader and battle staff
tasks have been identified. Grouping a
large number of tasks into training activities such that all critical tasks and
skills are practiced with appropriate sequencing and repetition is an instructional
design problem encountered in many training programs, but particularly critical
for the FCS program as it prepares to train Soldiers to implement a new family
of weapon systems. This paper presents a
new approach to this traditional instructional design challenge. The approach involves the use of a data
visualization tool being used on the FCS program that allows a number of
specific relationships between and among collective and individual tasks to be
displayed graphically. The graphical
display of task data permits rapid examination of task dependencies,
hierarchical relationships, skill and knowledge commonality, and other linkages
critical to support training design decisions.
A small group tryout was conducted to evaluate the effectiveness of the
tool for designing task-based training.
The results were positive, yet less than desired. The shortcomings identified were primarily
the result of incomplete functionality needed to fully implement the task-based
training design approach that was targeted.
However, glimpses of the tool’s exceedingly rich potential for training
design were evident in the tryout. The
development of new functionality to meet the identified gaps is ongoing.
This
paper is available on the 2007 I/ITSEC CD ROM.
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The Army’s Future Aviation Simulation Strategy Study
2007 Paper No. 7108
Brian Goldiez, Yiannis
Papelis, Ronald Tarr
Salinas Technologies,
Inc
In early 2007 the Army commissioned the Future
Aviation Simulation Strategy (FASS) study.
The study was led by the Simulation Systems Development Directorate
within Army Aviation & Missile Research, Development, and
This
paper is available on the 2007 I/ITSEC CD ROM.
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Training Architecture: Force Transformation Agent
2007 Paper No. 7244
|
NAVSEADam Neck, CDS Virginia
Beach, VA |
AVRCO,
Inc. Virginia
Beach, VA |
Force transformation requires a parallel
training transformation. Building on the
well-tested team learning model deployed fleet-wide through Battle Force
Tactical Training System (BFTT), Total Ship Training System (TSTS) will enable
integrated ship-wide and force-wide training efficiency and affordability
through the integration and automation of the plan, conduct, assess (PCA)
processes and overall knowledge management of scenario and event-based
training. TSTS tools will enhance the
effectiveness and readiness measurement of shipboard training ranging from
basic individual watch station competencies through single ship team
performance and up to multi-ship theater mission rehearsal. To achieve this goal, TSTS will initially
incorporate High Level Architecture (HLA)-compliant training system elements
for tactical combat systems, navigation, and damage control, thereby enabling
the creation of highly realistic, easily transportable, and rapidly re-created
team training scenarios. This system-of-systems development model will require
the use of an open and extensible architecture to facilitate the subsequent
incorporation of future technology-refreshed training systems. This paper will discuss the common system
capabilities, system design, and architecture to be used in the TSTS rapid
prototype. The prototype will demonstrate the capabilities of the TSTS Training
Management System (TMS) as it relates to shipboard training system elements. In particular, the Combat System Trainer
(CST), designed to replace the current BFTT system, will be used to demonstrate
the integration of a training system element into the architecture. TMS will incorporate interfaces with other
Knowledge Management and Navy tracking and record keeping systems so that past
performance, specific situational/environmental needs, and changing mission
requirements are all considered in the training event. These Knowledge Management capabilities of
TMS will provide the ship trainer with the capability to Plan, Conduct, and
Assess tailored training of multiple shipboard teams. Through the use of a standardized
architecture, future training systems can be incorporated into an integrated
environment of training…
This
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Designing and Implementing
Intelligent Tutoring Instruction for Tactical Action Officers
2007 Paper No. 7483
|
Stottler Henke Associates, Inc. San
Mateo, CA |
Northrop
Grumman Corporation Middletown,
RI |
NAWC-TSD Orlando,
FL |
The Tactical Action Officer on board a U.S. Navy
Cruiser, Destroyer, or Frigate is responsible for the operation of the entire
watch team manning the ship’s command center. Responsibilities include tactical
decision making, console operation, communications, and oversight of a variety
of watchstander responsibilities in air, surface, and
subsurface warfare areas. Stottler Henke, in concert
with Northrop Grumman, has developed the PORTS TAO ITS, an Intelligent Tutoring
System (ITS) for the instruction of Tactical Action Officers (
This
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Using Synthetic Operators in Simulation for Self-Paced
Training
2007 Paper No. 7394
James R. Mumaw, M. Paul Anderson, Timothy M. Frey
The
PC-based simulations are gaining momentum as
tools for ship’s operator training in Naval education.
Many are designed for use as team trainers, requiring an instructor and a full
complement of sailors to participate in training sessions. Such simulators, therefore,
do not support single-user, self-paced, instructorless training, which is a
main thrust of the U.S. Navy’s Revolution in Training. This paper presents an
approach at converting a traditional PC-based team trainer simulator into a
self-paced training tool. The approach uses what are called “synthetic
operators,” which automate the response of human operators, thereby enabling a
single user to focus on operations specific to his or her training. The
PC-based trainer used for this work is the Trident Launcher Simulator, a
weapons-launcher training device being used in the Submarine-Launched Ballistic
Missile educational curriculum. By analyzing the simulation’s state, the
synthetic operators use their programmed knowledge base to autonomously recognize
and rectify equipment failures for the operator positions not being staffed by
the user. A distinctive aspect of the employed algorithm is that, because the
synthetic operators are aware of actions required by the user’s position, they
can trap erroneous user actions and perform remediation. Their knowledge base
contains the standard hierarchy of launcher system “casualty” (i.e.,
rectification) procedures. They also incorporate system knowledge that
describes the proper order for conducting procedures during multiple failures.
The synthetic operators are coupled to a voice communications driver that
issues verbal commands pertaining to the procedural conduct in accordance with
the knowledge base. Upon hearing these commands, the user can issue responses via
a voice communications interface. This “Synthetic Operator Launcher Simulator”
is gaining acceptance as a self-paced tool in the Navy’s training pipeline.
This
paper is available on the 2007 I/ITSEC CD ROM.
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Identification and Evaluation of Simulator System
Deficiencies
2007 Paper No. 7171
|
Justin
H. Prost, Brian T. Schreiber Lumir Research Institute Tempe,
AZ |
Air
Force Research Laboratory Meza, AZ
|
The
importance of fidelity in simulation training has been established as a key
factor in training effectiveness. Design and development of simulation systems
is dealt with commonly as an iterative procedure in which the goal is to
improve on the training effectiveness of the system. Improvements are made
based on methods of identifying and resolving deficiencies. Improvements must
then be considered relative to available resources to determine how to
prioritize the multiple options. The current paper presents a flexible
methodology for evaluating the relative effects of multiple deficiencies on a
simulation system, utilizing information from warfighters
about the effectiveness of a Deployable Tactical Trainer (DTT). First, subject
matter experts were asked to evaluate the fidelity of the current DTT system
across a set of 199 experiences and emergency procedures (EP). Next, the same
subject matter experts identified deficiencies of the current system. Then the warfighters evaluated the 199 experiences and EPs for which
deficiency had the most adverse affect on training. A composite score was
computed for each deficiency, using weighted variables accounting for 1) the
amount of improvement possible and 2) the importance of training for each
experience. The deficiency scores
provide a means of comparing the relative effect of each deficiency on
warfighter training. The impact of utilizing multiple sources of information is
presented through a comparison of the different decisions that would result
from using partial information or alternative weighting methods. The proximal
implications of using the proposed methodology to have the greatest impact on
improvement are discussed. The distal implications of the impact the
improvements have on pilot perceptions, and ultimately, on objective pilot
performance measures, are also discussed. Also discussed is the versatility of
the methodology for incorporating information from various sources and weighting
systems to include alternative decision-making factors.
This
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Assessing Training:
A Methodology for Analyzing Tacit Assessment
2007 Paper No. 7179
Phillip N. Jones, Thomas Mastaglio, PhD
MYMIC LLC
This paper describes assessing the effectiveness
of training programs using the Study of Organization Opinion (SO3) methodology
which has been developed in the course of performing multiple assessment
projects for the Army and joint community.
SO3 is based on concepts that are foundational to Customer Relationship
Management (CRM). SO3 is effective in
extracting tacit assessment knowledge from training stakeholders and analyzing
the knowledge to provide actionable information to decision makers.
The SO3 methodology uses open-population surveys
of training stakeholders. Organizational
objectives (study goals) are disaggregated to derive deliverable questions and
the likely stakeholder population is studied to choose respondent groups. Questions are linked to respondent groups to
create questionnaires. Questionnaires
are delivered via multiple means, including via the web, interview, focus
groups, and written surveys. Once
questionnaires are complete, the data is aggregated using various analysis
methods to provide various levels of findings.
The paper provides numerous practitioner lessons
learned, such as: the importance to the
assessor of knowing the targeted organization, the importance of treating
assessment as a cross-organizational competency, and the emphases on response
quality. Finally, the paper recommends
assessment improvement objectives, such as seamlessly integrating assessment
into the training program, persistent assessment, and inter training-modality
metrics for measuring training competency required and supported.
This
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Advanced Distributed Debrief for Joint and Coalition
Training
2007 Paper No. 7159
The Boeing Company
St. Louis, MO
As the need increases for mission training
centers to support large-scale distributed, joint and coalition training
exercises in addition to their traditional individual, team, and sometimes
collective focus, a corresponding increase in system capability is needed. While current debriefing capabilities may
support the traditional training center mission well; these systems often do not effectively
support distributed joint and international participation. This paper will discuss the challenges of
large-scale distributed debrief focusing on the problem of distributed record
and playback. An approach is described
that is capable of automatically keeping locally recorded data, time
synchronized across a wide-area network.
This approach provides distributed synchronization without the
requirement to replay data across the distributed network, or through use of
common tools. Such capability enables warfighters to use the same tools with which they are
already familiar. Details are discussed,
including how it achieves synchronization, extension possibilities, security
considerations, and analysis of implementation options. Relevant research and experiences with
distributed debrief will be discussed including some innovative ideas for
advancing debrief state-of-the-art as follows.
Highly accurate and automated synchronization, distributed network
bandwidth reduction, multi-level security support, and easy legacy system
integration to name a few.
Recent experiences from the U.K. Mission Training through Distributed
Simulation (MTDS) will be included to describe these benefits. The implications of this work point to the
need for standards development for distributed debrief. Standardization will lead to improved
interoperability for large-scale distributed debrief.
This paper is available on the 2007 I/ITSEC CD ROM.
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Training for Conflict
in Space
2007 Paper No. 7138
Lockheed Martin
Simulation, Training and Support
RS Information Systems
Space has become a critical operating
environment that continues to transform military operations along with many
aspects of our day-to-day lives. Recent events show that future operations in
space will be challenged in a way that requires a timely and effective response
in order to preserve space capabilities and to sustain critical services. As with other operating environments,
providing an appropriate response to a space threat will require thorough
advance training on the part of key space operators and decision makers. Operators in the air, land and sea
environment routinely benefit from training capabilities that prepare them to
address threats in these environments.
However, it can be argued that space operators do not currently benefit
from an equivalent training capability.
This paper highlights the need for translating proven air, land and sea
modeling and simulation techniques to address space training requirements.
This
paper is available on the 2007 I/ITSEC CD ROM.
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