Training
Supporting the Warfighter Training
Community’s Use of Game-Based Training
Distributed Learning
Interoperability with Embedded Training and Intelligent Tutors
Reusing
Simulation Assets for
Qualification and Sustainment
Training
Combat
Air Force Distributed Mission Operations:
Immersion Into Daily Training
Building
A Sustainable DMO
Training Program: Please
Try This At Home
Integrated Live Virtual Constructive
Technologies Applied to Tactical Aviation Training
A Systematic Approach to Scenario Design and
Reconfigurability
Integrated Coalition Simulation
Training – A Leveraged Approach to Improved Readiness
Supporting Ballistic Missile Defense
Warfighters with a Training CapabilitY
Technologies for Rotary Aviation Crew
Coordination and Collective Training
Flexible
Method for Developing Tactics, Techniques, Procedures, and Training for Future
Capabilities
Constructing Virtual Training
Demonstrations
Techniques and Practices for Training Digital
Operator Skills
Training Forward Surgical Teams: What role
do simulators play?
Criteria
for Use of Synthetic Characters
Potential
Value of OneSAF for Small-Unit Leaders
Flight
School (FS) XXI: A Comparative Evaluation
Assessing High-Fidelity Training
Capabilities Using Subjective and Objective Tools
Development
of an Instructor Aid to Diagnose Performance
Automated Support for AARs: Exploiting
Communication to Assess Team Performance
Innovative Debriefing Solutions to
Enhance Fighter Pilot Training
Communication Interoperability:
FCS at the Live Training Ranges
Multipurpose Switchable Vision Blocks:
Enabling Embedded Training in Combat Vehicles
Fidelity requirements for effective training:
Pilot perceptions versus objective results
Cue Fidelity Evaluation: A
Requirements-driven Approach to Training Effectiveness Evaluation
Challenges of Scenario Design in a
Mixed-Reality Environment
Dynamically Configured Scenarios for
Training Adaptive Network System Operators
From
Glass to Platform without the ‘Physical Touch’
Supporting the Warfighter Training Community’s Use of Game-Based Training2008 Paper No. 8132
The use of games for training is increasing
in the Defense community; however, this type of training can ignore the best
interests of trainees and trainers. DARPA’s DARWARS program sought to address
this deficiency by combining competency-driven access to game-based team
training with the re-use of training content. For example, DARWARS Ambush!, a game-based training environment developed for DARWARS,
allows warfighters to create scenarios that
re-create their battlefield experience. Then, using DARWARS graphical tools, warfighters tag scenarios using meaningful search terms,
and publish the scenarios to a registry. Instructors search the registry for
scenarios that address their unit’s training requirements. Once selected, a
scenario is automatically integrated with an appropriate Shareable Content Object
Reference Model (SCORM) course. Then the DARWARS delivers both the course and
the training scenario. Assessments from the training session are reported to
the DARWARS Learning Management System (LMS), which uses the assessments to
direct trainees to appropriate new or remedial training. This paper describes
how we integrated the following technological advancements in an end-to-end demonstration
for the benefit of the warfighter training
community: (a) The DARWARS Ambush! convoy trainer,
developed under DARPA sponsorship, provides PC-based, simulation-based
training for small teams. Ambush! is in use at
multiple military installations, and has trained over 30,000 warfighters. (b) The Advanced Distributed Learning
Registry (ADL-R) is a searchable index of content metadata that can be resolved
to content in distributed repositories. The primary purpose of the ADL-R is
to support searching for, discovering, and re-using learning content. (c) A
framework for simulation-based training integrated with courseware targeting
individuals and small teams. Assessments from the simulation-based training
are reported back to a SCORM-conformant LMS, where the results are used to
direct each team member to new or remedial training. The Joint Advanced
Distributed Learning CoLab (JADL) sponsored this
work. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Distributed Learning Interoperability with Embedded Training and Intelligent Tutors2008 Paper No. 8336
Training benefits have been
widely documented for Intelligent Tutoring System (ITS) approaches integrated
with virtual trainers, especially for embedded settings where human
instructors are less available. Yet these forms of training are generally not
available in distributed learning curricula with models such as SCORM
(Sharable Content Object Reference Model), due to the limitations of browser
based delivery methods. However, emerging concepts in the distributed
learning community provide mechanisms that can be used to construct
interoperability with such trainers. Notionally, a SCORM course could
incorporate training events on a variety of available platforms, such as an
embedded training system or an immersive virtual system at a training
facility, which can exercise equivalent learning objectives. This paper
describes findings from a prototype effort for the Joint Advanced Distributed
Learning Co-Lab, to construct a mechanism for SCORM interoperability with an
existing embedded training testbed, the Command and
Control Vehicle (C2V) ITS at Army RDECOM. The C2V testbed exercises unmanned vehicle control concepts and
skills, in a physical configuration mirroring the embedded training setting
onboard an actual C2V. As a standalone trainer, this testbed
cannot be integrated with a browser based learning environment in the
traditional manner. Therefore the interoperable architecture includes a
mechanism to configure and launch training events based on the instructional
sequencing inputs from a SCORM course, while aiming to provide a simple
transition for the learner. The training system performs automated assessment
during simulated exercises, with a collection of evaluation mechanisms tied
to specific learning objectives. Performance results are thereforecompiled
automatically and internally in the C2V ITS, in… format that can then be
relayed to populate SCORM learner profiles at exercise conclusion. This paper
summarizes the interoperable design, followed by a discussion of the road
ahead for similar extensions to support additional forms of training events. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Reusing Simulation Assets for Qualification and Sustainment Training2008 Paper No. 8121 Harold
Waters, Margaret McDowell, Patti Krizowsky, Geoffrey Frank, Robert Hubal, Brooke Whiteford RTI
International Research
Triangle Park, North Carolina The current strategy of
unit rotations, extended combat missions for Reserve and National Guard
units, and reset fielding means that multiple versions of the same equipment
are operating in the field. The multiplicity of variants poses a challenge
for trainers, who must prepare soldiers to be proficient on multiple versions
of the same equipment as well as prepare them to work with different types of
equipment. Training institutions cannot afford to
maintain inventories of all equipment models for training, nor can they spare
the time to train for all possible scenarios (including troubleshooting fault
scenarios) on all possible equipment configurations. In addition, unit
commanders need sustainment training on their specific equipment
configurations, yet they can neither afford to take equipment out of
operation for practice and training, nor afford to insert faults in
operational equipment for training troubleshooting. Alternative methods must
be used to satisfy training needs. This paper describes the training
requirements and the reuse of assets underlying a tactical satellite
communications terminal simulation-based training system that addresses the
needs of both institutional training and unit sustainment training. The
system is a collection of five training courses: a course for institutional
qualification training on four equipment variants and a sustainment training
course for each of the four variants. This paper also describes different
levels of asset reuse, such as the following:
Reuse
of a simulation architecture and user interface across multiple training
systems
Reuse
of simulation lessons across and within courses
Reuse
of simulation assets across and within courses
Reuse
of lesson steps and simulation assets using randomized operating parameter
sets. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Combat Air Force Distributed Mission Operations: Immersion Into Daily Training2008 Paper No 8008 Walter Johnson Santa Barbara Applied Research Headquarters Air Combat Command Langley AFB, VA The sustainment of high
readiness training across Combat Air Force (CAF) platforms remains a
challenge, especially in today’s environment of increased deployments,
reduced flying hours, range limitations, and geographically separated units.
One method used to maintain the readiness level and increase the ―train
like we fight‖ experience is through Distributed Mission Operations
(DMO). Several DMO training-focused events were accomplished in 2006 and 2007
in an effort to enhance team training, highlight new platforms on the DMO
Network (DMON), and stabilize combat capability. As the CAF 2007 annual
flying hour program drew to a close, the Air Combat Command Director of Air
and Space Operations championed an increase in distributed team-training
events in conjunction with the decrease in live-fly training. The unique
aspect of this effort was that it was not a centrally controlled exercise but
a series of warfighter initiated training
opportunities scheduled and conducted on a persistent ―hub-less‖
network without the need of a simulation center. Over 90 distributed events
took place logging more than 300 hours of accredited training. This type of
training requires a thoughtful design and disciplined development of
scenarios to meet individual and team training objectives. If properly
accomplished, it improves sensor-shooter composite training, immerses the
operators into a realistic DMO scenario, and improves integration efforts for
sustainment of future daily training. This paper will discuss the issues
associated with designing, planning, and executing numerous inter-team
training events over short intervals involving multiple missions, scenarios,
and databases associated with all CAF platforms around the world. It will
also examine the challenges and strategies used to foster better training and
improved combat capability. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Building A Sustainable DMO Training Program: Please Try This At Home2008 Paper No. 8127 Mr. Mark A. Williams & Lt Col Kyle D. Mullen HQ Air Combat Command C2ISR Operations Division Langley Air Force Base, Virginia The Combat Air Forces (CAF)
Distributed Mission Operations (DMO) program has grown in capability and will
expand significantly in FY09 to include various command and control,
intelligence and surveillance (C2ISR), bomber, and fighter assets. Since the
program inception in 1999, there has been little standardization between DMO
programs regarding structure, organization, implementation, or priority.
DMO-equipped units have adopted different approaches with a varying degree of
―success‖ and challenges in an increasingly difficult operational
training environment. Some units have adapted well to this changing training
environment while others have had less favorable results, inconsistent
outcomes or endured a longer duration toward realizing the benefits of
high-fidelity distributed training. This paper defines specific
recommendations for establishing and sustaining a viable DMO training
program. In over seven years at Headquarters Air Combat Command (ACC) and
DMO-equipped units, the authors have observed numerous DMO programs evolve
from the ground up; some with commonality and focus, while others have
struggled. This approach has application for Air Force (AF) integration into
the Joint National Training Capability and evolving coalition virtual
training. It will focus on CAF DMO evolution from 2001-2008. The paper
focuses on CAF DMO C2 participants and the various levels of program maturity
and their way ahead. It offers practical tips and techniques on how to build
and maintain an effective transformational training program that includes
discussion of continuity, scheduling, utilization, key tasks, and leadership
involvement. The paper outlines a current construct that has truly been the
model for optimizing DMO opportunities. While program approaches vary depending
on the weapon system, there are some observed common characteristics that can
help organizations build a leading edge 21st century joint training program
that enhances warfighter skills by including DMO as
a critical cornerstone capability. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Integrated Live Virtual Constructive Technologies Applied to Tactical Aviation Training2008 Paper No. 8147 Lechner, Rob & Huether,
Carolynne The Boeing Company St. Louis, MO Various Department of Defense (DoD) organizations have recognized shortfalls in training
opportunities and assets to meet operational demand. The complexity of
current and future weapons systems demand concurrency training in an
environment representative of realistic battlefield conditions, yet the DoD can ill afford to provide this level of training at the
desired frequency. Aviation fuel price escalation and range space limitations
are exacerbating the training dilemma. Traditional training applications
include the following discrete categories: Live, training on actual platform
hardware; Virtual, training on manned simulations; and Constructive, training
with computer generated simulations of battlefield conditions. With the advent of interoperable
training capability, such as the Air Force's Distributed Mission Operations
(DMO), the ability exists to link local or remote training systems over a
local or wide area network for the purpose of training in a team environment.
The DMO network has the capability to greatly enhance the live training
domain by supplying a vast operational environment composed of virtual and
constructive red/blue forces. The integration of live platforms onto the DMO
network, however, has unforeseen training challenges that need to be
addressed. This paper discusses the research performed
and the challenges encountered when an integrated LVC experiment was
performed with a tactical aviation platform. In 2007, an airborne F-15E
aircraft was integrated with a ground-based manned F-15E training system
acting as a wingman and a constructive environment generating hostile
aircraft. We also discuss the safety of flight considerations, the transfer
of training issues encountered and the solutions chosen during the
development of this effort. This paper addresses training capability and
capacity increases that can be gained while reducing life cycle costs of
on-platform training and lastly, areas requiring further research. As
research is ongoing, additional results from this year’s effort may be
available for presentation. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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A Systematic Approach to Scenario Design and Reconfigurability2008 Paper No. 8380 Randy Elms, Austin Riddle and Keith Biggers Texas A&M Engineering Program College Station, Texas Realistic collaborative team training has
been facilitated by recently improved simulation capabilities.
Simulation-based exercises are more realistic and adaptable than ever before
to a wide range of collaborative team operational settings. Before training
developers can fully leverage the power of this new generation of
simulations, scenarios that provide command posts and operations centers
rigorous and cross-functional training in a relatively limited development
cycle must be quickly generated. Veteran scenario designers are well aware
that there are few “easy buttons” for alleviating what is at best a
laborious, time consuming process. In many organizations, the scenario supply
cannot maintain pace with the training demand. Although the scenario
production challenge applies to the military to a great degree, it is even
more pronounced in the civilian emergency management community where there is
a lack of organizational uniformity and standardized tactics, techniques and
procedures (TTP). Our research has addressed the collaborative team training
challenge. Several computer-based systems have been developed which have been
tested and used for formal emergency management training in both civilian and
military (U.S. Air Force) venues. The computer-based training tool that was
most recently produced is the Emergency Management Exercise System (EMES).
The scenario engine of the EMES is a flexible and adaptable system
known as the Scenario Design and Execution System (SDES). It has
capabilities for reconfiguring scenarios with similar databases so as to
produce meaningful, multi-level team exercises regardless of a wide range of
operational complexities. It can be used for a variety of training venues to
include full-scale exercises, seminars, table top exercises and classroom
instruction. This paper describes the SDES, its scenario reconfigurability
features and its application to the team training development phases of
exercise design, exercise execution and post-exercise performance analysis. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Integrated Coalition Simulation Training – A Leveraged Approach to Improved Readiness2008 Paper No. 8335
Unilateral engagement is no longer a viable option for
U.S. forces fighting on multiple fronts in the Global War on Terror (GWoT). US military leaders are turning to a vision of
increased cooperation and interoperability with our coalition partners to
ensure our mutual security. A cornerstone to the realization of this coalition
vision is achievement of integrated coalition training. Just as we have come
to understand our Joint Forces must engage with each other and “train as they
fight”, we have also begun to realize a parallel concern with our coalition
partners. One area of training achieving significant success for U.S. Forces
is distributed simulation training. As we continue to integrate our Services’
simulation training capabilities and realize the value of these efforts,
there is a compelling argument suggesting we can achieve considerable
leverage of these successes to advance the vision of coalition
interoperability. Integrated coalition training using distributed simulation
promises benefits similar to those currently enjoyed by U. S. Forces training
in such venues as the Navy’s Fleet Synthetic Training (FST) exercises and the
Air Force’s Virtual Flag exercises, including: increased unit tactical
effectiveness, enhanced operational readiness, integrated force optimization,
decreased AOR spin-up time and increased operations safety. This paper
suggests the adoption of a U.S. and partner nation organizational framework,
common processes, standards and technologies to promote a vision of coalition
distributed simulation training interoperability. The basis for this discussion
is an initiative called the Integrated Simulation and Training for Advanced
Readiness (iSTAR) that leverages extensive work by
the Navy and other Services to establish interoperability among disparate
simulation training capabilities. The paper primarily details an approach to iSTAR implementation and suggests motivating
considerations for coalition distributed simulation training interoperability
that can enable effective training of partner nations interoperating with
U.S. training networks. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Supporting Ballistic Missile Defense Warfighters with a Training Capability2008 Paper No. 8247 Mark Knight, Dr. Michael Papay Northrop Grumman Corporation Colorado Springs, Colorado At the Missile Defense Agency’s (MDA) Missile
Defense Integration and Operations Center in Colorado Springs, an integrated
architecture is being used that enables missile defense training to occur for
warfighters from the element to above element
level. As a relatively new warfighting capability,
the Ballistic Missile Defense System requires a new Concept of Operations
(CONOPS), training regimen, and an integrated, distributed training system to
assure that warfighter training needs are met.
Previously, missile defense elements working independently were able to train
and develop processes that enable them to successfully perform their mission.
As the world’s knowledge of Ballistic Missile Defense increases and the
possibility of potential threats increases, the ability to train in
coordination with other elements is essential. Coordination issues such as
preventing conflict, verification of sensor indications, and responsive
actions cannot be fully practiced in a stand-alone environment. This paper describes MDA’s support to
Combatant Commander training using exercises, wargames,
and the distributed multi-echelon training system for sustainment. This paper
provides an overview of various training systems employed in the distributed
architecture; and discusses the methodology for determining the appropriate tactical
hardware, virtual simulations and constructive simulations connected for
training. Additionally this paper describes issues and lessons learned
related to the integration of distributed systems and simulations in the missile
defense domain. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Technologies for Rotary Aviation Crew Coordination and Collective Training2008 Paper No. 8179 Mr. Anthony Marton U.S. Army PEO STRI Orlando, FL Helicopter non-rated crew members
play an essential role in today's operating environment. Because of the high
emphasis on mission readiness, non-rated crew members receive very little
training on operational tactical tasks. As a result, senior leaders have
identified gaps to provide rotary aviation crew coordination and gunnery
training for Army, Navy, and Marine Corps Warfighters.
A number of initiatives have been undertaken to develop technology to fulfill
these requirements and to seek user feedback and lessons learned. Those
initiatives include a Navy initiated Small Business Innovative Research
(SBIR) project to develop technology for non-rated crew member training; the Army
funded additional development of a prototype system; and the National Guard
Bureau has also fielded a number of prototype devices that will provide the
opportunity to gain more user feedback and additional data. This topic will
focus on the fundamentals of rotary aviation interoperability, crew
coordination, and collective team training. The paper will cover a brief
history of non-rated crew member training and provide an overview of current
prototype systems from both a hardware and software perspective. This
material draws upon real life experience developing prototype systems and
developing technology in SBIR programs. The goals of the paper will be to
highlight the fundamental design issues associated with emerging visual
technology; understand the execution issues associated with implementing
interoperable and integrated simulations; learn about the breadth of potential
solutions and benefits provided to the Warfighter;
and the potential for multi service collaboration and synergy. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Flexible Method for Developing Tactics, Techniques, Procedures, and Training for Future Capabilities2008 Paper No. 8221
As new technologies are developed
and “spun out” to the U.S. Army, effective training of its Soldiers, leaders,
and units to employ these technologies will be essential. To support the
timely development of new technology training, initial Tactics, Techniques,
and Procedures (TTP) will need to be developed before the capabilities are
actually produced. Because of this, traditional methods for developing TTP
may not be adequate. Thus, there is a need to investigate TTP development
methods to augment traditional methods. These new TTP development methods
must provide structured activities to measure, assess, and guide the TTP
development process, but must also be flexible enough to respond rapidly to a
wide range of conceptual constructions. The goal of the research described in
this paper was to create a future-focused method for developing TTP. The
approach harnessed knowledge elicitation methodology and simulation-based
vignettes to provide a flexible set of tools to structure and guide the TTP
development process. As a proof of concept, the
methodology was used to develop TTPs focused on the combined employment of
the Future Combat System Class I Unmanned Aircraft System (UAS) with existing
(and Spin Out 1) capabilities. The resulting
developer’s support package was implemented with Soldiers to obtain feedback
and ideas for improving the method. Facilitating TTP development via the
structured knowledge elicitation (KE) process was productive across four
wide-ranging simulation vignettes. The effectiveness of the method was
measured by participant ratings as well as the research team’s ability to
implement the process. A majority of participants and researchers rated all
aspects of the KE method highly, with the only exception being the technical
aspects of the simulation. The method produced high-quality TTP that could
provide a firm foundation for developing future training. Lessons learned and
future recommendations are provided. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Constructing Virtual Training Demonstrations2008 Paper No. 8153
In modern warfare the changing
tactics of asymmetric threats present an ongoing need to disseminate lessons
learned straight from the battlefield to a wide audience of personnel.
Interactive virtual environments have been shown to be effective for
training, and distributed game-based architectures contribute an added
benefit of wide accessibility. However, conveying new knowledge with
interactive training requires either the development of new simulation behaviors
or the availability of training personnel for role-playing functions. This
presents a constraint on either the speed or breadth of concept
dissemination, but one which can be circumvented with virtual training
demonstrations. Demonstrations have been favored by the Army as a complement
to more traditional training materials because they accelerate learning,
stimulate interest, and communicate better than text. They also can be
delivered on a wide variety of hardware platforms and accomplish almost
instantaneous shared knowledge. Unfortunately, demonstrations have received
little attention in the research literature and there is little consensus on
what constitutes a good demonstration. We describe two parallel avenues of
research towards the rapid construction of effective demonstrations. The
first avenue’s goals are to: clearly articulate the nature and purpose of
demonstration; compare related areas of research (e.g., observational
learning studies, behavioral modeling training) to identify factors influencing
demonstration effectiveness; and define a set of component capabilities,
guidelines and best practices for creating effective demonstrations. The
results inform the second avenue's investigation of how a demonstration authoring
toolset can be constructed from existing virtual training environments using
3-D multiplayer gaming technologies. We then outline four potential uses for
our work, specifically geared toward authoring demonstrations for Army
curricula. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Techniques and Practices for Training Digital Operator Skills2008 Paper No. 8240
The Army Battle Command System (ABCS)
is a force multiplier because it enhances the dissemination, analysis, and
storage of critical battlefield information. Effective employment of this
system in operational contexts requires well-trained Soldiers and leaders. To
evaluate the effectiveness of digital system training, we examined the
techniques and practices of ABCS instructors of four major ABCS systems. This paper describes the training techniques
of digital instructors from the standpoint of cognitive, behavioral,
and constructivist theories and offers guidance for improvement based
on the literature. A total of 24 days of training was observed across eight
separate classes covering four ABCS systems. Observers recorded a number of
instructional activities including the incidence of training techniques
(e.g., use of memory aids, pointing out screen prompts and cues, emphasizing
active learning) and classroom activities (e.g., lecture, guided
demonstration, practical exercise). Instructors predominantly taught with
cognitive and behavioral techniques such as demonstrating the steps of a task
while the students repeated the steps on their own computer. Research has
shown that constructivist techniques such as guided exploration can improve
the acquisition and transfer of digital skills over the techniques currently
in use; therefore, instructors would do well to incorporate these types of
techniques into their teaching repertoire. In addition, best practices from
across classrooms were identified and discussed. |
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Training Forward Surgical Teams: What role do simulators play?2008 Paper No. 8251
The military and healthcare
have relied on simulation-based training for decades. To better prepare US
Army Forward Surgical Teams (FST) for deployment overseas, a number of
initiatives were proposed to expose military medical personnel to combat-like
injuries (e.g., gunshot wounds, blast injuries). One of these initiatives was
the development of the US Army Trauma Training Center (ATTC). Each month a
20-person FST attends a two-week training program at ATTC which focuses on
classroom, simulation-based, and hands-on clinical experience. Within six
months of training, FSTs begin applying what they have learned in theater.
Given that, the purpose of this paper is two-fold. First, we sought to
understand trainees‘ reactions to the training once
deployed—if training was useful, what did they like, and how could the
training be improved. This information is critical for making continuous
improvements to the training provided to the FSTs. Second, based on trainees‘ feedback and our own observations, we created a
list of lessons learned. It is our hope that these lessons learned will
assist both the military and healthcare communities as they embark on similar
endeavors. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Criteria for Use of Synthetic Characters2008 Paper No. 8091 Robert Hubal RTI International Research Triangle
Park, NC, USA The technology of synthetic characters
(a.k.a. embodied agents) is no longer new: A great many of today’s military training
applications employ synthetic characters. Seven years ago when the author
laid out in this forum directives for the use of synthetic characters for
training, this observation was not true. In this paper the author broadly assesses
current applications – not just training – regarding their use of synthetic
characters. Examples of current applications where the use of synthetic
characters makes sense include those for training interaction or cultural skills,
for certain forms of therapy, for crowd modeling, and for assessing procedures
within otherwise difficult to accomplish (logistically, safety-wise, or due
to time or resource costs) role plays. Examples of current applications where
the use of synthetic characters makes less sense include those that do not
involve interactivity and those for training that could easily, and more
effectively, be done using role plays. A number of criteria are offered to guide
synthetic character application development:•
Applications should reflect pressing current operational issues. Combat
trauma assessment, understanding of cultural values, dealing with
non-traditional (child, female) combatants, treatment of stress disorders,
and conduct of support operations all may involve interpersonal interactions
and warrant the use of synthetic characters. • Applications that require
repetition, replay, extensibility, standardization, safety, and/or parametric
variability indicate a possible use of synthetic characters. • Expert-derived
models of behavior should underlie synthetic character behavior to make the
applications realistic. Synthetic characters should engage, not detract. •
Synthetic character-based applications are not by themselves sufficient for
all purposes. Instead they belong within a mix of virtual, constructive, and
live environments. • Applications using synthetic characters have merit if
they lead to increased confidence, in addition to ability, before any live
experiences. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Potential Value of OneSAF for Small-Unit Leaders2008 Paper No. 8041
The U.S. Army has developed a simulation,
called OneSAF for One Semi-Automated Force, which
supports training, analyses, research, experimentation, mission planning, and
rehearsal activities. OneSAF uses semiautomated forces that provide intelligent,
doctrinally-correct behaviors representing the Army’s modular force as well
as other forces in the operational environment. The research determined the
extent to which OneSAF could assist leaders at the
company and platoon levels with tactical planning and rehearsal, and assessed
the potential value of using OneSAF in training
leaders on course of action (COA) development, analysis, and comparison. Using
OneSAF version 1.0, training sessions were
conducted with 15 Army Majors and Captains who had combat and instructional
experience. Each session included a demonstration of OneSAF
capabilities, and hands-on training in building and modifying scenarios. A
special guide for OneSAF was developed to support
the training. Officers also completed a survey on their previous planning
experience and on their reactions to the potential of OneSAF.
Results showed that OneSAF features used to develop
a scenario supported offensive and defensive mission planning factors the
officers identified as valuable in military operations. The officers believed
that OneSAF could be a useful tool in institutional
training for company-level officers in learning COA development, analysis,
and comparison. Yet they also indicated that the time required to develop and
execute COAs in OneSAF rendered it impractical for
Infantry small-unit leaders in a time-constrained, often austere, tactical
field environment. They suggested ways to make OneSAF
tools and features more user-friendly to enable quicker development of
scenarios for both training and operational purposes, while maintaining the
simulation’s depth, complexity, and flexibility. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Flight School (FS) XXI: A Comparative Evaluation2008 Paper No. 8016 Sherry L. Piezon Florida State
University Tallahassee,
Florida A study was conducted to determine whether
differences existed between two test classes of U.S. Army flight school
students enrolled in the Initial Entry Rotary Wing course at Fort Rucker,
Alabama. The study was conducted using a 2 x 2 factorial design. Each class
was divided into a simulator and flight only group. Data were collected on seventeen
different flight maneuvers performed by each group over an eight week period.
A multivariate analysis was conducted to determine whether any differences
existed between the performances of the two groups. Only simulated engine
failure at a hover and standard autorotation indicated multivariate
significance. However, only simulated engine failure at a hover and slope
operations indicated univariate significance. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Assessing High-Fidelity Training Capabilities Using Subjective and Objective Tools2008 Paper No. 8206
Instructors often assess
training effectiveness using subjective evaluation tools. The use of
evaluation by Subject Matter Experts (SMEs) assumes that the experts can
distinguish between small but meaningful differences in the measured domain.
Subjective evaluations by experts provide both an efficient and effective
means of identifying the strengths and weaknesses of the assessed entity. In
the area of simulation development, SME assessments evaluate the training
capabilities of systems, identify deficiencies, and compare the relative
impact of the various deficiencies. This paper presents methods that utilize
subjective assessments from SMEs and compares SME ratings of Mission
Essential Competency (MEC) experiences with objective performance measures.
The methodology entails mapping the correspondence between MECs and objective
performance measures. Additionally, we mapped performance measures to
training scenarios in order to determine the appropriate skills for
evaluation. This study uses performance measures based on the capabilities of
the simulators in our laboratory. The congruence of the subjective
evaluations by experts and objective simulator performance variables provides
validation for the use of subjective assessments completed by experts. The
results provide a strong framework for building an understanding of the
relationship between subjective and objective performance data to measure
training effectiveness. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Development of an Instructor Aid to Diagnose Performance2008 Paper No. 8213
Given the increasing complexity of team
simulations, there is a need to aid instructors by providing tools that can facilitate
After Action Review (AAR). Without these tools, instructor evaluation and
feedback might not be optimized due to human limitations in attention and
memory (e.g., capability to simultaneously monitor and remember intricacies
of all team members’ performance). By providing a tool which can facilitate
detection of root cause errors, the diagnostic value of the AAR or system
feedback provided to trainees may be improved, potentially increasing
training efficiency by targeting the specific skills that need improvement. The Performance ASsessment
and diagnostic Tool (PAST) addresses these needs by 1) presenting instructors
with the pertinent type and amount of information to properly assess training
performance and 2) providing trainees in a deployed setting, with a “Trainer
in a Box”, allowing them targeted feedback about specific errors on which
they need to focus. PAST achieves these goals through 1) performance
measurement via system collected and semiautomated observer
collected metrics, 2) performance diagnosis of root cause via metric
relationship logic, 3) interpretation of performance trends through metric
linkages to relevant training goals/objectives, and 4) intuitive and usable
presentation of performance diagnosis and interpretation to facilitate an
understanding of the root-cause of performance decrements and areas in need
of improvement. PAST was developed in close collaboration with United States
Marine Corps (USMC) subject matter experts (SMEs) and validated with
instructors at a range of different schoolhouses, including a series of
evaluations testing its functionality and usability. This paper discusses PAST
functionality, evaluation and testing data collection with SMEs, results and
the redesign resulting recommendations. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Automated Support for AARs: Exploiting Communication to Assess Team Performance2008 Paper No. 8183
The After Action Review (AAR) process
provides a powerful methodology that in the context of training maximizes the
benefits of exercises by enabling a unit to learn from experience by
systematically reflecting on their strengths and weaknesses. We have
developed a tool that supports the AAR process, essentially extending an
Observer Controller’s (O/C) reach automatically. This tool was developed with
two training contexts in mind: live STX lane convoy training at the National
Training Center (NTC) and simulated convoy training using DARWARS Ambush! at the Mission Support Training Facility at Fort Lewis. At
NTC, live radio communication is captured during training, while with Ambush!
communication using voice over IP (VOIP) is
recorded. The tool automatically converts recorded speech to text and then
analyzes the text, using advanced statistical machine learning technologies,
to determine a unit’s performance and identify critical incidents, leading
indicators, and other training events that could be included in an AAR. We
worked closely with Subject Matter Experts (SMEs) to derive the important
dimensions of performance allowing the tool to support a wide range of O/C
and commander AARs. The tool rates a unit on several scales based on a
mission essential task list (METL), including command and control, situation
understanding, use of standard operating procedures (SOPs), and battle
drills. For each rating scale, the tool selects appropriate training events
that reflect the unit’s range of performance from untrained through practiced
to trained. The tool’s interface makes it easy to
spot performance weaknesses at a glance and then to drill down to understand
these weaknesses by listening to the relevant radio communication. The tool
also enables commanders to create a custom AAR by selecting events of
interest and the associated radio communication and then adding their own
comments. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Innovative Debriefing Solutions to Enhance Fighter Pilot Training2008 Paper No. 8161 Ornella Schavemaker-Piva, Rob van Son, Lesley
Jacobs, Ronald van Maarseveen TNO Defence, Security and Safety The Hague, The
Netherlands Debriefing is a crucial aspect of pilot
training. To enhance the effectiveness of fighter pilot training, TNO Defence, Security and Safety and the Royal Netherlands
Air Force (RNLAF) have developed various novel debriefing concepts. In
typical mission debriefings, large amounts of data are recorded, often from
different sources such as on-board systems and sensors. However, the
available time for processing and debriefing this information and relating it
to mission-specific or user-specific learning objectives is limited. This
provides challenges for data integration, synchronization and presentation,
and requires solutions to provide users with the right information at the
right time in the right format. Instead of replicating information in exactly
the same manner as presented in on-board systems we propose alternate
information modes which provide operational users with additional cues. In
this paper we discuss the results of our work on IDEFIX, our innovative debriefing
environment. Together with operators we developed a number of solutions for
presenting information in an adaptive, user-centric and mission-specific
manner. IDEFIX has a dynamic Graphical User Interface that allows the user to
customize the debriefing environment. Mission type specific parameters and objectives
are used as input to control the presentation of information into different
views and panels. A new agent-controlled, context-dependent 3d-view was
created to enhance situational awareness and to gain insight into fighter jet
movements, threats and weapons impact. IDEFIX proves to be a useful
environment for testing integral plan/brief/debrief capabilities, which will
be the focus of our future research. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Advantages of Simulation Based Training for Future Combat Systems Spin Out 1 During System Design and Development2008 Paper No. 8118
The Future Combat Systems (FCS)
is being designed, developed and tested under the One Team Partnership
concept which involves a myriad of contractors building the numerous
components of the FCS. These systems are, by design, not only interoperable,
but mutually dependant. They must be tested, trained and fielded
simultaneously to ensure optimum functionality for the Warfighter.
FCS requires a new way to train the Warfighter; the
current method of New Equipment Training (NET) is no longer adequate. This paper will discuss issues,
solutions and the advantages of modifying a legacy training system; the Close
Combat Tactical Trainer (CCTT), with FCS Spin Out 1 capabilities in support
of the FCS acquisition process. CCTT provided an integrated environment that
allowed testing and training of the multiple FCS Spin Out 1 system components.
Integrating the tactical Battle Command Software (BCS) and System of Systems
Common Operating Environment (SOSCOE) with simulated FCS systems in a
simulated operational environment aided the One Team partners in identifying
and resolving operational issues prior to formal test. CCTT provided training
to the Soldiers before the actual systems were delivered, setting the stage
for the integrated Systems NET. This made the actual NET more efficient by
reducing the time and resources required. Because the CCTT virtual training
system is designed to reinforce individual and leader skills, while
conducting unit collective training, it provides an environment where
comprehensive end-to-end testing can be conducted. It allows trainers to
refine training products early on, and ensure that training products are
correct before the equipment is delivered. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Communication Interoperability: FCS at the Live Training Ranges2008 Paper No. 8025
The Future Combat Systems (FCS) program is
modernizing the way the United States Army provides communications for
tactical and training operations. Use of the tactical network and tactical
radios provides realistic training and will enhance the live training
experience (individual and collective). The unique challenge for the FCS Brigade
Combat Team (BCT) is to be able to utilize its fully embedded training
capability, while remaining seamlessly interoperable with a multitude of
Tactical Engagement Systems (TES), target systems, Instrumentation Systems
and their inherent communication backbones. This paper will focus on the communication
and radio requirements for the Combat Training Centers (CTCs), the challenges
associated with bandwidth and spectrum availability, and how the operational
data collected during training will be used for the training exercise After
Action Reviews (AARs). The authors get to the core of the Live embedded
training paradigm facing FCS and address the seemingly unrelenting questions.
How can we design an embedded dual-purpose tactical and training
communication system that can interoperate with the Army Combat Training
Centers (CTC) and Homestation Instrumentation
Systems, as well as replicate an instrumented range training environment
during non-range training in a deployed posture? Furthermore, how do we
achieve this goal given the Army-wide bandwidth constraints, limited spectrum
and range-specific communication systems, all within the size and weight
constraints of the combat systems? This paper will present the current status
of an on-going multiple year study that focuses on FCS platform communication
interoperability with the combat training ranges. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Multipurpose Switchable Vision Blocks: Enabling Embedded Training in Combat Vehicles2008 Paper No. 8256
Embedded Training (ET) is an objective
requirement of current and future force fighting vehicles. The goal of ET is to
allow vehicle crew members to train anywhere at anytime
with little or no training-unique components in the vehicles. Switchable
Vision Blocks (SVBs) are a key technology for “train-as-you-fight” ET.
Applied research during the past five years has established the feasibility
of using SVBs as a visual interface for ET (Montoya et al., 2007). However,
SVBs must compete with other technologies to earn their way into tactical
armored vehicles, such as the Stryker family of vehicles and the Abrams
family of tanks. This paper describes the results of
additional developments to transform the basic SVB into a multi-modal viewing
device that can earn its place in tactical armored vehicles. This new SVB
design is a multidimensional viewing device that supports the following three
functions: 1) the conventional vision block function, 2) an ET function, and 3)
an enhanced operational and situational awareness function, particularly for
displaying night-vision systems video products, as well as for overlaying
displays of symbology. This paper also describes efforts to adapt
the technology for use in the driver station of several current force
fighting vehicles, including the Abrams, the Bradley, and the Stryker. After
examining the physical environment of these three classes, the Stryker
Infantry Carrier Vehicle was selected as the vehicle of choice. The target
application of the SVB is embedded driver training and the presentation of
night-vision systems video products. The ability of the SVB to rapidly switch
modes without moving parts makes it an attractive alternative to night-vision
goggles, particularly in environments with disruptive changes in lighting. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Fidelity requirements for effective training: Pilot perceptions versus objective results2008 Paper No. 8100 Ms. Jamie L. Estock, Ms. Kathryn Baughman, Dr. Emily M. Stelzer, Dr. Amy L. Alexander Aptima, Inc. Woburn, MA Fidelity requirements defined by users
provide valuable insight into the fidelity needed to ensure that trainees ‘buyin’ to the simulator as a training device. However,
there are no empirical data to support a relationship between trainees’
perceptions of a simulator’s training effectiveness and actual training
effectiveness. Our preliminary research revealed a discrepancy between
pilots’ perceptions of the effectiveness of the simulator as a training
device and objective in-simulator performance results (Estock, Alexander, Stelzer,
& Baughman, 2007). For this paper, we conducted additional analyses to
determine whether a similar discrepancy exists between pilots’ perceptions of
training effectiveness and objective training effectiveness results.
Specifically, we conducted an experiment in which 43 U.S. Air Force F-16
pilots flew air-to-air training research missions. During the experimental
trials, two pilots flew in high-fidelity F-16 simulators with a 360° field of
view (FOV), and two pilots flew in lower-fidelity F-16 simulators with a 108°
FOV. Both before and after these experimental trials, all pilots flew
benchmark missions using only the high-fidelity simulator. To obtain
objective assessments of the training effectiveness of each simulator,
we compared the two groups on their change in performance on air-to-air
skills from pre- to post-training benchmark missions. To obtain
subjective assessments of the training effectiveness of each simulator, we administered
a questionnaire to all pilots immediately following the experimental trials.
We focused on the effectiveness of each simulator in training a set of
air-to-air skills most likely to be influenced by the FOV differences between
the two simulators. We compared trainees’ perceptions of training
effectiveness with objective training effectiveness results. The findings of
this study replicated the findings of our previous study in that wefound a discrepancy between pilots’ perceptions and
objective results. We discuss the implications of these findings for the verification,
validation, and accreditation (VV&A) of training simulators. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Cue Fidelity Evaluation: A Requirements-driven Approach to Training Effectiveness Evaluation2008 Paper No. 8201 Laura M. Milham, Meredith B. Carroll, David L. Jones, Susan E. Dean Design Interactive,
Inc. Oviedo, FL Dervon Chang Basic Commerce and Industries, Inc., Dahlgren, VA Although the task of performing an empirical
Training Effectiveness Evaluation (TEE) is not trivial in any domain, the
nature of military training makes it a particularly difficult arena.
Specifically, in operational environments, the lack of experimental control,
limited participants, and extreme expense and resource requirements all lead
to challenges for evaluators investigating the degree that the training
system addresses targeted goals. A requirements-driven approach to TEE aimed
at facilitating a less resource intensive evaluation has been designed.
Advantages of this approach include the capability to be conducted early in
the design cycle, allowing results to be fed back into the iterative design
of the system. This approach leverages Sensory Task Analysis (STA) outputs to
identify the multisensory information and interaction capabilities necessary to
support the task, which are then used to evaluate the degree that the system
supports these requirements. From this, redesign recommendations are
developed, identifying specific system upgrades that would allow a greater
percentage of training objectives to be targeted. This approach has been used
successfully in the evaluation of multiple operational United States Marine
Corps training systems including a desktop Fire Support Team (FiST) team training system, a high fidelity Forward Area
Controller (FAC) training system, and a mixed reality infantry patrol
trainer. This paper will discuss the method of conducting requirements driven
TEEs and initial validation results. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Challenges of Scenario Design in a Mixed-Reality Environment2008 Paper No. 8129
The Infantry Immersive Trainer (IIT) is a
mixed-reality training system designed to extend training capabilities for Marines
across a wide range of military operations (ROMO) within a single training
environment. This is accomplished with a cutting-edge mix of real and virtual
technologies, with a configurable hardware and software system
infrastructure, allowing training scenarios to be quickly modified to focus
on different training objectives based on an incoming trainee group’s
specific needs and goals. In this paper, we review our lessons learned
in developing scenarios for this mixed-reality environment, In addition to
traditional scenario design challenges, the experience involved new
challenges focusing mainly on maintaining a realistic experience at locations
where the physical system and the virtual system converged. Also, the effort involved
using front end analysis to drive scenario design, early in the system
development cycle, providing the opportunity for scenario design to inform
the configuration of physical and virtual capabilities to support increased training
value and modularity. Finally, we present a summary of our results of an
initial theoretical training effectiveness evaluation for the whole system,
which provides additional insights to the scenario design and system development
process. We conclude with a recommended approach for future mixed-reality
scenario design efforts. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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Dynamically Configured Scenarios for Training Adaptive Network System Operators2008 Paper No. 8122 Patti Krizowsky, Harold Waters, Mark Wright, Robert Hubal, Geoffrey Frank, Brooke Whiteford RTI International Research Triangle Park, North Carolina As a key element of Network Centric
Warfare, satellite communications are a strategic resource shared by tactical
units. This requires precise coordination across a deep chain of command that
is controlled by a series of documents starting from high level
authorizations, down to the cut sheets used by the ground station operators
to determine specific equipment settings. The current operating environment
demands adaptive soldiers. Being adaptive includes understanding how standard
procedures and configurations need to be modified in accordance with the
mission. A key skill for adaptive soldiers at all ranks is reviewing plans
and orders, noticing the anomalies or differences between standard procedures
and what is required for the mission, and then implementing the system to be
consistent with the plan. This paper describes a
tactical satellite communications terminal simulation that uses a common set
of parameters to configure not only the simulation behaviors but also the
corresponding documentation and student assessments. This simulation is
designed to support both soldier qualification at the US Army Signal Center
and sustainment training specific to individual units in the field. This
paper describes quantitative and qualitative analyses of use of the
simulation by students. The evidence highlights the training need to have
students carefully review plans and documentation to detect anomalies and
make appropriate configuration changes. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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From Glass to Platform without the ‘Physical Touch’2008 Paper No. 8198 Mr Neil
Turner, Mr Stephen Murray BAE
Systems, Integrated System Technologies Portsmouth,
Hampshire, PO3 5PQ, UK Military training has
historically placed considerable emphasis upon the need for high fidelity representations
of operational equipment. Such fidelity comes, however, at a significant
premium, the additional cost all too often being at variance with the
increasing constraints upon defence budgets and the
consequent drive towards reduced equipment costs. Large-scale training
systems pose particular challenges as the amount of equipment necessary to
provide both the extent and flexibility of training required can be a significant
cost driver in the overall design of the system. In this paper we address this
issue and discuss how we have sought to achieve a cost-effective training system
which preserves functional fidelity while achieving representative physical
fidelity. We have applied the concept to the Maritime Composite Training
System (MCTS) which is intended to provide the majority of Warfare Operator
training required by the Royal Navy (RN). The need to provide both career and
continuation training, on either an individual or team basis, for the surface
fleet of the RN has necessitated a solution that can support frigate,
destroyer, carrier and assault ship configurations and provides in excess of 170
operator role representations within a common environment. We report on work
undertaken to identify critical issues which we have had to address during
the design phase to permit the use of non-physical representations of
operational equipment to achieve a common environment. We discuss the
training design issues and trade-offs relating to the use of a truly generic,
one size fits all, operator console to effect the necessary cues, stimuli and
responses required to train warfare operators effectively. We also address
issues that have arisen and lessons learnt during the design and prototyping
phase which are now being incorporated into MCTS as it moves into the
integration and acceptance phase of deployment. This
paper is available on the 2008 I/ITSEC CD ROM. Order
the paper from I/ITSEC’s Website. |
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