UNMANNED AERIAL VEHICLES – A NEW CHALLENGE FOR TRAINING SYSTEM DEVELOPMENT

Unmanned Aerial Vehicles – A New Challenge for Training System Development Tony DalSasso, Chief Engineer Jeffrey Pfledderer, Technical Expert Special Projects Branch Training Systems Product Group Wright-Patterson AFB, Ohio Unmanned Aerial Vehicles are an increasingly important resource in the conduct of modern warfare. Systems such as the Air Force’s MQ-1 Predator have proven their effectiveness numerous times in recent combat operations. These systems were rapidly developed and fielded, sometimes transitioning from concept demonstration to operational use without the intermediate steps normally accomplished under the traditional system acquisition process. In addition, UAV programs have proven to be very useful testbeds for new and innovative ideas, taking a “what-if” exercise and making it an operational capability almost overnight. This approach stands in stark contrast to manned aircraft upgrade programs, which require a much more time-consuming and exhaustive testing and certification process. One result of this rapid laboratory-to-field implementation approach has been the lack of robust, fully capable training systems being made available to the warfighters at the time the system is operationally deployed. Training has largely been conducted on an ad-hoc basis using suboptimal resources, resulting in training deficiencies which ultimately may have contributed to mishaps and loss of aircraft. The accelerated process has simply not provided sufficient time or resources to accommodate a traditional training system development. A longer term, but equally significant, problem resulting from this approach has been trainer concurrency management. Keeping up with aircraft changes in such a fast-paced environment poses a significant challenge, even when sufficient planning has been accomplished. However, the abbreviated testing process has shortened the timeframe available to simulator developers to develop concurrency modifications for the trainers. This problem is further compounded by the lack of robustness in the rapidly-fielded initial training systems. This paper will discuss the unique training system issues resulting from the rapid fielding of such systems, and provide recommendations for implementing timely and effective training systems in this challenging environment. 2004 Paper No. 1793 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
A SYSTEMS APPROACH TO SIMULATED ALTERNATIVES FOR COMMERCIAL DRIVERS LICENSING Talleah L. Allen, Ronald W. Tarr, John White, Scott Tanner University of Central Florida Institute for Simulation and Training Orlando, FL Background This paper describes the systems approach we used to develop and validate a virtual diagnostic and training solution for the ground transportation community, specifically those who hold a Commercial Drivers License (CDL). The training system integration includes a computer-based knowledge test, virtual mechanical compliance walk-around inspection, and simulator-based driving skills tests. Using a systems approach, we designed the Virtual Check Ride System (VCRS) to be a cost-effective, time-saving alternative to standard CDL testing and training. ADDIE Model Using the ADDIE (analysis, design, develop, implement, and evaluate) Instructional Design Model, we created a blended interactive multimedia intervention. Participant characteristics included commercial truck-driving students and expert drivers. Expert drivers were classified as drivers who have been driving commercial vehicles for more than three years and those with less than three years are classified as novice. During the analysis phase, the Federal Department of Transportation (FDOT), Florida and Michigan State DOT, and Subject Matter Experts (SMEs) from various truck driving schools were consulted to determine federal, state and corporate CDL knowledge and driving skills requirements and challenges. Various technologies, including driving simulators, were analyzed to determine what level of simulation technology worked best with this type of blended intervention. It was during this phase that we realized the ADDIE Model would not work on a performance and technology-based design effort. A Diagnostic and Training Tool Based on the analysis, a bank of 500 knowledge test questions were developed and internally validated by Subject Matter Experts (SME). The design phase began with a Computer Based Training (CBT) module, which generates a dynamic After-Action-Review (AAR). The CBT, AAR, and simulated driving scenarios (Off-Road, Rural, Urban, Freeway and City) were assessed by SMEs to measure driving performance, driving skill levels, and critical thinking skills. Implementation, evaluation and validation are currently in progress. The validation scores collected thus far suggest that the Virtual Check Ride is a fair assessment of the CDL and may be a cost and time benefit if incorporated into the training and re-certification procedures of organizations. 2004 Paper No. 1540 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Intelligent Systems for Training Damage Control Assistants Stanley Peters , Elizabeth Owen Bratt, Brady Clark, Heather Pon -Barry, Karl Schultz Stanford University CSLI Stanford, CA The Navy is shifting its training and education from traditional methods, such as on-site instruction, texts, and observing students during drills, to computer-supported learning such as web-based instruction and computer simulations in lieu of live drills. This transition presents the challenge of keeping the best parts of traditional methods of instruction while obtaining the advantages that computers afford. The challenge is more difficult because to maximize savings in manpower, money and time, computer-based learning must be able to teach, evaluate and give feedback to students without any instructor in the loop. A valuable aspect of traditional training methods, in which computers currently fall short, is the 'mentor/student' relationship: an experienced person discussing a novice's performance with him or her. The mentor gives the student direct, personalized feedback in a setting where the student can ask questions and discuss issues. Most computer simulations are lacking in this type of interaction. We propose that giving computers the ability to debrief and discuss a student's actions using natural language will more closely simulate this relationship and greatly improve the effectiveness of computer-based learning. To assess this hypothesis, we are utilizing natural language technology to (1) allow students to use a damage control trainer for surface ships by speaking with the simulation system, and (2) to support a subsequent spoken discussion with an intelligent tutoring system that provides an after action review of the student's performance. The combined system performs a mentoring function, helping students learn correct actions and avoid 'practicing mistakes'. We are studying the usefulness of this mentoring system for students under training in damage control, and will present results about differences in rate of learning with and without mentoring. An additional benefit of natural language interaction with the computer systems is that students train as they will actually perform on duty. 2004 Paper No. 1908 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
MOPED - A Mobile Evaluation System to Support Observers During Distributed Team Training Annemarie Hiemstra, Marcel van Berlo & Wytze Hoekstra TNO Human Factors Soesterberg, the Netherlands Distributed team training, often in joint settings, is becoming more and more important in the military training today. As the teams and training staff are not physically on the same location, special attention should be paid to performance measurement and feedback. Important questions are what should be measured during distributed team training, how this should be evaluated during the After Action Review, and in what ways the training staff should be supported in doing this. In this paper we will explore these issues and describe a tool, the Mobile tool for Performance measurement and Evaluation in Distributed training (MOPED), which we have developed specifically for distributed team training. When evaluating team performance in distributed team training it is important to not only address the performance of the local team, but also the performance of the local team in relation to the other teams in the training and vice versa. The mobile evaluation tool is a hand held device that supports the evaluator in observing team performance. The observer can send data to a central database, where the data of all observers of the distributed team are analyzed and then sent back to the local observer, who can now complete the debrief. Some other functional features of the tool are on call checklists based on targeted behaviors and a debrief organization screen that facilitates the observer's preparation of the After Action Review. A preliminary version of the tool was tested at the Royal Netherlands Navy during a small scale pilot. The results were promising and used to improve the tool. MOPED will be tested more thoroughly to identify those aspects of distributed team training that are crucial for the teams and should be addressed during the After Action Review. Special attention will be paid to the support of observers in providing this AAR. 2004 Paper No. 1531 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Assessing Distributed Team Performance in DARWARS Training: Challenges and Methods Shawn A. Weil, Frederick J. Diedrich, Jean MacMillan Aptima, Inc. Woburn, MA Talib S. Hussain, William Ferguson, BBN Technologies Cambridge, MA DARWARS is envisioned to be a virtual training environment in which multiple distributed individuals will interact with each other and with synthetic entities to in order to acquire operational skills. Training in teamwork skills will be a significant component of the DARWARS experience. In particular, DARWARS will provide the capability for training multiple teams of players at the same time, where the teams will interact in a variety of ways, thereby providing training opportunities for a wide variety of skills. Accordingly, DARWARS faces a significant challenge in assessing teamwork skills as player s interact with the simulation and with each other, and in providing that assessment to players in the form of coaching during a training session or feedback in an After Action Review (AAR). Assessing the performance of distributed teams in a simulation-based environment faces three major challenges: (1) creating situations in which the relevant teamwork skills are appropriate; (2) measuring behavior in these situations; and (3) providing assessment to learners at the appropriate moment and the appropriate level of detail. This paper will review our methods, discuss the measures most relevant to DARWARS, and present an example of teamwork measurement in a multi-player commercial game scenario designed to teach teamwork skills relevant to military teams. 2004 Paper No. 1858 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Performance Assessment in Distributed Mission Operations: Mission Essential Competency Decomposition Todd Denning, Mike France, Jeffrey Bell Simulation Technologies, Inc. Nellis AFB, Nevada, Mesa, Arizona Dr. Winston Bennett , Maj. Steve Symons Air Force Research Lab Mesa Arizona Mission Essential Competencies (MECs) are in continuing development by the Air Force Research Laboratory for training program enhancement within all mission areas of Air Combat Command. They are unique to specific mission areas such as air combat, suppression, air-to-ground attack, etc. yet provide broad training assessment possibilities in large force team training. MECs are defined as the higher-order individual, team, and inter-team competencies that a fully prepared pilot, crew or flight requires for successful mission completion under adverse conditions in a non-permissive environment. As the definition suggests, MECs are conceptually impractical to use as a means of performance assessment. Decomposing the MECs into their component knowledge, skills and experiences with logical links from observable events represents the most appropriate approach. This paper discusses the approach to decomposition and linkage taken by researchers and subject matter experts to identify and quantify observable events at the task level and to define requirements for observation systems to produce data of sufficient fidelity to support assessment. Air to Air Task-to-MEC mapping links observable events in DMO through knowledge, skill, and supporting competency sets to ultimately make assessments that can be traced to the MEC level. The task mapping product permits objective data from the AFRL’s Performance Evaluation Tracking System (PETS) to inform probabilistic assessments of competencies through separate logical constructs for instructional support. During the process, important lessons were learned about the initial MEC process and construct, quality of SME information, and how the development of MECs within a mission area may be improved to facilitate decomposition to observable and assessable levels. Applications of the decomposition product are presented to highlight confidence levels of objective and subjective grading requirements for PETS or similar data collection systems as well as logic techniques developed to bridge areas difficult to assess within existing DMO architectures. 2004 Paper No. 1616 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Using Open Source Game Engines to Build Compelling Training Simulations Perry McDowell , Rudolph Darken MOVES Institute - Naval Postgraduate School Monterey, California The arguments for increasing the amount of computer-based training are clear, convincing, and essentially over: almost every unit in the military is shifting its training strategy to include a larger percentage of computer-based training. The question now is how to create computerized training systems using the best and most cost-effective methods. One solution is to increase the training done in simulators. Military simulator-based training has been used in substantial, expensive systems for over thirty years, first in flight trainers and later in vehicle simulators. Simulator training was limited to such large scale problems and solutions due to the cost of procuring, operating and maintaining these systems. However, with today’s technology, simulators can be built for any area of the military, and operated on standard desktop computer systems or game consoles for a wider range of tasks. In order to demonstrate such training systems’ efficacy, we have built an application to train shipboard personnel in basic Damage Control, which is a task every shipboard Sailor must complete. The simulation is very similar to “First Person Shooter” games which are wildly popular with the military’s primary demographic. We intend to conduct research using this system to determine its effectiveness in improving performance. One of the most intriguing parts of this research is that this trainer was built with an open source game engine created in house. By using an open source engine, we have saved the licensing fees charged by large game companies, which normally run between $500,000 and $1,000,000. Additionally, this open source engine removes the legacy stovepipe that stunts the use of so many current training systems. This not only greatly reduces the initial cost, but significantly reduces the cost of follow-on because the application is not tied to a certain vender who is able to charge exorbitant rates. 2004 Paper No. 1868 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Virtual Environments for Training First Responders - FiRSTE Michael G. Hilgers, Ming C. Leu , Richard H. Hall , Sanjeev Agarwal University of Missouri Rolla, MO Terry Lambert Battelle St. Robert, MO Robert Albright MANSCEN Fort Leonard Wood, MO Kyle Nebel TACOM Warren, MI Since September 11th the need to train civilian response personnel to cope with terrorist activity has greatly intensified; yet affordable and effective training methodologies are elusive. The First Responder Simulation and Training Environment (FiRSTE) system is built to address this situation. Its purpose is the application of virtual reality simulations for training civilian first responders to deal with weapon of mass destruction events in a zero-risk environment while applying proper procedures, techniques, and protocols. Underwritten through support from the Tank-automotive, and Armament Command, FiRSTE is designed to accommodate personal protection equipment, be physically stressful, mentally challenging, compatible with federal simulation standards, and portable. Since the target training audience includes rural and small town civil responders, FiRSTE was built using inexpensive components to demonstrate the affordability of such training technology. Forward motion control in the virtual environment is driven by the trainee walking on a treadmill modified to communicate with a gaming engine via a data acquisition card. The trainee holds a mock-up of a Photo Ionization Detector (PID) which has the same mode control buttons as the actual device. The virtual environment is viewed via a head mounted display placed w ithin the mask of a self-contained breathing apparatus. A mouse wheel embedded in the PID mock-up provides directional control. The release of chemical toxins within a building and the associated sensor behavior is simulated using HLA-compliant software developed by the investigators. Three concept exploration phases have been performed using local firemen. Quantitative and qualitative measures were collected, and analyses were carried out with the goal of evaluating: a) the nature of users’ navigation through the environment; b) the degree of perceived fidelity and presence; and c) subjective and objective effectiveness of the training tool. 2004 Paper No. 1766 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Deployable Simulation Training for Operational Medical Personnel Roberta Gearhardt JXT Applications, Inc Beavercreek, Ohio William J. Walsh JXT Applications, Inc. Fair Oaks Ranch, TX Laura Millitello & Andrea Snead University of Dayton Research Dayton, Ohio Current training for deployable medical personnel occurs in the field through on-the- job training and focuses on the acquisition of procedural knowledge. This severely limits the capability of training organizations to rapidly produce “mission ready" personnel for the field, and hinders mission performance for deploying medical forces, both ground based and air evacuation teams. Medical professionals need a means of accelerating the acquisition of expertise in decision-making and team coordination that underlies responses to chemical, biological and radiological (CBR) threats. This paper describes the use of cognitive approaches to determine the training scenarios needed and the content to be included in simulation-based training to ad dress the potential threat environments where ground based medical crews and aerospace medical personnel are expected to operate. 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 for emergency response and rapid deployment. The simulations developed will be hosted in multiple delivery media to facilitate their use at the home duty station, on transport aircraft en-route to deployment, at ground bases and in theater. A conceptual high-level design and demonstration has been developed in this Phase I SBIR effort to prove the concept for the training technologies and simulation. 2004 Paper No. 1710 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Lessons Learned From Virtual Flag Integration Alan Berry Scientific Research Corporation USAF Distributed Mission Operations Center Kirtland AFB, New Mexico The United States Air Force Distributed Mission Operations Center (USAF DMOC) has participated in distributed simulation exercises since the mid-1990s. Four years ago, the DMOC initiated a series of exercises that immerses warfighters in an intense virtual environment. Now known as Virtual Flag, nine of these exercises have successfully trained warfighters in an environment closely simulating battle conditions. The DMOC integrates operational and simulation systems from Joint Services in an exercise environment that includes units located from coast-to-coast and scenarios with thousands of entities. This paper presents methodologies used at the DMOC that integrate these systems in warfighter training exercises. 2004 Paper No. 1648 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Training Strategies for a Deployed, Distributed Virtual Environment Peter Crane Air Force Research Laboratory Mesa, Arizona Capt Erik Jilson USMC Training & Education Command Quantico, Virginia Eileen Entin, Rebecca Morley Aptima, Inc. Woburn, Massachusetts Matthew Archer SDS International, Inc. Orlando, Florida Distributed Mission Operations (DMO) is a U. S. Air Force program to augment aircraft training with multi- participant, simulator training. DMO Mission Training Centers have been established for F-15 and F-16 fighters and for AWACS mission crews. In addition, a DMO research testbed has been developed at the Air Force Research Laboratory in Mesa, Arizona centered around four, high-fidelity F-16 simulators with full field-of-view visual display systems. DMO training centers typically focus on a single platform using large-footprint systems at a fixed location. In contrast, the U. S. Marine Corps’ Deployable Virtual Training Environment (DVTE) consists of networked laptop computers that support simulation for the many weapons types and Military Occupational Specialties that comprise a Marine Air Ground Task Force. DVTE systems are low-cost and lightweight so that they can be used on shipboard or in a deployed environment. Although physically very different systems, DMO and DVTE are both designed to provide mission-oriented, scenario-based team training that will enhance warfighter skills in teamwork, communication, situation awareness, and tactical execution. The Air Force Research Laboratory’s Warfighter Readiness Research Division and the Marine Corps Training and Education Command, Training and Education Technology Division, supported by SDS International’s Advanced Technologies Division and Aptima, Inc., are working together to develop a training strategy for DVTE based on lessons learned from DMO effectiveness research. Training strategies derived from Air Force experience using DMO are being applied to Marine Fire Support Team (FiST) training using DVTE. 2004 Paper No. 1849 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Correcting The Vision – Introducing The Joint National Training Capability (JNTC) Advanced Training Technology Laboratory (JATTL) Warren Bizub Director Advanced Training Technologies JNTC Suffolk, Virginia Mark Phillips Battle Laboratory Director VMASC Norfolk, Virginia Until recently there has been no real single portal for migration of technology and technical training concepts into a single Joint context. This however, is necessary for the Joint National Training Capability (JNTC) to achieve its mission of “training the Joint warfighter”. This portal is the flagship laboratory for the JNTC network or Joint Training and Experimentation Network (JTEN), known as the JNTC Advanced Training Technology Laboratory (JATTL). This laboratory will act as a lens by concentrating on Research, Development, Test & Evaluation (RDT&E) of technologies, which enhance capabilities in the JNTC technical focus areas (Command, Control, & Intelligence, Surveillance, Reconnaissance (C2 & ISR); Live, Virtual and Constructive (LVC) Environment; Instrumentation, Data Collection and After Action Review (AAR); Opposing Forces; Information/Knowledge Management; Architecture/Standards) while ensuring interoperability, maturity, stability and most importantly relevance for candidate technology under development for use in Service and Joint training environments. The ATT mission is to evolve, enhance and provide tools, processes and products for the JNTC by acting as the technology pipeline in support of joint training for the warfighter. A sustained process using systems engineering and acquisition best practices to identify, evolve, enhance and develop new capabilities that address training requirements, challenges and shortfalls is essential. ATT is and will leverage existing and future Science & Technology (S&T) investments to a maximum extent with Industry, Academia, Government and International organizations. Finally, by taking a holistic approach, the JATTL will assimilate joint standards and architectures to enable a seamless integrated LVC training environment for on demand warfighter use. This paper will describe the concept for the JATTL and explain the modes and methods for transferring technology and expertise into the JNTC as well as outlining technical challenges that it is focusing on to set new benchmarks. 2004 Paper No. 1787 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Training Tomorrow's Submariners Today - An Innovative Approach and Simulation-based e-Learning System Yakov E. Cherner ATeL, LLC Swampscott, MA Arnold O. Lotring, Glen Graebner Submarine Learning Center Groton, CT, The paper describes the simulation-based online training system that is being developed to assist submarine technical personnel in understanding applied engineering principles as well as to enhance their skills in preventing and troubleshooting emergency situations. The system challenges the learner to explore the design and operation of several major devices and their components in a virtual computerized environment. The underlying technological principles and scientific laws are linked to the virtual reality experience. The system is designed with a flexible multi-layered and open-ended architecture. It comprises virtual experiments, interactive lessons, problem exercises, quizzes, integrated assessment and auxiliary tools for instructional modification. All training resources are based on a uniform pedagogical approach and are conceptually linked in such a way that they compliment each other. The system employs “learning-by-doing’ and problem-based training methodologies that prove to be effective for all learners including those with limited technical training but who will be assigned to highly technical job areas. This new approach attempts to provide alternate opportunities for the learner to understand and master technical training topics. A training cycle begins with the virtual exploration of a particular process or system using realistic highly interactive simulations. The trainee is then provided with an interactive lesson that focuses on underlying technological and scientific principles to support the learner's conceptual understanding. Realistic Java or Flash simulations immerse trainees in job related virtual environments enabling them to perform tasks that are similar to those they will face in real life. Learners are able to (1) observe the physical processes insightfully at different levels of detail, (2) analyze constraints between relevant parameters, (3) push these parameters beyond normal allowed values to simulate infrequent operating conditions or casualty situations, (4) run “what if” scenarios, and (5) acquire data from virtual experiments for detailed analysis and comparison to actual operating conditions in a theory to practice approach. Such complex activities help trainees master troubleshooting skills and better appreciate the potential causes of hazardous or even emergency situations. 2004 Paper No. 1592 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Royal Navy Merlin Training System: Sonobuoy and Dipping Sonar Training Martin Fortin CAE inc. St-Laurent, Canada Alan Redman Lockheed Martin ASIC RNAS Culdrose, UK WO1 Kevin Best Royal Navy RNAS Culdrose, UK The Royal Navy Merlin Training System (MTS) is a complex network of five training devices that provide a fully immersive, realistic training environment for flight crews and mission systems operators. The MTS was designed and built by CAE, under a subcontract from Lockheed Martin, to provide extremely realistic front line squadron/flight training for Anti-Submarine Warfare (ASW) and Anti-Surface Warfare (ASuW) missions. When operated in its integrated m ode, with a front cockpit and a rear crew trainer coupled, full aircraft operations are supported, allowing complete aircraft training. The acoustic simulation developed for the MTS includes high-fidelity simulation of the Merlin helicopter acoustic suite which comprises a dipping sonar system and a sonobuoy processing system. The acoustic simulation is fully integrated as part of the MTS overall sensor simulation which also includes radar and ESM. Another important innovation of the system is the capability to train up to three crews performing ASW operations in the same scenario. The simulation considers the mutual interferences between all acoustic sensors and processing coherent information among them. All dipping sonar components (cable model, control panels, signal processing, tracking processing, sonar mode management and video and audio generation) are fully simulated using COTS PCs with the Linux operating system. For the sonobuoy processing system, the real processing unit is being stimulated using dedicated hardware interfaces. Complex sonobuoy types such as BARRA, CAMBS and HIDAR are supported. The sonar systems are fully integrated into a virtual acoustic and synthetic environment. This paper describes the acoustic training capabilities of the MTS. It will detail how multiple aircrew acoustic training is performed on the MTS in a mutual interactive-mode environment and will explain how the various developed monitoring and control tools allow the instructors to achieve efficient training and role-play capabilities. 2004 Paper No. 1720 This paper is available on the 2004 I/ITSEC CD ROM. Order it from I/ITSEC'S Website.
Stick and Rudder Training for the Mind Mr. Arthur W. Gallo