A GAME-BASED TRAINING MODEL DEVELOPMENT, APPLICATION, AND EVALUATION

Rosemary Garris and Robert Ahlers

Naval Air Systems Command

Training Systems Division

Orlando, Florida

A shift in military training is underway from a traditional emphasis on classroom instruction to a more learnercentric model of training. In this approach, where training may be delivered “anytime, anywhere, ” trainees are often dispersed, and there is a greater responsibility on the learner to maintain motivation for his or her own learning.  Although instructional games can provide a learning environment that actively engages the learner, this remains a relatively new instructional technology with limited empirical support.

Several studies have examined the effects of game-based instructional programs on learning. For example, both Whitehall and McDonald (1993) and Ricci, Salas, and Cannon-Bowers (1996) found that instruction incorporating game features led to improved learning.  In addition, Ricci, et. al (1996) proposed that instruction that incorporated game features enhanced student motivation, which led to greater attention to training content and greater retention.

There is an implicit model of learning that is inherent in these studies. First, the goal is to design an instructional program that incorporates certain features or characteristics of games.  Second, these features trigger a game cycle, a repeating cycle of user judgments, behavior, and feedback that characterizes the game player’s self-motivated engagement and task persistence (Garris, Ahlers, and Driskell, 2001). To the extent that training designers are successful in pairing instructional content with appropriate game features, this engagement in game play leads to the achievement of training objectives and specific learning outcomes. Although many have noted the potential benefits that may be gained from incorporating game characteristics into instructional applications, there is clearly little consensus regarding what the essential characteristics are and how they should be implemented. Based on a review of the literature about games, motivational training, and motivation-related constructs, we synthesized a model of motivational training using game features and predicted training and motivation outcomes. In this paper, we describe essential game features, how they were implemented for this research, and report a subset of the results of an empirical study to assess the effectiveness of a game-based trainer to enhance submarine technical skills and the effects of the training approach on student motivation. Bottom Gun, a game-based periscope trainer developed in support of this research, is a simulation-based game that incorporates simulated contacts, a high rate of interactivity, scoring, and visual and sound effects. The control training condition provided the same contacts within the same scenarios minus the game characteristics.

The proposed approach to designing and evaluating the effectiveness of games was generally supported. Despite holding training objectives and content constant, Bottom Gun was perceived as more game-like than the control condition. Results indicated that both training conditions resulted in significant improvements in accuracy in calling angle-on-the-bow, a difficult visual perception task. However, the game-based training resulted in smaller visual estimation errors than the control training condition. Additionally, four context-specific measures of components of motivation, including locus of control, self-efficacy, valence, and goal commitment were found to have shifted in a positive direction at the post-test.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

ELECTRONIC BOOKS (E-BOOKS)

Dwight Robinson

Air Education and Training Command (AETC), Studies and Analysis Squadron

San Antonio, Texas

William Higdon

AETC 333rd Training Squadron

Biloxi, Mississippi

Ken Levi, Ph.D.

AETC Studies and Analysis Squadron

San Antonio, Texas

Dean Schneider, Ph.D.

AETC Technology Requirements Branch

San Antonio, Texas

David Jeffery, MBA.

AETC Studies and Analysis Squadron

San Antonio, Texas

Air Education and Training Command (AETC) Studies and Analysis Squadron (SAS) in conjunction with 333rd Training Squadron (TRS) at Keesler AFB, MS is evaluating an innovative application of Electronic Books (e-books).  Testbeds for this study are the Base Information Protection (BIP) course and the Air Force Defense Message System (DMS) course.  At issue are the suitability and effectiveness of Electronic Books as a replacement for printed course materials (textbooks, study aids, course handouts, etc.).  Before e-books, the DMS course had a fluid content taught via paper media. Updates in the curricula continuously forced changes in the paper media. Course instructors implemented these changes through reproduction of the course lessons, study aids, and handouts, incurring extremely high print/reproduction costs to the unit. Because e-books mitigate these costs, speed the update process, and somewhat improve student scores, they represent a viable alternative to paper media.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

AFFECTIVE DOCTRINAL EDUCATION A CASE STUDY IN AIR FORCE CORE COMPETENCY EDUCATION

Captain Scott Neiper

Chief, Atlantis Wargame Branch, Squadron Officer College

Maxwell AFB, AL

One of the challenges of the Aerospace Basic Course (ABC) at Maxwell Air Force Base AL, is to increase new officers’ understanding of Air Force ((AF) Doctrine, specifically AF Core Competencies. These competencies describe how the AF contributes to the overall Department of Defense warfighting effort. We have found an innovative method of increasing our students’ understanding of doctrine through the use of a modified commercial off-the-shelf (COTS) wargame/simulation, along with traditional classroom instruction. This method of instruction is multimodal learning. The students first read about the core competencies, next they receive more lecture and debate in the classroom, then all six core competencies are wrapped up in a concluding case study. The finale of this educational experience is an interactive practical application of the core competencies where the students see doctrine recreated in a competitive warfighting environment. This interactive simulation, developed in-house from COTS software, evolved over time to fill the critical role it now serves in the ABC curriculum. The results of this method of learning are primarily in the subjective realm. Course instructors see a fundamental shift in the way students view the core competencies. Students no longer see the core competencies as terms and definitions to be memorized for a test, but instead as guiding principles of air warfare to be internalized as the foundation of an Air Force officer’s continuing military education.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

MATURING FROM CBT TO WBT IN AN ADL AND SCORM ENVIRONMENT

Capt Duane B. Hellums, Chief, Instructional Technology Applications Branch

Air Force Institute for Advanced Distributed Learning (AFIADL)

Maxwell Air Force Base, Gunter Annex, Alabama

How do we overcome the instructional and technological challenges of implementing ADL and SCORM in large, disparate organizations such as the Air Force and DoD?Our traditional education and training environment involves a wide variety of resident, paper-based, and CD-ROM courses. Advanced Distributed Learning (ADL) and the Sharable Content Object Reference Model (SCORM) standard provide an admirable goal and vision for a new Internet-based instructional approach--what steps must the Air Force and DoD take to reach such a destination? What paradigm shifts are necessary and what are the critical tasks in deploying a Learning Management System (LMS)? How do we make best use of the information technology (IT) infrastructure when it may not be fully ready to support ADL?  How do we design instructional systems and content for effective reuse?  AFIADL has participated in many projects, initiatives, pilots, and prototypes that have generated the practical experience needed to answer these key questions. Specifically, our paper focuses on ADL lessons learned, conclusions, and recommendations.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

LEAVE NO ONE BEHIND: DESIGNING COURSEWARE FOR DELIVERY TO WEB, LAN AND STAND-ALONE CONFIGURATIONS

L. Kirk Schultz

Naval Education and Training

Professional Development and Technology Center

Pensacola, Florida

Robert J. Whittle

Advanced Systems Technology, Pensacola, Florida

Historically, the Navy has used a variety of technologies to deliver Interactive Multimedia Instruction (IMI) content. One of those has been the Shipboard Training Enhancement Program (STEP), which delivers courseware via CD-ROM to every ship in the Navy and many Navy shore stations. Until recently, these courses were designed to run primarily on stand-alone workstations. In recent years, the Internet has become a viable vehicle for courseware delivery and maintenance. Additionally, the emergence of the Shareable Content Object Reference Model (SCORM) offers flexibility in using courseware content that has several obvious benefits. But there is still a need to design content once, then deliver it to, and use it in, the variety of environments that still exist across the Navy. While many Sailors and Marines might have access to the Internet and a SCORM-conformant Learning Management System (LMS) while they are ashore, it is currently unrealistic to expect a shipboard Local Area Network (LAN), much less a standalone workstation, to always have such capability. Additionally, costs associated with life-cycle management of courses developed in traditional authoring systems are typically high, since a copy of that authoring system and personnel with expertise in it are required. To lower these costs, some courses have been developed to retrieve content from a structured format like a database. This makes the life-cycle management process easier and promotes re-use of the content. But if these courses are designed to run over the Internet, they often require a product like Cold Fusion® Server on the system to run the course – an option too expensive for the average stand--alone computer user to implement.

A vehicle is required that maintains the benefits of a structured storage format, takes advantage of the benefits offered by SCORM and the Internet, but also permits LAN and stand-alone users to use the same developed training. The Naval Education and Training Professional Development and Technology Center (NETPDTC) explored various options that could be implemented to address these issues. This presentation will focus on a product that was first conceived during a pilot feasibility study spearheaded by NETPDTC, the initial concept of which was complemented by follow-on discussions and the outgrowth of a course conversion contract with Advanced Systems Technology (AST). The result is a prototype development and installation vehicle that satisfies these requirements. This vehicle has been used in the production of several Navy IMI courses. This paper describes the philosophy behind the product, the features incorporated into the product that were deemed important, and the process through which preliminary decisions in product development were made.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

USING ADL CONCEPTS TO INTEGRATE INTERACTIVE ELECTRONIC TECHNICAL MANUALS WITH MULTIMEDIA INSTRUCTION

Brandt W. Dargue & William O. Shook

The Boeing Company

St. Louis, Missouri

At most larger companies, technical manuals and training have traditionally been created by separate groups with different skills, yet similar backgrounds and knowledge. The same is true for their interactive electronic counterparts, Interactive Courseware (ICW) and Interactive Electronic Technical Manual (IETM). Although much of the data used in both products is similar and is usually derived from the same source, their development has typically been contracted and performed independently. Over recent years, ICW/IETM integration is a topic that has been getting a lot of attention as job skills become more diverse and complex, budgets decrease, efficient use of resources becomes more important, and combat readiness becomes more difficult. Integrating these products will not only increase training effectiveness, but also allow the user to earn proper training credit while performing job tasks aided by the Electronic Performance Support System (EPSS). Since at least 1993, Boeing has been investigating how to integrate ICW and the IETM. The purpose of this paper is to discuss the research Boeing has conducted on ICW/IETM integration and discuss methods to achieve the ICW/IETM integration using Advanced Distributed Learning (ADL) concepts.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

IMPLEMENTING A KNOWLEDGE MANAGEMENT CONCEPT FOR DISTRIBUTED MISSION TRAINING

Anna R.Castillo

Link Simulation and Training Division

L3 Communications

Mesa,Arizona

Stephanie K.Clodfelter

Training Systems and Support Division

The Boeing Company

Mesa,Arizona

The Air Force Research Laboratory (AFRL) in Mesa, Arizona is applying Knowledge Management (KM) theory to organize and extrapolate relevant performance measurement data collected during Distributed Mission Training DMT) exercises.  KM as it relates to the integration with DMT can be defined as the synergy of research data and the analysis of explicit and implicit experiences of the simulated training environment. By using a strategic approach to data collection and retrieval, KM for DMT becomes more than a centralized database project, it becomes a community of practice for those involved in the future of training effectiveness for the warfighter.

We are implementing five KM principles (Processes, Information Technology Tools, Taxonomies, Communities of Practice, and Cultural Adaptation /Learning) using a phased approach consisting of identification, collaboration, and analysis. Projected outcomes of the implementation of KM theory are improved information and increased organizational knowledge resulting in a coherent program of research and application. This effort will develop a theoretical and operational framework to aid in the identification of key competencies for both DMT and operational training and guide development of air-to-air combat mission readiness strategies by effectively engaging in cutting-edge training systems technology.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

THE ADAPTATION AND EVALUATION OF AN INTELLIGENT TUTORING SYSTEM FOR THE MULTIPLE LAUNCH ROCKET SYSTEM

Robert A. Wisher

U. S. Army Research Institute for the Behavioral and Social Sciences

Alexandria, Virginia

H. George Banta

Sonalysts, Inc.

Waterford, Connecticut

Douglas H. Macpherson

U. S. Army Research Institute for the Behavioral and Social Sciences

Alexandria, Virginia

James J. Dees

U. S. Army Training and Doctrine Command

Fort Monroe, Virginia

This paper examines the cross-transfer, adaptation, and evaluation of an intelligent tutoring system. The knowledge and skill being trained concerns making optimal decisions regarding reconnaissance, selection, and occupation of position (RSOP) for emplacement of a multiple launch rocket system. This is a critical, culminating task that synthesizes weeks of doctrinal training into a hands-on exercise. The tutoring system was derived from ExpertTrain TM , a technology developed by Sonalysts, Inc. and tested initially in the Navy on radar systems controllers. This technology was identified to have high applicability to the RSOP training within the field artillery. The intelligent tutor adapted for the task, called the Virtual Sand Table (VST), was extended by means of a knowledge engineering process with subject matter experts at the U. S. Army Field Artillery School. The task was conventionally trained on a large, physical table of sand. Students were required to study an operations order and emplace firing points, ammunition hiding areas, platoon operations centers, etc. in accordance with their tactical decisions and Army doctrinal standards. The VST version of the exercise replicated the training environment on a desktop PC with the added advantage of informative feedback and computer-based coaching. Training effectiveness data were collected over a one-year period. A comparison group (n=209) used the conventional sand table and a treatment group (n=105) used the VST during four-hour training session. Through a performance measure based on the final RSOP plan, results indicated superior performance by the VST treatment group, with a learning effect size of 1.05 standard deviation units above the comparison group. This translates to a 35% improvement in training. The VST has since been implemented in the Captains Career Course at Fort Sill, Oklahoma. This project illustrates a successful adaptation of technology used by one service for the benefit of another. 

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

THE QUEST TOWARDS AN ADVANCED LEARNING MANAGEMENT SYSTEM

Michael D. Myjak, Sean T. Sharp

The Virtual Workshop

Titusville, FL

Joseph Henderson, Mark Noel, Douglas Campbell

Dartmouth Interactive Media Laboratory,

One Medical Center Drive, Lebanon, NH

Computers and the Internet are pervasive elements in personal and professional life, and their influence on education and training continues to grow rapidly. Current efforts however, are typically limited to the dissemination of text-based documents and a few graphic images with very limited use of other media, such as lectures-on-demand that take advantage of audio streaming, "slide shows"of text bullets and graphics, streaming video or integrated animations and interactive simulations. Server-based learning environments today offer little more interactivity than advanced relational database storage facilities. Future systems will likely peer with one another, including users, to dynamically create highly interactive and adaptive learning environments, more aptly suited to the student. It is our position that the future Advanced Distributed Learning (ADL) environment will not only incorporate this wide range of media types, but that perhaps Learning Management Systems (LMSs) themselves will become distributed peering systems.

Taking the LMS to an advanced level requires an architecture with the ability to support multiple users in a shared, peering, distributed, real-time environment. This new approach encourages new levels of user interaction and pedagogy. Our approach promotes a web-based system that generates both a highly immersive environment for the user while simultaneously minimizing other user distractions, enhancing the learning experience while minimizing the noise. Additionally, our approach allows the LMS to be used in an evaluation mode or in potentially classified environments, both requiring that a sound security model be built into the system from the ground up.

This paper describes our approach to developing the architecture and constructing an implementation of our advanced LMS for the ADL community. We describe how an immersive user interface promotes the learning environment by enabling certain types of experiences for the user and thus leads to learning different types of knowledge not usually addressed by conventional programs.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

Training Team Integration in a Large, Distributed Tactical Team: A Cognitive Approach

Kelly Neville, Jennifer Fowlkes, Laura Milham, Maureen Bergondy, Melissa M. Walwanis, Tamara Strini, Danielle Merket

CHI Systems, Inc. , Orlando, Florida 2

University of Central Florida, Orlando, Florida

Naval Air Systems Command, Naval Air Warfare Center Training Systems Division, Orlando, Florida

In this paper, we describe a team cognitive task analysis (CTA) conducted for the purpose of guiding the development of training and training systems for large, distributed tactical teams. This effort is based on the premise that challenges associated with working in a large, distributed tactical team differ from those associated with working in less complex (e.g., smaller or co-located) teams. This difference means that team training paradigms developed in recent years for the latter type of team may not adequately support team integration expertise in the more complex type of team. Thus, our goals include identifying (1) challenges to team coordination in large, distributed tactical teams; (2) knowledge and skills used to achieve coordination in the face of those challenges; and (3) training guidelines and approaches that support the acquisition of team coordination knowledge and skills. To these ends, e performed a training requirements analysis of the naval air wing domain and are performing a CTA to assess the knowledge and skills used by expert versus novice aviators in support of team coordination. The CTA and its implications for training design are the focus of this paper.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

DIGITAL SKILL TRAINING: INFORMATION DEMANDS AND LEARNING BY EXPLORATION

Jean L.Dyer and Robin Salter

U.S.Army Research Institute Infantry Forces Research Unit

Fort Benning, Georgia

The emergence of computer software in the Army’s tactical equipment on a relatively large scale raises the question of how to best train the diverse populations of soldiers on this software.  This paper presents the results of an experiment comparing computer-based programs for training the knowledge and “digital” skills required in using a map interface typical of many of these systems. A prototype Land Warrior map interface was modeled.  It was used to display and find individuals and units, and to determine the range and azimuth between objects and individuals/units on the map.

First, soldiers learned a coding system for identifying individuals and units displayed on the map. This system combined the Army’s standard weapon and unit symbols with the battle roster numbering system. Two training conditions were compared. In one condition, much information was presented before soldiers had an opportunity to apply the knowledge and skills they had acquired. This placed high demands on working memory. In the other condition, the same information was presented in smaller chunks, placing lower demands on working memory.

In the map phase of the experiment, three ways of training map skills were compared. Again, low and high demand conditions were implemented, and an exploratory condition was added. In the exploratory condition, soldiers were informed of the map functions they had to learn, but not how to execute the required steps.

A total of 168 soldiers from four Infantry courses participated: those in initial Infantry training, the Infantry Officer Basic Course, and the Basic and Advanced Noncommissioned Officer Courses. These soldiers represented the soldiers in an Infantry platoon who will use the future Land Warrior system. Within each course, soldiers were randomly assigned to the experimental conditions.

Consistent differences in the soldier populations occurred in both experimental phases, with officers typically achieving the highest scores in the shortest amount of time, and Infantry trainees scoring the lowest, taking the most time. In both training phases, differences in favor of the low demand condition occurred for the instructional segments where the amount of information presented was the most discrepant between the high and low conditions. On the map final exam, soldiers in the exploratory condition had the lowest scores, with those in the low demand condition achieving the highest scores. In sum, the low demand condition was the most effective for code and map skills. Combining this traditional mode of instruction with an exploratory mode might also prove very effective in acquiring the interactive skills and insights required to work with digital interfaces.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

APPLICATION OF COGNITIVE PRINCIPLES IN DISTRIBUTED COMPUTER-BASED TRAINING

Richard C. Deatz  and Charlotte H. Campbell

Human Resources Research Organization

Fort Knox, Kentucky

As the U. S. Army continues to develop more powerful and more complex digital systems, both training needs and training opportunities are being considered. These highly technical weapons and information systems are upgraded frequently, causing an almost continuous need for training, both for operators and for leaders and staff members who use the information to conduct battlefield command and control. The challenges for trainers and training developers are to keep up with the software drops, deliver incremental raining that highlights critical modifications, and provide support so that units can practice using the systems without incurring high training costs or extra wear and tear on systems. By increasing the opportunities for distributed computer-based training that incorporates cognitive learning principles, skill acquisition and retention can be improved.

This paper describes research and development on ways to incorporate instructional techniques and cognitive principles in various distributed training presentations, including standalone (CD-ROM delivered), internet-based, and embedded training. Analysis of a variety of principles and techniques resulted in selection of a limited set to be used in prototype training module development. The prototype training module addresses operator training for the Force XXI Battle Command Brigade and Below (FBCB2), the Army’s vehicle-mounted digital system for distributing information to provide situational awareness. The prototype module is PC-based, and demonstrates how the techniques and principles can be incorporated in distributed training.

In this presentation, we will describe how the selected instructional techniques and cognitive principles can be used in distributed computer-based training. We will provide screen captures that illustrate how each technique and principle can be instantiated in individual operator training for FBCB2. Finally, we will discuss lessons learned and issues for future research and development.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

TRAINING AND ASSESSING DECISION-MAKING SKILLS IN A VIRTUAL ENVIRONMENT

Robert J.Pleban and Margaret S. Salter

U.S.Army Research Institute for the Behavioral and Social Sciences

Fort Benning,Georgia

This paper describes a research effort designed to: 1) determine the effectiveness of using a virtual environment to train small unit leader decision-making skills; 2) examine the feasibility of using a virtual environment as a test bed for developing situation awareness (SA) measurement instruments and; 3) assess the role of SA in decision-making in simulated dismounted infantry environments. Seven experienced and seven inexperienced Army officers, role-playing a dismounted infantry platoon leader, individually conducted four urban operation missions in a virtual environment setting Missions included built-in decision points that required the officer to take specific actions at each point. Decision-making capability and SA were assessed for each mission. Decision-making accuracy improved over missions. Statistical analyses revealed a significant non-linear effect. Decision-making errors (failure to act) increased from Trial One to Trial Two and then decreased over the remaining trials. Fewer decision errors were made in Trial Four than in Trial One. The officers' level of experience did not affect the rate of learning.

Experience did play a significant role in SA assessments.  The experienced officers were significantly better at locating both enemy troops and elements of their own platoon on a map. They were also better at identifying both the strongest enemy locations and the location of the element posing the highest threat to their platoon than inexperienced officers.  Conversely, inexperienced officers were better at identifying the locations of the strongest friendly elements than experienced officers.

Selected SA measures predicted a significant portion of the variance (69%) in decision-point scores.  Overall,the research showed that real world decision-making skills could be trained using virtual environment technologies.  By incorporating virtual environment technologies in training, soldiers can develop the cognitive framework needed for effective decision-making.

INTERACTIVE TRAINING APPLICATIONS USING RESPONSIVE VIRTUAL HUMAN TECHNOLOGY

Robert C. Hubal & Geoffrey A. Frank

Research Triangle Institute

Research Triangle Park, North Carolina

Intelligent agents are being used in fields as diverse as computer generated forces, manufacturing, medicine, and theater. Where intelligent agents have not been employed, though, is in interaction skills training. But interaction skills -- interviewing, negotiating, tactical communications, eliciting information--are critical to today's soldiers, police, and many professionals (e.g., doctors, lawyers) in our service-oriented economy. Sample scenarios include interviewing refugees, handling some forms of asymmetric threats (such as hostage negotiations), and encounters in high-stress military situations (such as negotiating a passage of arms through a checkpoint held by coalition forces). When it occurs, interaction skills training usually relies on peer-to-peer role playing or passive learning through videos. These forms of training lead to a critical training gap, because the students are limited in the practice time and the variety of scenarios that they encounter. But it is exactly this practice, studies show that leads to significant on-the-job benefits.

We have developed responsive virtual human technology (RVHT) that allows natural, interactive dialog between the soldier and system. RVHT can improve training by reducing the necessary infrastructure (e.g., personnel), by providing soldiers with more practice time and consistent interaction experiences. RVHT is a relatively recent advance in training technology. Portraying emotions in a virtual human requires clearly defined emotional state, action that shows thought processes, and accentuation to reveal feelings, yet lifelike virtual humans can lead to improvements in problem-solving ability and can engage and motivate students. Most importantly, RVHT can open entirely new capabilities for computer-based training of interpersonal skills, and can provide the benefits of reduced training costs, increased student-teacher ratios, individualized tutoring, and greater student convenience that are associated with computer-based training.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

COVE —A SHIPHANDLING TRAINER WITH AN ATTITUDE

Bruce Roberts

BBN Technologies

Cambridge, Massachusetts

The benefits of using virtual environments for training are widely accepted. However, several challenges remain: to provide personalized embedded instruction during practice sessions, to provide a level of fidelity consistent with the instructional goals of the trainer, and to deliver these capabilities cost-effectively so as to encourage their wide-spread adoption. The Conning Officer Virtual Environment (COVE) project is addressing these challenges in the context of shiphandling training for the US Navy.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

NAVAL RESERVE SENIOR ENLISTED ACADEMY – USING TECHNOLOGY TO PUT A NINE WEEK COURSE IN A TWO WEEK BOX

Robert D.Sapp

Naval Education and Training Professional Development and Technology Center

Pensacola, Florida

The Senior Enlisted Academy is one of the Navy’s most prestigious professional enlisted training opportunities.  This course prepares selected members of the Navy’s senior enlisted community (E-8’s and E-9’s) for greater professional responsibility and opportunity, and attendance is considered to be career enhancing. Until now, it has been extremely difficult for members of the Naval Reserve to attend the course and gain entry into the ranks of SEA alumni.  The course of instruction takes nine weeks, while most reservists are limited to a two week Annual Training (AT) period each year.

The convergence of several distributed learning support technologies has enabled the creation of a Senior Enlisted Academy Non-Resident Course that leverages asynchronous distributed learning with a resident training component to achieve training equivalent to the Senior Enlisted Academy for Naval Reserve personnel. The Naval Reserve Professional Development Center, New Orleans,and the Naval Education and Training Professional Development and Technology Center,Pensacola,have developed a facilitated Interactive Multimedia Instruction/Web Based Training course of instruction to be taken at home by reservists.This Distributed Learning (DL)component comprises seven weeks of instruction,to be completed in a five-month period.At the conclusion of the DL component,reservists will report to NRPDC, New Orleans,for a concluding two-week resident training component,which will contain those portions of the course unsuitable for delivery as DL.

Special consideration was given to creating numerous collaborative activities in the course to foster the same sense of community and cooperation among the course participants as that experienced by those attending he 9-week course.  This was particularly challenging due to the necessity to ensure all activities were performed asynchronously to accommodate the variable schedules of reservists.  This facilitated IMI/WBT hybrid course could potentially become a model for delivery of other professional or technical training,extending the range of educational opportunities for both reservists and active duty personnel.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

A FLEXIBLE TRAINING SOLUTION FOR MEDICAL LABORATORY NCOs

James O. Murray

U. S. Army Medical Department Center &School

Fort Sam Houston (San Antonio), Texas

Paul Thomas

Allen Communications, Division of Mentergy Inc.

Salt Lake City, Utah

A Flexible Training Solution for Medical Laboratory NCOs. Medical laboratory sergeants attending the Army Medical Department's (AMEDD) Basic Noncommissioned Officer Course (BNCOC) typically come from very diverse backgrounds. They may have served predominantly in large hospitals, small clinics, in deployable field hospitals or, as Army Reservists, in jobs other than the medical laboratory.  However, they all need advanced training to gain leadership and technical knowledge and skills.  They may not have good access to a computer or the Internet, especially if they are in a deployed laboratory immediately prior to attending the course. In order to overcome many of the challenges to training this diverse group of students, we have developed a flexible training program, much of which will be taken in a distance learning (distributed) environment. The course consists of both CBT and WBT components where the lessons are on CD-ROM and the post-tests are on the web. Students are able to move through the lessons without being connected to the Web, yet instructors are able to keep track of student progress via database files sent as email attachments and via the post-test administration program. To ensure that the intended student is taking the lesson and post-test, a comprehensive final exam is administered via the web, but a photo ID is required before the site monitor permits access to the exam. Although many students will have access to computers either at home or work, they may have to move from computer to computer. A simple method for carrying student data from one computer to another has been developed. Internet access may not always be available and the connections may be too slow for the graphics-intense lessons. We have ensured the student's access to current scientific and regulatory information by embedding hyperlinks in the CD-ROM; and by having those hyperlinks route the student's access through the schoolhouse's web site, instructors can keep links up to date. This enables the CBT lessons to remain current even as content changes occur on the web sites. Content delivery has been enhanced for students who need a bit more explanation by the use of an electronic mentor (fictional character) who applies content. There is group collaboration between students throughout the world as they prepare case studies during distance learning phase to be presented during resident phase. An instructor will monitor the progress of the case study preparation. Remediation and assistance is provided by the glossary, email instructor feature, electronic bulletin board, repeatable practice, and self-paced learning environment.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

ADVANCED DISTRIBUTED LEARNING (ADL) TECHNOLOGIES AND NIGHT VISION DEVICE TRAINING

John W. Ruffner, Ph. D. , Kim G. Woodward, Jim Fulbrook, Ph. D.

DCS Corporation

Alexandria, Virginia

Recent technological advances in night vision devices (NVDs), such as night vision goggles (NVGs) and thermal imaging systems, have greatly increased their potential for improving warfighter readiness, effectiveness, and safety in night operations. However, it is unlikely that this potential will be fully achieved without a systematic, integrated approach to training. Research findings and operational experience suggest that the majority of the problems that NVG users experience can be attributed to: (1) a limited understanding of their limitations and (2) perceptual problems encountered when using the devices. In addition, there is evidence that NVG knowledge and skills are highly perishable and require frequent practice for sustainment. In the past, NVG training consisted of a mix of training technologies, such as classroom instruction, hands-on training, simulation, and vehicle/aircraft training. A mix of technologies is required because NVG knowledge and skills requirements are heterogeneous and complex. Advances in Advanced Distributed Learning (ADL) technologies, such as computer-based training (CBT) and web-based training (WBT), make these attractive additions to the NVG training mix by providing high quality training to warfighters at the time and place it is needed the most, and which is suited to learner needs and learning styles. In this paper we discuss efforts to develop and implement CBT/WBT for NVG training and provide examples and illustrations in the dismounted and mounted warfighter environments. We cite lessons learned and discuss the issues involved in systematically integrating ADL technologies with other NVG training technologies. Finally, we provide recommendations for future research and development.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

New Design Perspectives for

Online Learning Excellence

Margaret Martinez,Ph.D.

The Training Place

Tucson, Arizona

This learning orientation research describes theoretical foundations for understanding sources for individual learning differences and the impact for instructional designers. Discovery in the neurosciences in the last ten years has revealed the complexities of brain activity and of multiple levels of the brain interacting dynamically.  These theories highlight more than the cognitive element, they explore the dominant power of emotions and intentions on learning and the very human variability of online learning.  This perspective is more robust than typical, primarily cognitive (thinking) explanations (such as, learning styles and strategies), because it discusses a more comprehensive set of key psychological factors. The challenge is to use this information to  personalize learning and use the technology to adapt learning to match individual learning differences.

Offering a unique perspective about learning in the 21st century, this paper introduces an adult learning model ….(a) learner-difference profiles describing sources for individual learning differences, (b) specific reasons why some learners are more successful than others, (c)  strategies for helping learners improve Web learning ability, and (d) design guidelines that tap into the dominant influence of emotions, intentions, and social factors on learning. These insights offer simple ways to enhance and evaluate contemporary Web instructional designs so that these learning environments created by instructional designers can instill habits for continuous learning and demonstrated performance improvement.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

MEASURING QUALITY IN THE PRODUCTION OF WEB-BASED TRAINING: INSTRUCTIONAL DESIGN, PROCESS CONTROL, AND USER SATISFACTION

Dr. Susan Codone

Raytheon Technical Services Company

Pensacola, Florida

The field of software engineering has extensive literature regarding quality engineering and management. Procedures for process control, problem identification, defect analysis, and revision control are specified and standardized across the industry. Within the training realm, and specifically within production of web-based training, however, standardized quality engineering techniques are not commonly specified or followed. Although the production of WBT software follows many principles of software engineering, quality engineering for WBT production often does not follow the same guidelines. For the training industry, quality engineering and management is an area that needs more attention.

This paper will present an introduction to quality engineering principles relating directly to four attributes of web-based training production. First, quality measurement within the instructional design underlying web-based training will be explored –how to control and measure reliance on a standard design model and how to verify the integrity of WBT components, such as design strategies, objectives, instruction, assessment, and delivery mechanisms. Next, the paper will describe techniques to control quality during WBT production. In this section of the paper, the process of adapting software engineering quality control mechanisms to WBT production will be described and will include formative and summative courseware testing procedures, quality standard definitions, quality documentation and reporting, production quality management techniques, and courseware quality ratings. Following that, the costs of quality management will be explained as they relate to the costs of quality personnel and production time dedicated to quality engineering. Finally, the paper will conclude with a look at potential barriers to effective quality management, including staff acceptance, funding, the availability of a quality management process, and availability of quality management experience. Resources for quality management education and information will be presented, as will techniques for quality insertion into WBT design and production.

Again, although formal quality engineering principles for software engineering do not translate completely to the production of web-based training, there is potential for procedural commonality. It is hoped that this paper will contribute to the shared knowledge base of quality engineering procedures within the training industry.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

SAMPLE LESSONS LEARNED FROM ADVANCED DISTRIBUTED LEARNING EFFORTS

Renée J. Stout, Ph. D.

Psychological Consultant To Joint Advanced Distributed Learning Co-Laboratory

Orlando, Florida

Steven J. Slosser

&

Robert T. Hays, Ph. D.

Naval Air Systems Command, Training Systems Division

Orlando, Florida

With the prevalence of activity geared toward designing, developing, and delivering Advanced Distributed Learning (ADL), understanding the challenges and issues faced by ADL pioneers increases in importance everyday. Others forging into the ADL arena, as well as those who continue to strive to provide web-based training that lives up to the promises of being available anywhere and anytime yet instructionally sound, can benefit from the experiences of those who have worked on ADL efforts. The purpose of the current effort was to gather lessons learned information from Prototype ADL Efforts that were sponsored by the Joint ADL Co-Laboratory in Orlando, FL. This paper provides a brief description of the methodology utilized to obtain this lessons learned information, as well as a sample of lessons learned information that was gathered.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

SMALL GROUP INSTRUCTION IN REAL-TIME OVER THE WEB

Dr. Connie S. Wardell

George Paschetto

U. S. Army Armor School

Fort Knox, Kentucky

In 1998, the U. S. Army Armor School launched a major distance learning effort to convert an eighteen-week officer professional development course to an instructional strategy that could be delivered over the Internet. Two major challenges had to be met and overcome. The first was to redesign all content, developing the knowledge and comprehension levels into interactive asynchronous lessons deliverable over the Internet. The second was to implement, at a distance, the small group exercises essential for students to develop higher level thinking skills needed for problem solving. From August 1998 until March 2000, the Armor School developed and implemented the asynchronous courseware that delivered the knowledge/comprehension levels of learning. Feedback from students and data analyses indicated that the courseware was effective. During that same timeframe, the Armor School also developed a learning environment called the Virtual Tactical Operations Center (VTOC), which enabled the students to apply the knowledge gained in the asynchronous courseware. The development of the VTOC was unique in that the features of the collaborative environment were actually developed using the basic collaborative environment itself. The development was conducted among contractors in Munich, Illinois, and Texas and government content experts at Fort Knox. Features include a 3D Tactical Operations Center that can be exchanged for 3D terrain, reference access, test production, a map overlay editor, a map display with movement matched by the 3D world, a text chat function and voice conferencing, and display of the participants'names. Implementation occurred between April and October 2000 with 16 students meeting on a monthly basis. Feedback from the students was extremely positive. Students were each assigned roles to play in monthly scenarios provided to them by their instructor via an on-line student syllabus/homework site within the VTOC. During each weekend session, which lasted 8 hours on Saturday and 3 hours on Sunday, the students worked on developing products that were a direct result of the combat scenarios they were assigned. The VTOC allows collaboration of groups of 15 and splitting up of that group into as many as 6 groups. All students have learning tools within the VTOC that allow production of text products, development of map overlays, and presentation of oral briefings. The instructor and students have the capability of attaching others to them as they move their avatars through either of the virtual 3D environments, causing those attached to see what the leader sees. In addition, a 2D terrain display shows students how their decisions on the battlefield are then reflected in the 3D world displayed right beside it. Working through the issues of group dynamics, grading group work, maintaining group cohesiveness, motivating students to stay up with the group has demonstrated that learning effectiveness in cognitive and constructivist terms is doable over the Web, that the Web is not just for simplistic learning, and that group work is not limited to chat rooms and bulletin boards. The Web is capable of supporting interactive, truly collaborative, real-time learning environments, where peer exchange and instructor facilitation allow the light bulb to go on.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

RAPID WBT DEVELOMENT WITH TEMPLATES

Gary Hegenbart

USCG Training Center Petaluma Instructional Support Team Leader

Soza &Company, Ltd.

Converting classroom based courses to web based delivery can be difficult, time consuming, and costly. Classroom instructors often lack the skills needed to develop online materials using traditional development tools. The U. S. Coast Guard is facing these challenges as they work to convert courses to web based formats. The problem is often complicated by reductions in instructor staff and small development teams. Faced with these challenges the Instructional Support Team at U. S. Coast Guard Training Center Petaluma developed a template based approach to course development that allows instructors and subjects matter experts to populate course content using Microsoft Word. The Web Development Template was initially developed to assist in the conversion of one course to web-based training. The template sought to meet very specific criteria for the course and the instructors. However, once the project began the team quickly realized how the template could be applied to other courses to reduce development time.

This paper will describe the goals of the template, the processes employed to develop courses using the template, how the template works, and the requirements for implementing this approach. Also discussed are the skills required by instructors and the amount of assistance required from media developers. Data on the development time of the template and development for courses will also be presented.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website

Web-Enabled Military Student Performance Parameters

Dave Nilsen

and

Ronald D. Offutt

Illinois Institute of Technology Research Institute AB Tech Group

Alexandria, VA

Training and education is being transformed by the introduction of technology-based distributed learning systems to replace and/or supplement traditional methods of instruction. However, this transformation is still in its infancy: education and training organizations are still working out how the “art and science” of instruction is properly translated into the technology-based model.

The military instructional model has certain unique requirements that must be addressed by this transformation, namely the continuous exchange of information between student and instructor throughout the learning process. These requirements drive the design of the instructional interface by defining which data, or student performance parameters, are captured and exchanged. These same requirements also drive the choice of the delivery method which mediates the information interchange.

The military instructional model has driven the US Army Armor School to perfect an “instructor-in-the-loop” methodology delivered via the Internet and World Wide Web to meet these requirements. This instructor-in-the-loop methodology provides a number of capabilities that are not only essential for the deployment of military-quality distributed learning, but also advantageous for other arenas of instruction where high standards of student performance are best achieved through a combination of computer-based training and the mentorship of highly-qualified instructors.

This paper is available on the 2001 I/ITSEC CD ROM.
Order it from I/ITSEC'S Website