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5th NTEC AND INDUSTRY CONFERENCE
Proceedings of the Seventh Naval Training Equipment Center
and Industry Conference
“Training Economy Through Simulation”
19-21 November 1974
NAVTRAEQUIPCEN
IH-240
TABLE
OF CONTENTS
INTRODUCTION TO THE CONFERENCE
INCREMENTAL
TRANSFER AND COST EFFECTIVENESS OF FLIGHT TRAINING SIMULATORS
THE USE OF
SIMULATION IN THE TRAINING OF NUCLEAR
POWER PLANT OPERATORS
SYMBOLIC SIMULATORS REALISM AND ECONOMY IN
SKILL TRAINING
COMPUTER
SIMULATION FOR A COMMAND AND CONTROL TRAINING SYSTEM
A GUIDE FOR
THE APPLICATION OF PERFORMANCE STRUCTURE-ORIENTED CAI IN MILITARY JOBS
CORRELATED
DISPLAYS FOR TRAINING–ONE STEP CLOSER TO THE REAL WORLD
PROJECT
1183– AN EVALUATION OF DIGITAL RADAR LANDMASS SIMULATION
LASER
HELICOPTER DOOR GUNNER TRAINER
AUTOMATED
PERFORMANCE MEASURING
DIGITAL
AUDIO SIMULATION DEVELOPMENT FOR SONAR TRAINERS
SYSTEM MODEL
FOR LIFE CYCLE COSTING
VISUAL
SIMULATION AND LIFE CYCLE COSTING
RATIONALE
FOR THE AVIATION WIDE-ANGLE VISUAL SYSTEM
HELICOPTER
ROTOR SIMULATION USING THE DIRECTED VECTOR APPROACH (DVA) MATH MODEL
AIR-TO-AIR
WEAPON FIRE SIMULATION USING LASERS
OPTIMIZATION
OF TRAINING FOR MARGINAL PERSONNEL
ADAPTIVE
TRAINING–NEW DIRECTIONS
HUMAN
ENGINEERING OF INTERACTIVE CRT SYSTEMS FOR TRAINING DEVICE INSTRUCTORS
THE
POTENTIAL USE OF ENGINEERING SIMULATORS TO PROMOTE TRAINING ECONOMY
ICATION AND
NAVIGATION TRAINER–DEVICE 1D23
A
FEASIBILITY MODEL OF AN UNDERWAY REPLENISHMENT TRAINER FOR OFFICERS OF THE DECK
(OOD’s)
ADVANCES IN
EQUIPMENT SIMULATION FOR MAINTENANCE TRAINING
ADVANCES IN
OPTICAL MEMORIES FOR SENSOR SIMULATION
HOLOGRAPHIC
CARRIER LANDING SIMULATOR
ON IMPROVING
THE FLIGHT FIDELITY OF OPERATIONAL FLIGHT/WEAPONS SYSTEM TRAINERS
AN EFFECTIVE
LOW-COST VISUAL: NIGHT SCENE CGI
NUCLEAR
MERCHANT SHIP OFFICER TRAINING PROGRAMS
COMPUTER-SUPPORTED
OPERATOR TRAINING FOR SHIPS INERTIAL NAVIGATION SYSTEMS
Papers
published, but not presented:
THE
ECONOMICS OF PORTABLE TRAINING SIMULATION SYSTEMS
ENGINEERING
OF INSTRUCTION DELIVERY IN PERFORMANCE ARCHITECTURE
EARS FOR
AUTOMATED INSTRUCTION SYSTEMS–WHY TRY?
ADAPTIVE
INSTRUCTIONAL MODELS FOR NAVY TRAINING
EVALUATION
OF AN AUTOMATED GCA FLIGHT TRAINING SYSTEM
E-2C AEW
CREW TRAINING USING AN OPERATIONAL TACTICS TRAINER
USE OF CATHODE-RAY
TUBES AT INSTRUCTOR STATIONS
INTERACTIVE
GRAPHIC DISPLAYS—FLEXIBLE DEVICES FOR TRAINER APPLICATION
INTRODUCTION TO THE CONFERENCE Dr. Hanns H. Wolff
Technical Director, Naval Training Device
Center and Conference General Chairman
As we open our Seventh
NAVTRAEQUIPCEN/Industry Conference with the slogan “Training Economy Through
Simulation,” don’t let us forget the trueness of last year’s slogan, “Man–The
Focus of the Training System;” for a training system or program can only be
economical if it focuses on the man, if it provides the required transfer of
training. The acceptance of training
in a simulated operational environment in lieu of training with operational
equipment in the operational environment has made considerable progress
during the last year. Though the
continually rising cost of operating weapons systems and platforms and the
energy shortage contributed heavily to this change in attitude, the effort of
many of those who for a long time were already convinced of the effectiveness
and the economy of training in simulators and in a simulated operational
environment led to a large extent to last year’s progress. The high cost of training
with operational equipment is, as many of you know, not only due to the high
acquisition cost of the operational equipment and its attendant operating
costs, but, in general, even more due to the very high maintenance costs,
especially those for major military combat and surveillance platforms such as
aircraft, ships, and tanks. INCREMENTAL TRANSFER AND COST EFFECTIVENESS OF FLIGHT TRAINING SIMULATORS Stanley N. Roscoe
It’s only a
paper moon Hanging
over a cardboard sea, But it
wouldn’t be make believe If you’d
believe in me. Flight simulation is, by
design, just as phony as it can be.
The art of psychological deception is dedicated to the proposition
that all simulated effects can be made to appear equal to their real-world
counterparts; even a paper moon can become a believable background for a
simulated lunar landing.
Nevertheless, despite the evident safety and economy of simulation and
its flexibility and repeatability of experimental control, the physical representation
of complex perceptual cues is based upon a foundation of psychophysical
quicksand. In practice, the
widespread use of simulation, both in pilot training and testing and in
equipment design research, depends more upon the apparent realism of the
illusions created than upon any experimental demonstration of the equivalence
of training or the order of merit of the equipment items being compared. Nevertheless, three
converging factors place a high premium on full exploitation of synthetic
flight training: the energy crisis, which discourages the unnecessary use of
aircraft; the commitment of the Defense Department to channel all possible
aircraft procurement funds into operational equipment; and the world peace
crisis, which requires the standby ability to train many new aviators
quickly. Anyone of these factors
would be sufficient to justify acceleration of the application of TRAINING
ECONOMY THROUGH SIMULATION, the subject of this conference. This paper is available on the I/ITSEC Compendium CD-ROM. Order it from I/ITSEC’s Website. THE USE OF SIMULATION IN THE TRAINING OF NUCLEAR POWER PLANT OPERATORS T. E. C. Hughes and J. T. O’Halloran
The Singer Company
Simulation Products Division
Training nuclear power plant
operators has always been a problem—it absorbs the time of skilled men,
requires operational equipment, and is often difficult and potentially
dangerous. Because of the major
expansion of nuclear generating capacity anticipated during the next ten
years, there will be increased requirements for competent staff. Approximately 15,500 additional nuclear
oriented plant and headquarters staff personnel will be required by utilities
in the U.S. by 1982. Of the utilities
expected to have nuclear power plants in operation by 1982, two-thirds of
these will have had no actual operating experience with nuclear power plants
(WASH-1130). Utility managers must
make certain that they receive full value for every dollar expended in
training. They have the
responsibility for the safe and efficient operation of the plant, for gaining
and maintaining public trust and confidence, and for the avoidance of costly
power interruptions. A cost effective
training system for plant personnel will ensure efficient operation and
increase return on investment. The use of simulators for
training power plant operators is becoming more widespread. Operational simulators have been used in
various industries and throughout the military for a number of years in the
training of operators of complex equipment, including both normal and
emergency operating procedures and skills.
The most widely known application of simulators has been in the
training and examination of aircraft pilots.
Simulators have also been used for training astronauts and for
training control room operators for large power plants. These cases require trained personnel
prior to the operation of actual equipment.
Once a nuclear power plant is operational there is little opportunity
for using it for training. Since
practice of all but routine procedures will adversely affect plant
reliability, plant economy, and public and personnel safety, use of the plant
for training purposes is not a cost effective or safe means of solving the
training problem. This paper is available on the I/ITSEC Compendium
CD-ROM. REALISM AND ECONOMY IN SKILL TRAINING A. Lee Sterzer Data-Design Laboratories For optimum training effectiveness and economy, symbolic simulators
should be considered as an important element in any skill-training
program. Symbolic simulators are
paper materials or multi-media programs that symbolically represent
operational hardware and its functions.
The purpose of this device is to simulate the data environment of the
operational hardware so the trainee can practice the mental aspects of
operational and maintenance tasks. This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from I/ITSEC’s Website. COMPUTER SIMULATION FOR A COMMAND AND CONTROL TRAINING SYSTEM Alan J. Pesch President, Eclectech Associates, Inc. Dr. Thomas J. Hammell Associate, Eclectech Associates, Inc. William P. Lane Acquisition Director, Naval Training Equipment
Center The Navy is currently
utilizing a greater number of tactical command and control systems comprised
largely of digital computers and digitally driven CRT displays. Examples in the area of Submarine Fire
Control Systems include MK 113 Mods 9, 10, the MK 117, and the Commanding
Officer’s Tactical Display (COTD), and the Standard Information Display
(SID). The training on these and
other similar command and control systems has developed along the somewhat
limited lines of each hardware system.
Thus, a need for optimizing the employment of these systems exists. The most frequent
assumption with regard to training equipment has been to suggest duplicating
the original MIL Spec hardware. A
number of reasons offered in support of this approach are included below. This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from I/ITSEC’s Website. A GUIDE FOR THE APPLICATION OF PERFORMANCE STRUCTURE-ORIENTED CAI IN MILITARY JOBS Dr. Joseph W. Rigney Behavioral Technology Laboratories University of Southern California at Los Angeles and Dr. Arthur S. Blaiwes Research Psychologist, Human Factors Laboratory,
Naval Training Equipment Center The University of Southern
California and the Naval Training Equipment Center, under ARPA funding, are
cooperating in an effort to develop a system which will serve to facilitate
the production of appropriate Computer-Aided Instruction (CAI) for the
Navy. This system, basically taking
the form of a model or theory of CAI, is in part derived from and evaluated
by empirical studies as described in other Naval Training Equipment Center
technical reports by the present authors (Rigney, et al., 1973; Rigney, et.
al., in preparation). Because this
empirical aspect of the research exhausts major portions of the resources
available for the project, explication of the system contained herein is in
its earliest stages. It is published
here mainly for heuristic reasons and is not intended to be used as a refined
set of guidelines for developing CAI materials. Even in this initial form, however,
the system can suggest to course authors various components of CAI and gross
steps associated with the development of these components that need to be
considered in the process of course construction. Further development of the system will consist of endeavors to
expand upon current capabilities by offering: (a) specific instructional approaches for the components
forming the structure of CAI; (b) computer programs, capable of implementing
the suggested instructional approaches, which are general enough to apply in
a range of subject matter areas, and (c) computer capabilities for generating
some portions of the CAI specifications for a given application. Thus, CAI program developers will be able
to use the system as an aid to deciding upon instructional approaches
appropriate for their particular teaching objectives. Further, they even will be able to obtain
computer programs, which essentially are ready for application I their
training program. This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from
I/ITSEC’s Website. CORRELATED DISPLAYS FOR TRAINING–ONE STEP CLOSER TO THE REAL WORLD Dr. W. Marvin Bunker Consulting Engineer, Advanced Technologies
Engineering General Electric Company Techniques for generation
of images and displays by digital computation have advanced at a rapid pace
over the past several years. Systems
are currently in use in which visual scene simulation with computer generated
images (CGI) is applied to pilot training and in which digital radar landmass
simulation (DRLMS) is applied to navigator training. Developments in both these areas have been
reported in previous years at the NTEC and INDUSTRY Conference. Effort is currently under
way to apply similar technology to the simulation of displays from
forward-looking infrared (FLIR) sensor systems and from low light level
television (LLLTV) systems. The human information
processing in operational situations may be described as follows. The observer obtains information from
available displays, viewing of the scene, and any applicable instruments. By a mental correlation process using
these inputs and a priori knowledge of his location and the world, he forms
an image of the actual environment represented by these inputs. He then takes action based on this image. Existing systems provide to
the trainee only a portion of the inputs available to him on an actual mission
and, to this extent, fail to provide a realistic training situation. Requirements for correlated simulation of
displays from various sources must be determined and met. This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from
I/ITSEC’s Website. AN EVALUATION OF DIGITAL RADAR LANDMASS SIMULATION Part I–THE REQUIREMENT
Thomas W. Hoog, Program Engineer
USAF Aeronautical Systems Division (AFSC)
Part II–THE DRLMS
Roger C. Dahlberg, Systems Engineer
Singer Simulation Products Division
Part III–THE DATA BASE
Rogers R. Robinson, Physical Scientist
Defense Mapping Agency Aerospace Center
(DMAAC)
Part I–The Requirement: In order to provide a capability to satisfy the
problems of existing light optical and new Digital Radar Landmass Simulator
Systems, USAF Project 1183 was initiated.
The purpose of Project 1183 is to evaluate the improved training
effectiveness which is possible using a truly high-resolution digital radar
landmass simulation system.
Concurrently, the Defense Mapping Agency (DMA) is developing a new
digital database to be used by the simulator. The Project 1183 data base will cover a limited area, 57,000
square nautical miles, with features encoded at various levels of resolution
depending on their relative importance.
The data base is structured so that it is capable of supporting all
future radar landmass simulations.
Features (individual buildings, groups of buildings, etc. in place of
general city outlines) included in the DMA database are described by their
materials type, percent roof cover, percent foliage, height, location,
orientation, size, etc. At the conclusion
of Project 1183 the fidelity of simulation required to train radar operators
will be known as well as the cost to produce the simulation. Similarly, the cost and resources
required to produce a database at specified resolutions will be known. This data will be used in responding to
future needs of Using Commands. Part II–The DRLMS: With the evaluation phase being a central focus of Project 1183, the
hardware/software system must fulfill project goals by providing a flexible
means of synthesizing very high-resolution real-time radar imagery. To achieve this, the DRLMS system is
designed around characteristics of the AN/APQ-113 and AN/APQ-110 radar sets,
in addition to requirements which extend the capability to experimental
purposes. Part III–The Data Base: As a result of the specific USAF requirement
statement and the availability of resources, one of two procedures can be
followed to produce a DDB (see Figure 6).
If photographic imagery is used as the basic source material, terrain
(elevation) information is collected by an analytical stereoplotter, i.e.,
the AS-11 (see lower insert of Figure 6). This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from
I/ITSEC’s Website. LASER HELICOPTER DOOR GUNNER TRAINER Denis R. Breglia, Research Physicist
and
Alfred H. Rodemann, Research Physicist
Physical Sciences Laboratory, Naval
Training Equipment Center
A Marine Corps Helicopter is
on a medical evacuation mission in hostile territory. The door gunner continually scans the
passing terrain. He watches roads,
buildings, tree lines, streambeds and ridges. His job is purely defensive.
He is watching for enemy fire and alert to take action. Suddenly, he sees muzzle
flashes from a riverbank. He
immediately tells the pilot and starts to fire. He drops a red smoke grenade to indicate he is being fired
upon. He watches his tracers and
ground effect and steers his fire into the target. He must continually correct his fire as the pilot takes evasive
action. These are the duties of the
door gunner. He must observe,
acquire targets, lay down suppressive fire and correct his fire. These are the skills that
must be taught to the door gunner.
These are the objectives of the Laser Helicopter Door Gunner Trainer. This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from
I/ITSEC’s Website. AUTOMATED PERFORMANCE MEASURING Joseph L. Dickman
Manager, Training and Support
Simulation Engineering Corporation
A number of years ago the
concept of multiple cockpits serviced by a single computer, now a common
practice in simulator installations, was a radical innovation; a similarly
radical idea–multiple cockpits monitored by a single instructor, or no
instructor at all–may be equally commonplace in the future. What will make this possible is Automated
Performance Measuring–the use of the computer to evaluate a student’s
performance and provide a printout to report on his proficiency, or lack of
it. In flight training, students
are motivated to solo as soon as possible so they can fly without their
instructor, who can then devote his time to other students. In the simulator, however, there is no
such objective. Solo training in
simulators is rare, and the reason undoubtedly lies in the lack of automated
monitoring and evaluation of what the student is doing. This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from
I/ITSEC’s Website. DIGITAL AUDIO SIMULATION DEVELOPMENT FOR SONAR TRAINERS G. A. Mann
Principal Development Engineer
Marine Systems Division California Center
of Honeywell, Inc.
The application of digital
simulation techniques for audio simulation in sonar training devices has
overcome many limitations of analog simulation. It has succeeded in providing higher fidelity, better
recognition of sounds, greater reliability, and smaller size and, in many
cases, lower costs. The use of a general-purpose
digital computer with a digital audio simulator in training systems is an
example of the application of advancing technology producing superior
performance with a reduction in complexity and cost. This paper is available on the I/ITSEC Compendium
CD-ROM. Order it from
I/ITSEC’s Website. SYSTEM MODEL FOR LIFE CYCLE COSTING G. Vincent Amico and James Isham Naval Training Equipment Center The policy on Life Cycle
Costing within the Navy is set forth in SECNAVINST 4000.31 of 7 December 1970
(1). This policy requires that the
techniques discussed in DOD Guide on Life Cycle Costing Procurements (2) be
applied to as much procurement as feasible.
This policy is further implemented by NAVMAT Note 4000 of 10 March
1971 (3), which applies the technique to less than complete weapon system
acquisition. In paragraph 2 of this
Note it is stated, “Life Cycle Costing is a technique of minimizing life
cycle costs by considering the cost of as many logistics elements as possible
during the acquisition process.” The
policy addressed by these instructions primarily deals with the trade-off
that can be made to minimize the cost of a system to the Navy during the
acquisition process. The policy,
because of the recognized difficulty in its implementation, is limited to
less than complete systems. The acquisition process
for weapon systems and related or supporting systems is complex and
lengthy. It would be desirable to
include consideration for the total cost of ownership as a decision factor in
the concept formulation phase of system development. In order to do this it is essential that
the effect of various decisions be understood when Life Cycle Costing
influencing factors, such as reliability, maintainability, parts support,
test equipment, documentation, and other related factors, are being
established. This paper sets forth a
systems approach to the development of a Cost of Ownership Model (COM) that
would provide the quantitative basis for the trade-off decisions that must be
made early in the development process. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. VISUAL SIMULATION AND LIFE CYCLE COSTING David A. Shumway Simulators and Human Factors Division Aeronautical Systems Division, Wright-Patterson Air
Force Base We are all by now
familiar with the background of the recent emphasis in flight simulation. A combination of the Office of Management
and Budget (OMB) imposed flying hour reduction goals of July 1973. General Accounting Office conclusions of
August 1973, various ad hoc panels, and (in the case of the Air Force) the
genesis of a Master Plan for simulation, all contain elements of the
rationale. Superimposed on this major
emphasis is the largely unrelated evolution of the very technology, which has
the potential of making the flight hours substitution possible: the
development of visual simulation.
Indeed, primarily as a response to high level emphasis the Air Force
Operational Commands have submitted 15 required operational capabilities
(ROCs) in the simulator area since the issuance of the OMB cost reduction
goals. Through most of these ROCs, it
is obvious that (a) the using
commands are willing to accept these goals only with the availability of
greater capability in simulation; and (b) that visual simulation is the key
to extend the use of simulators in mission segments previously reserved for
the aircraft in training. Now we have two things
happening at this point. Increased
emphasis on simulation in all sectors: planning, manpower, organization; the
industry is keyed up; people at high levels have of necessity become
knowledgeable in simulation who perhaps had little idea of its potential up
until this time. We also have the
simultaneous expansion of the technology, which is a paper in itself. The purpose of this paper
is not to give a history, but to point out considerations which should be
made in the application of visual systems and to suggest a few things which
might be done to assure that the potential training economy through visual
simulation is best achieved. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. RATIONALE FOR THE AVIATION WIDE-ANGLE VISUAL SYSTEM Moses Aronson Head, Electronics and Acoustics Laboratory Naval Training Equipment Center Non-programmed wide-angle
visual simulation has been a requirement for the training of pilots since
about 1943. So started out a review
of visual simulation by the author in 1963.
This is not an updated survey of visual simulation but a description
of a different approach to the research in wide-angle visual simulation. As pointed out previously, developing
various techniques for visual simulation just for the purpose of innovation
does not answer the begging question, is the new technique giving better
pilot training? The various visual
simulation techniques should be evaluated in a breadboard training system to
obtain a measure of training effectiveness before the technique is declared
obsolete or is incorporated untested into a training device and sent into the
fleet. A few examples of past
attempts to evaluate complete experimental wide-angle visual systems at a
training site show the fallacy of this approach. In 1954, a wide-angle television system for carrier landing
practice being built as a research tool was designated a training device and
was subjectively evaluated at the contractor’s plant prior to a planned
training site installation by a few project officers. It was determined to be unsatisfactory as
a result of one demonstration. A few
years later, a point light source visual display system called the Helicopter
flight Trainer, Device 2-FH-2, built as a research tool, was installed as NAS
Ellyson Field as a remedial trainer.
After some time of operation, completely unpredicted results were
obtained and use was discontinued.
Device 2H87, Aircraft Carrier Landing Trainer, was another example of
an untried wide-angle visual simulation approach which was installed in the
field with the intent of obtaining an evaluation prior to its incorporation
into the training program. This
device was installed at NAS Pensacola.
After one year of trying to correct various deficiencies in flying
characteristics, visual resolution, and field of view, the device was
disassembled before any training evaluation could be carried out. A very recent example of the Computer
Generated Image TV Visual System attached to the Device 2F90, TA-4J OFT, at
Kingsville, Texas. This visual system
has been in the field about two years with “teething problems”. During this time, some engineering
measurements of the visual system dynamics were performed. The training effectiveness evaluation is scheduled
to be completed in April 1975. These
examples tell of the difficulties in introducing a wide-angle visual
simulation system installed in the field, far from the engineers, research
personnel and psychologists who guided its development. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. HELICOPTER ROTOR SIMULATION USING THE DIRECTED VECTOR APPROACH (DVA) MATH MODEL Wilbur H. Day
Senior Staff Engineer
Simulation Products Division, The Singer
Company
This paper describes the
development of the Directed Vector Approach (DVA), a unique method of
simulating rotor aerodynamic forces and moments, which has been successfully
implemented on the U.S. Army Device 2B24 and is being applied to the current
Device 2B31, Device 2B33 and other Commercial Helicopter Training School
programs. Using a minimum of
mathematics, this paper explains what the DVA is, how it is implemented, and
why it is advantageous for real-time simulation. Diagrams are used to illustrate the essential features of the
techniques. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. AIR-TO-AIR WEAPON FIRE SIMULATION USING LASERS Albert H. Marshall Research Physicist, Physical Sciences Laboratory Naval Training Equipment Center This report describes a
semiconductor laser system, as part of a cooperative scoring system, which
can be easily installed on a trainer aircraft. When used with towed retroreflective targets or optical corner
reflectors mounted on a target aircraft, it will provide gunnery training
without the need for an operational weapon and ammunition. In this approach, gunnery
can be accomplished over inhabited land areas. Elimination of the gun pods on trainer aircraft will increase
the fuel economy and will result in savings of aircraft fuel. Less ordnance personnel will be required
because the system uses no ammunition or guns. It is expected that training without live rounds will greatly
save in the cost of ammunition. In
this system, an endless amount of laser rounds or pulses are available. Due to the simplicity of the laser
air-to-air gunnery trainer design and the use of reliable solid state
components, the cost of maintaining the trainer is expected to be
considerable less than the cost of maintaining the operational weapon for
training. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. OPTIMIZATION OF TRAINING FOR MARGINAL PERSONNELDorothy V. Mew Psychologist Training Analysis and Evaluation Group The Training Analysis and
Evaluation Group was tasked by the Chief of Naval Education and Training to
study the implications for the Navy training system and its management
resulting from an All-Volunteer Force.
To get at this pervasive problem of the 70’s is a difficult
undertaking. There are many opinions,
but few facts. No clear-cut data
exist on the effects of zero draft on the manpower resource. Thus, we puzzled about how to approach the
issue. We finally decided on a
broad-brush view and examined a number of variables that would (in our
judgment) presumably influence Navy training. Our attempt was to bring together the latest statements
regarding an All-Volunteer Force and to analyze and put into perspective
those characteristics that would influence the Navy training system. The following classes of variables were
examined: 1)
Personnel 2)
Factors Affecting
Enlistment and Retention 3)
Incentives for Enlistment
and Retention 4)
Manpower Utilization 5)
Job Design 6)
Training This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. ADAPTIVE TRAINING–NEW DIRECTIONS Ernest J. Conway, Senior Scientist
Canyon Research Group, Inc.
and
Don A. Norman, Research Psychologist
Human Factors Laboratory, Naval Training
Equipment Center
A central principle in
most theories of learning and teaching is based on the following
assumption. The acquisition of
cognitive and psychomotor skills (“learning”) is best achieved if relevant
subject matter of tasks is simplified.
Simplification is defined as the breaking of subject materials into component
parts and presenting these components in some systematic manner. Since this principle is more amenable to
cognitive tasks than to psychomotor (physical or “work”) tasks, it has become
deeply engrained in our educational process.
Education is locked into the assumption that simplification expedites
learning. With the introduction of
the machine as a tool for education, this principle was dusted off and
imposed as a requirement for the use of these mechanical devices. As a result, educational technologists
have adapted the computer and related technology to the application of
cognitive chunks in an even more systematic manner. The influence of this technology has resulted in the rewriting
of textbooks in a “programmed” manner and the development of computer-aided
courses of instruction. The next impact of
machines on education, however, has been the development of pre-packaged feed
forward control processes developed on limited predictive models of the
trainee’s characteristics as a receiver.
These products are fixed prior to the initiation of instruction. They are set up for the most part as an
authority-oriented process designed to convey information in a single
direction with the objective of modifying trainee behavior or thought in
specific directions. As a consequence, much of
the early expectations for the utilization of computers in education have
given way under the weight of the constraints imposed on this technology by
the inability of education to deviate from the principle of simplification. The result has been the stalemating of
progress and innovation with regards to cognitive learning. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from I/ITSEC’s
Website. HUMAN ENGINEERING OF INTERACTIVE CRT SYSTEMS FOR TRAINING DEVICE INSTRUCTORS Edwin Cohen The Singer Company Simulation Products Division Interactive CRT systems,
a fairly new and rapidly changing technology, have been adopted as the means
of providing simulator instructors and operators with the wide variety of
information they need and, when used with computer input devices such as
keyboards and light pens, as the means for making inputs to the
simulator. Because of the newness of
this technology, and its rapid rate of change, there is a paucity of human
engineering data and guidelines extant on CRT use. Much of the available information is not directly applicable to
training device instructor stations in which the variety and amount of
information in the database and the variety and pace of actions that the
instructor must execute differ markedly from those in other CRT systems. This paper accepts the definition of
CRT-related instructor tasks discussed in the paper by Stark and Puig, and
discusses the human engineering considerations in implementing these
tasks. Interalia, multi-user and
multi-CRT configurations, display content and formatting, display quality,
and interaction considerations are treated This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. THE POTENTIAL USE OF ENGINEERING SIMULATORS TO PROMOTE TRAINING ECONOMY John C. Dusterberry
Assistant Chief of Simulation Sciences
Division
Ames Research Center, National Aeronautics
and Space Administration (NASA)
Training simulators are used
as part of a total training course.
This training course includes conventional classroom work, programmed
instruction, part task trainers, and training in the production aircraft or
other vehicle. The total training
course must be cost effective, and, in addition to the direct cost of the
training, there must be included a consideration of other factors more
difficult to quantify safety, fuel availability, noise, atmospheric
pollution, etc. The total training
program must be effective and economical, and a choice must be made among the
various training devices to achieve overall effectiveness and economy. On the other hand, engineering simulators
are used differently, so a different set of criteria applies to their
requirements, specifications and design.
Analysis and wind tunnel testing precede engineering simulations. Since extension of the analysis to the
man-machine interface has proved to be largely unsatisfactory, experiments on
the manned flight simulator follow.
The alternative to simulator experiments is flight time in an
experimental aircraft or proof-of-concept vehicle–a very expensive vehicle to
build and operate. Indeed, even if a
proof-of-concept aircraft is to be built, engineering simulator tests will be
required to make it safe and economical.
To insure that engineering simulators will have a reasonable useful
lifetime, they must be designed to allow simulation of aircraft with systems
and controls not yet built or even contemplated, and indeed, to simulate
hardware that may never be built.
Thus, training and engineering simulators are built to satisfy
different requirements. They cannot
be compared to each other, but each must be judged on its economy and
effectiveness in meeting the requirements it was designed to meet. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. COMMUNICATION
AND NAVIGATION TRAINER–DEVICE 1D23 CDR John A. Gash
Flight Training and Operations
Chief of Naval Education and Training
(CNET) Staff
and
Donald R. Hayworth, Lead Systems Engineer
Simulation Systems Engineering
General Electric Company
Communication and Navigation
Trainer Device 1D23 was introduced into the Naval Flight Officer (NFO)
training syllabus in November 1972. A
second phase in this acquisition was completed in August 1974 with the
incorporation of the digital Electronic Radar Navigation subsystem. Through the joint efforts of the Naval
Training Equipment Center, NAS Pensacola training cadre, and General
Electric’s Ground Systems Department, installation and operation for each
phase was achieved on schedule. A new
medium has been implemented to provide naval Flight Officer trainee and
instructor personnel with a real-time dynamic training environment through
the employment of digitally controlled simulation. The trainer is being used to
develop NFO skills and techniques in the accurate use of airborne
communications and navigational aids.
Individual training and evaluation is conducted for up to 40 students
simultaneously. Each Trainee Station
represents a separate aircraft, capable of independent maneuvering within a
given training area. Two unique
preprogrammed missions can be employed simultaneously, one mission for each
group of 20 students. Generally, one
instructor and two Training Device Operators (TDOs) are utilized to
direct/monitor each group of 20 students during a training session. NAS
Pensacola training cadre employ all available trainer functions to fully
exercise NFO students in the Comm/Nav tasks encountered in operational
aircraft. This trainer is the first
of its kind to be fully operational and offers a new dimension in real-time
digital radar display simulation. The
innovative techniques employed in Device 1D23 provide start-of-the-art
simulation now, while accommodating future technology and requirements
growth. A portion of the Device 1D23
trainer is depicted in Figure 1. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. A FEASIBILITY MODEL OF AN UNDERWAY REPLENISHMENT TRAINER FOR OFFICERS OF THE DECK (OOD’s) E. F. Kashork Electronics and Acoustics Laboratory Naval Training Equipment Center This paper details the
development of an Underway Replenishment Trainer using a novel 70-degree by
180-degree FOV anamorphic lens pair in the visual display. Requirements for such a proposed trainer
are described, together with the concept modeling, component selection,
results and areas for improvement. Currently, there are
trainers for maneuvering tactics, emergency shiphandling and ship
characteristic demonstration. These
trainers concentrate on maneuvering rules, communications procedures,
organization of Bridge and CIC (Combat Information Center), and Bridge to CIC
coordination procedures, with no visual references. The ship characteristic demonstrator is used to acquaint the
trainee with the various forces that affect the handling of a ship. None of the trainers, however, provide the
visual cues as seen by the conning officer from the ship’s bridge and which
require the trainee to interact with speed, heading and relative position
while conning a ship relative to another or to a mooring site. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. ADVANCES IN EQUIPMENT SIMULATION FOR MAINTENANCE TRAINING Richard W. Daniels
Principal Research Scientist
Systems and Research Center of Honeywell,
Inc.
I’m sure it’s no news to you
that the name of the game in training is to maximize cost-effectiveness. I’m also sure it’s no surprise to you that
those of us working in the training R&D community have a way to go in
attaining that goal. Lest you believe
we are “military-industrial Don Quixote’s” pursuing an unattainable goal, I
would like to describe a joint Navy-Honeywell developmental program, which
has the potential for making a sizeable step forward. In facing the paradox of
more complex equipment to be maintained, the realities of an all-volunteer
force, and fewer military personnel, the Navy has indicated that simulation
presents an attractive alternative to using operational equipment in the
training environment. In support of
that position, the Navy’s training community has sought techniques, both
in-house and contractually, to find unique and effective simulation. After about three years of
extensive in-house developmental activity, Honeywell demonstrated to the Navy
a promising new computer-controlled simulation technique for training
maintenance skills. That
demonstration has led to Research and Technology and the Logistic Support
divisions of Naval Air Systems Command together with Naval Air Development
Center and Naval Training Equipment Center to take the initiative in
exploring that new concept as the potential solution for many Navy training
problems. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. ADVANCES IN OPTICAL MEMORIES FOR SENSOR SIMULATION Robert J. Entwistle, Photographic
Technologist
and
John H. Dillard, Physical Science
Technician
Physical Sciences Laboratory, Naval
Training Equipment Center
The experimental use of
optical memories began twenty years ago and the first optical memory
simulator was delivered to the fleet in 1960. By 1964, we had achieved read-only optical memories containing
the equivalent of 109 bits, which could be accessed at 107
equivalent bits per second, and which did some optical computation in the
process. For those of you who recall,
this was called the factored transparency system. These optical memories
permitted us to simulate highly realistic radar in an unprogrammed manner
over a 1.5 million square mile area.
This was a major break through in sensor simulation and stands today
as the standard for sensor simulators. But these optical memories
had several disadvantages. Their key
disadvantage was that they were very costly and time-consuming to
update. In addition their initial
cost was very high and their density/elevation code was uncomfortably
limited. This paper will describe our
progress toward solving these problems. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. HOLOGRAPHIC CARRIER LANDING SIMULATOR Alfred H. Rodemann, Research Physicist
and
Denis R. Breglia, Research Physicist
Physical Sciences Laboratory at the Naval
Training Equipment Center
The problem of providing a
realistic and effective visual display for carrier landing simulation has
been approached before by using an actual aircraft carrier model for
computer-generated imagery. In this
paper we are reporting on the design, development and fabrication of a
feasibility model of a carrier-landing simulator employing a hologram to
create the required visual display. The basic property of the
hologram that we are using in this application is that the hologram has the
ability to produce a three-dimensional real image in space. This property is illustrated in figure
1. The hologram is recorded by
exposing a high-resolution photographic plate to the coherent light from two
wavefronts: (a) the scattered wavefront
from the object, and (b) a smooth converging wavefront called the reference
beam. The two coherent wavefronts
interact with each other and produce an intensity distribution or
interference pattern, which is recorded by the photographic plate. The plate is then developed and fixed in a
standard photographic fashion. The
resultant pattern is called a hologram and is capable of producing a
three-dimensional real image of the object when illuminated by an appropriate
wavefront, which is designed to be the conjugate of the reference beam. That is, if the reference wavefront is
incident from the left and converging, the reconstruction-illuminating beam
must be incident from the right and diverging. Illumination of the entire hologram simultaneously reconstructs
all of the aspect angles, which were originally recorded, or in other words,
all of the views of the object that could be seen through the aperture
defined by the hologram plate when it was exposed. In reality, this describes the three-dimensionality of the
holographic recording. By restricting
the reconstruction illumination to a single small area of the hologram as in
figure 2, two effects occur. Firstly,
the aspect angle or view available in the real image is a single point in
space. Secondly, the depth of field
of the reconstructed three-dimensional image is greatly increased. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. ON IMPROVING THE FLIGHT FIDELITY OF OPERATIONAL FLIGHT/WEAPONS SYSTEM TRAINERS CDR Marle D. Hewett, Head
Flying Qualities and Performance Branch of
the Flight Test Division
Naval Air Test Center
and
R. Thomas Galloway, Aerospace Engineer
Flying Qualities and Performance Branch of
the Flight Test Division
Naval Air Test Center
and
CDR James C. Murray, Chief of Naval Air
Training
Advanced Systems Development Officer in
the Plans and Programs Division
Naval Air Training Command
The Navy uses simulators
known as Operational Flight Trainers (OFT) and Weapons System Trainers (WST)
to train new pilots, retrain pilots, and maintain pilot proficiency in
today’s complicated and expensive aircraft weapons systems. Over the years these devices have acquired
a dismal reputation in the fleet for faithful simulation of the subject
airplane’s flying qualities. As a
result, the training value of these simulators has been less than
optimal. In many cases this lack of
faithful flying qualities simulation has reduced the role of these devices to
that of expensive procedures trainers for instrument flight and emergency
conditions vice that for which they were designed: i.e. operational flight
and weapons system training. The degraded training value
of these simulators could be tolerated by the Navy as long as enough
airplanes, fuel, and money were available to train and maintain proficiency
with actual flight time. However, the
energy crisis, increased aircraft operating costs, and austere budgeting have
made actual flight time a scarce commodity.
Because of these factors, increased emphasis has been placed on the
use of simulators for training and proficiency. In fact, OPNAV Instruction 3710.7G states that Naval Aviators
participating in the Proficiency flying Program may substitute 10% (10 hours)
of the total annual minimum flight time requirements with 12 hours or more of
simulator time logged. The
Instruction further states that “as additional simulators become available and
more is learned on the “transfer of learning” gained through the use of
simulators, the program will be expanded.”
It is absolutely necessary, therefore, that the full technical
resources of the Navy be brought to bear on the problem of providing the best
possible flight simulation at a given cost.
We feel that major progress has been demonstrated and that additional
flight time substitution can now be made. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. AN EFFECTIVE LOW-COST VISUAL: NIGHT SCENE CGI John Mackey
Senior Group Engineer–Electronics
McDonnell Douglas Electronics Company
and
Thomas M. Nelson
Group Engineer–Electronics
McDonnell Douglas Electronics Company
The CGI Night Visual System
belongs to the general technology of computed image graphics, which has been
in existence for more than a decade.
Computed image graphics had been applied in many fields. A few examples are architecture,
mechanical and electrical engineering design and drafting, civil engineering,
and the study of multidimensional mathematical functions. The zenith of the state of the art is
unquestionably found in the application to the large-scale real-time
simulation of visual environments for aircraft and spacecraft engineering
studies and training. In recent years
the trend has been toward expanding the size and complexity of visual
environments and the creation of faster and more efficient hardware and image
processing algorithms. If one divides the CGI field
into two equipment categories, namely, calligraphic (random stroke), and
raster edge generation, the night visual falls into the former equipment
class. The CGI night visual system
simulates the essential visual environment encountered in nighttime flying
conditions by arranging light-point patterns into appropriate scenes, with
prime attention being paid to a very precise representation of runway and
approach lighting patterns. Figure 1
shows an example of a full ICAO runway lighting pattern at a touchdown
distance of approximately one-half mile.
A random scan graphics unit is usually employed, and this unit differs
from conventional computer graphics equipment in that it is designed to
permit a much higher degree of beam positioning precision. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. NUCLEAR MERCHANT SHIP OFFICER TRAINING PROGRAMS Captain Maurice J. Gross, USMS
Professor of Nuclear Engineering
United States Merchant Marine Academy
One of the valuable legacies
from the NS SAVANNAH experience is certainly in support of the theme of this
year’s Naval Training Equipment Center/Industry Conference. “Training Economy
Through Simulation” was amply demonstrated throughout all phases of the NS
SAVANNAH’s 10-year operating history.
No multimillion-dollar prototype was ever built for the SAVANNAH’s
plant for either engineering developmental purposes or for the equally
important training function. To fill the latter function,
a pioneering nuclear reactor (and propulsion plant) simulator was built at a
cost of six hundred fifty thousand 1960 dollars. The simulator, located for most of its useful life at the
United States Merchant Marine Academy at Kings Point, New York, served as the
introduction of Marine Engineers to the operation and control of the
SAVANNAH’s reactor power plant. Our
simulator program was part of a 20-week academic course for the routine
replacement of ships engineer/reactor operators (RO’s) and senior reactor
operators (SRO’s) which amply prepared our candidates to pass the AEC’s
licensing examination for RO’s and SRO’s in about three months after
reporting to the ship. The SAVANNAH engineers
proved themselves more that equal to their tasks when assigned as supervisory
engineers and technicians, making up the bulk of the crew who achieved the
refueling shuffle of the reactor core and other servicing of the reactor
plant in 1968. In addition, graduates
of the SAVANNAH training programs provided invaluable leadership in all
phases of the ship and shore-side management for the commercial operators of
the nuclear ship program. In summary, operating
engineers and others, such as Coast guard officers, steamship company
officials, etc., of varying education’s and background experiences were given
a relatively short but reasonably intense training program. They became entirely reliable and
efficient licensed shipboard nuclear power plant operating engineers. The use of the simulator materially
decreased the training time necessary for this program. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. COMPUTER-SUPPORTED OPERATOR TRAINING FOR SHIPS INERTIAL NAVIGATION SYSTEMS John M. Townsend Department Manager, Instructional Systems
Engineering Sperry Gyroscope Division Sperry Rand Corporation The U. S. Navy’s new
Computer Supported Operator Training System simulates in a series of
instructional games the operational environment of the Ships Inertial
Navigation System, used as a precision sources of navigation data aboard
aircraft carriers and submarines.
Designed for use at ashore schools for initial operator training and
aboard ship for refresher training, the training system’s digital computer
simulates dynamic, realistic at-sea conditions. A unique Self-Instruction computer program module provides for
automatic loading, sequencing, monitoring, and evaluating of games; computer
control of time-compression permits twelve hours of ship patrol to be
presented in one hour of instructional time.
Thus the Computer Supported Training System effectively multiplies the
availability of equipment for operational training while reducing operating
hours of costly simulated equipment.
No new hardware is required; the training system is made up of the
inertial navigator’s own dedicated digital computer and input-output devices
along with special training computer tapes and instructional game workbooks. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. IN PURSUIT OF THE FATEFUL FEW– A METHOD FOR DEVELOPING HUMAN PERFORMANCE MEASURES FOR TRAINING CONTROL Donald Vreuls, Senior Staff Scientist Canyon Research Group, Inc. and Ira Goldstein, Research Psychologist Human Factors Laboratory Naval Training Equipment Center Measurement produces
information needed for assessment of trainee performance and subsequent
control of the training process. Any
device or system, which is to control or evaluate the training process, will
be only as effective as its information source–measurement. Improvements in training efficiency and
evaluation of training devices and methods are absolutely dependent on
improved measurement. The purpose of our work to
date has been to develop a method
for producing and selecting proper human training performance measures. Specific measures, which resulted, were of
secondary importance. Therefore, this
paper emphasizes those techniques, which have resulted from method
development studies sponsored by NAVTRAEQUIPCEN with partial support from the
Naval Air Systems Command and the Advanced Research Projects Agency. In order to measure many of
the complex dimensions of man-machine system training performance, processing
of large amounts of continuously varying information is required. Such measurement is beyond the capability
of manual or simple measurement devices; it must be automated in order to
produce information in time for efficient control of training. Automated measurement places
severe demands on the definition of (1) fool-proof algorithms for determining
the conditions during which measurement is to occur, and (2) measure sets
which produce only information necessary for effective use by the information
receiving system. Too much information
can overload the user system; not enough may reduce user effectiveness. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. Papers published, but not presented: THE ECONOMICS OF PORTABLE TRAINING SIMULATION SYSTEMS Terry E. Bibbens, President
Antekna, Inc.
The involvement of the
United States Navy with complex multiple emitter EW training systems has been
both extensive and long term. We know
this at Antekna, because during our six-year corporate history the Navy has
provided millions of dollars to support the development and deployment of
three large-scale electronic warfare training simulation systems, the 7B1/1
and the 10A3/1 and 10A3/2, using our modular standard product concept. As our largest customer, the Navy’s
commitment to excellence in training achievement through the use of
sophisticated RF and video simulators is exemplified by the high level of
interest in our concepts and technology.
Our commitment to meet the Navy’s training needs is illustrated not
only by Antekna’s performance in the past.
It is our dedication to the future by expenditure of time, personnel,
and Antekna funds to develop new technologies and products specifically
designed to help solve new Naval training requirements that best illustrates
our corporate commitment. One such
newly developed capability is a single man transportable “suitcase”
simulation device which economically provides multiple radar and
communications emitters with complete dynamics of motion and fully automatic
control. While laboratory and
classroom trainers are highly useful, this new portable dynamic simulator,
developed from our standard product technology, will provide a multitude of
inexpensive new opportunities for training experience formerly precluded by
the size and bulk of conventional simulation systems. When students or career personnel cannot
be present in a classroom, this new system will carry the classroom to
them. When a large multiple signal
van or trailer cannot be cabled to a ship at dockside, this system will carry
the training aboard. When a surface
ship, submarine, or aircraft crew is on deployment, this system can be right
there beside them to provide a realistic training scenario, anytime it is
needed. For the first time, a really
small, truly portable and completely self-contained stimulator is available
to inject realistic high density training scenarios into operational
equipment no matter where it is located.
Now let’s look at the portable dynamic simulation trainer. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. ENGINEERING OF INSTRUCTION DELIVERY IN PERFORMANCE ARCHITECTURE Raymond G. Fox Educational Systems Development Manager IBM Federal Systems Division–IBM Corporation Performance Architecture is
the engineering discipline devoted to organization and specification of the
manpower components of a man-machine system over the life cycle of the
system. Design of instruction
delivery is identified as a key component of this discipline. Instruction delivery is defined as the
communication of those elements of information required by the
individual/group to successfully operate and maintain the systems. Criteria for engineering instruction delivery
in this frame of reference are suggested, and potentials for applying this
technology are described. A notation
system for instructional units is proposed. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. EARS FOR AUTOMATED INSTRUCTION SYSTEMS–WHY TRY? Ira Goldstein and Don A. Norman, Research
Psychologists
Human Factors Laboratory
Naval Training Equipment Center
and
Dr. John P. Charles, Vice President and Senior Human
Factors Psychologist Appli-Mation, Inc. and Dr. Robert L. Feuge, Psychologist, Michael
W. Grady, Programmer Analyst
Mary H. Barkovic, Programmer Analyst
Logicon, Inc.
A principal concern of the
Naval Training Equipment Center’s Human Factors Laboratory is the
identification and capture of those quantifiable aspects of human behavior
that relate to the improvement of performance through training. This viewpoint requires, on the one hand,
a constant search for new ways of looking at what people do and, on the
other, a continual scan of modern technologies to spot developments that can
bring abstract concepts or classifications to tangible reality. As a result of one of these
abstracting exercises, it was noted that there exists a class of job
situations, which have in common the use of restricted, stylized speech, by
people carrying out a control and/or advisory function. In the United States Navy, these
circumstances prevail for Ground Controlled Approach (GCA) and Ground
Controlled Intercept (GCI) Controllers, for several Naval Flight Officer
positions such as the Radar Intercept Officer, for Landing signal Officers
and others. Figure 1 shows an existing
system used for training student controllers in the Precision Approach radar
(PAR) phase of a Ground Controlled Approach (GCA). The display of the simulated GCA control console presents to
the student an azimuth, elevation and range picture of the aircraft under guidance. Through communication equipment, he
transmits advisories to a “pseudo-pilot” who “flies” the simulated
aircraft. Aircraft position changes,
which occur as a result of the pseudo-pilot’s flight response are shown on
the student’s radar display through a video simulator. The instructor supervises training
sessions, subjectively evaluates student performance and implements the
overall training plan by manually selecting conditions so as to present a
variety of PAR problems to the student. This paper
is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. ADAPTIVE INSTRUCTIONAL MODELS FOR NAVY TRAINING Dr. Duncan N. Hansen Professor of Educational Research Memphis State University Naval technical training
is continuously committed to providing cost-effective training that maximizes
individual student attainment of training objectives while simultaneously
minimizing the completion time.
Further, the full utilization of all instructors, training aids,
simulators, and real life resources becomes an important cost
consideration. To achieve these
goals, instructional training models have been designed and implemented. These training models represent both the
process of training and the decision rules that guide students. The purpose of this paper
is to review one class of these models, adaptive instructional models
(AIM). In order to fully appreciate
AIMs, the full range of training models shall be described. In turn, a detailed description of an
adaptive instructional model appropriate for technical training shall be
delineated. For comparative purposes,
this shall be contrasted with the existing Naval CMI Model. Finally, future research and development
requirements for AIMs shall be reviewed. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. EVALUATION OF AN AUTOMATED GCA FLIGHT TRAINING SYSTEM Joseph A. Puig, Research Psychologist Naval
Training Equipment Center Robert M. Johnson, President and Senior Systems
Analyst Appli-Mation, Inc. Dr. John P. Charles, Vice President and Senior Human
Factors Psychologist Appli-Mation, Inc. The principal objective
of this evaluation is to measure the training effectiveness of an advanced
training concept using an Automated Flight Training System (AFTS) GCA
module. This module, developed by
Logicon, Inc., was installed at NAS Chase Field, Beeville, Texas for use with
a TA-4J Operational Flight Trainer (Device 2F90). In addition to training
effectiveness, per se, curriculum design and its effect on cost-effectiveness
of student training will be examined.
As a result of the reset capability of the GCA module, it is possible
to run a greater number of students and cover more material in a shorter
period of time than with conventional methods. Substitution of trainer time for ground control approach flight
training will also be investigated. Comparisons of training
with the GCA module and with conventional techniques will be made. In addition, a transfer of training
evaluation will be made to determine how learning by the different techniques
is carried over to the operational situation. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from I/ITSEC’s
Website. E-2C AEW CREW TRAINING USING AN
OPERATIONAL TACTICS TRAINER Edward. Shea and Alfred Choy Grumman Aerospace Corporation Previous experience with
military training devices has shown a clear and direct relationship between
the realism attainable in the trainer and the time span before a newly
graduated trainee becomes a truly functional member of the flight team. In the E-2A/B, many of the basic
operations of the system, such as the ability to distinguish targets in the
radar clutter environment, had to be learned while actually flying in the
training squadron or after fleet deployment.
This is an expensive, inefficient process, which, in addition, is
totally unproductive in terms of the new operator’s ability to participate in
the CIC crew in a meaningful manner. The approach used to develop
a suitable design for the Tactics Trainer began with an examination of the
methods utilized by the United States Navy for training operations on the
E-2C predecessor aircraft, namely the E-2A/E-2B. The effectiveness of this training was traced from the various
existing trainers through the training squadron to the fleet. It was recognized early from these studies
that the most glaring deficiency was in the simulation of realistic
presentations, thus requiring inordinate amounts of aircraft time to fully
train the students. Thus an important
goal was set up in providing a sophisticated video simulation that depicts to
the operator a realistic E-2C display, as well as providing to the student
E-2C operator’s training, which closely approximates system operation in
degraded modes caused by partial failure(s) of the avionics complement. To meet these overall aims, Grumman
Aerospace Corporation has designed, integrated and delivered Device 15F8 to
the Naval Air Station at Norfolk, Virginia. Because the E-2C avionics
subsystems have an order of magnitude more complex than the E-2A/E-2B, the
training requirements increased in proportion to the aircraft subsystems,
with the additional feature of simulation of emitters for passive detection
and overland detection. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. USE OF CATHODE-RAY TUBES AT INSTRUCTOR STATIONS Dr. Edward A. Stark and Joseph A. Puig
The Singer Company, Simulation Products
Division
and Naval Training Equipment Center,
Respectively
The incorporation of
cathode-ray tube displays in flight simulator instructor stations will permit
the masses of data available in the simulator to be organized for more rapid,
meaningful interpretation. The CRT can
display relevant data, when needed, in any format appropriate to each
instructional task. Experience with
current CRT instructor stations is reviewed, together with the instructional
tasks accomplished in flight simulators.
Recommendations are made for the further definition of the simulator
instructor’s tasks, and for the extended application of CRT’S. Emphasis is placed on the analysis of
requirements for the display and formatting of instructional information. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. INTERACTIVE GRAPHIC DISPLAYS—FLEXIBLE DEVICES FOR TRAINER APPLICATION John E. Yule and Erwin H. Schauwecker
Honeywell Marine Systems Division
The advent of computer-based
training systems has resulted in expanded potential for efficient and
effective training. Application of
the Interactive Graphic Display can enhance this potential. Its flexibility enables a wide range of
display modes resulting in more effective instruction, realistic simulation
and ease of maintenance.
Additionally, system design can be optimized, changes to operational
hardware can readily be accommodated, and support logistics simplified. Graphic displays have been
utilized during the past ten years in diverse applications ranging from air
traffic control to support of research and development activity. An example of the former is the NAS Stage
A Enroute Traffic Control system currently operating at several locations,
while the Advanced Sonar Laboratory Display System (ASLADS), installed at
NUSC/New London, is a typical example of the latter. Operational hardware and
special purpose CRT displays are currently used for a variety of trainer
needs. However, relatively few
applications of graphic displays have been implemented. Its utility for the Instructor/Operator
position and simulation of operational hardware for the student position has
been demonstrated by several contemporary-training systems. This
paper is available on the I/ITSEC Compendium CD-ROM. Order it from
I/ITSEC’s Website. |
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Reserved.