I/ITSEC 1995
TABLE OF CONTENTS
Training, Development and Delivery
Distributed Professional Education And The Internet
Architectural Analysis Of Distributed Multimedia Training Libraries For Home-Based Users
Distributed Curriculum Development Environments Techniques And Tools
After Action Review And Debriefing Methods Technique And Technology
Enhancing Team Performance In Tactical Environments: The Team Model Trainer
Team Performance Measurement Issues In DIS-Based Training Environments
Technical Issues In Accessing IETM Data For CBT Application Development
Instructor Training Using Embedded Training Courseware (ETC)
Advances In Automated Authoring: Linking Technical Data With Computer-Based Training Courseware
Implementation And Evaluation Of A Classroom Multimedia Presentation System
Integration Of Today's Interactive Television & DIS Into Tomorrow's Educational Solutions
The New Media - Interactive 3D
Mission Adaptable Learning system (MAPL) For Out Of Area Missions
Training System Design For The Crusader
Guidelines For Facilitating Shipboard Team Training
Education, Instruction, and Training Methodology
Training For Performance Under Stress: Degradation, Recovery, And Transfer
Team Performance In Multi-Service Distributed Interactive Simulation Exercises: Initial Results
Team Performance Measurement Issues In DIS-Based Training Environments
Breaking The Paper Paridigm: A Revolution In Professional Military Education
Joint Network Simulations
A Revolution In Professional Military Education
Multi-Media: A Journey From The Presentation Platforms Of Tomorrow
Synthetic Environment For Education: Vision For The Future
Evaluation Of CBT Programs In The German Armed Forces
Application Of The Systems Engineering Approach To Training System Acquisition And Development:
Tailoring Training Analysis For Foreign Military Sales
Simulation and Training Systems
Plowshares: Emergency Management Training With A Military Constructive Simulation
ADAMS: An Advanced Driving and Maneuvering Simulator For A Variety Of Training Needs
Challenges In Air Traffic Control Simulation
A Low-Cost Solution To Simulated Ground-Based Radar Systems
An Algorithm For Transforming Planned View Visual
PC-Based Electronic Combat Simulators
COTS Integration In Software Solutions - A Cost Model
Frameworks - COTS Integration Through Encapsulation
Instructors And Graphical User Interfaces
ASTUTE: An Architecture For Intelligent Tutor Development
Scaleable Simulation Technology - Approach To High-Fidelity Simulator Training At Lower Cost
The Synergism Of USAREUR's Total Training System
Accessing Threat Data And Simulation Software For Training Simulators
Simulation-Based Mission Rehearsal As A Human Activity System
Modeling and Simulation
Using DoD Databases For Automatic Emissions Protocol Data Unit Generation And Modeling
Implementing Electronic Warfare Simulation On The DIS Network
Air Synthetic Force Development
Implementing Synthetic Forces Software On Massively Parallel Processors
TMD Support To The Warfighter Using Modeling And Simulation
Conserving Network Bandwidth: Investigating An Alternate Approach To Laser Designation In DIS
Data Modeling as a Tool to Understanding Simulator Data Requirements
Genetic Algorithms Based Scenario Generation For Networked Simulations
Internet Multicast Over Asynchronous Transfer Mode for Modeling and Simulation
Interoperability Issues Associated With The Use Of Dissimilar Simulators
A Legacy Model For Tomorrow's Training
The Conflict Between Heterogeneous Simulations And Interoperability
Real-Time Communications Network Simulator For Training
DIS Compatible Mission Planning For Improved Rehearsal & Training Effectiveness
Lessons Learned In Building An Ads Infrastructure
Anti Armor Advanced Technology Demonstration (A2ATD) Experiment 1
DIS Logger Interchange Format (DLIF-95) Draft Standard
Case Tools As An Aid To Training SystemVerification And Validation
Effect Of High Resolution Atmospheric Models On Wargame Simulations
A Server To Provide The State Of The Atmosphere To Distributed Interactive Simulations
Research & Development Technology Application
Enhancing DIS to Support the Million Player Scenario
PISCES - Precision Integrated Strike Concept Evaluation Suite
Speech Recognition As An Interface For CBT
Real Time Noise Tolerant Speech Recognition
Memory Architectures For Real-Time Computing
Cue-Synchronization Measurement Using The Piloted Frequency Sweep Technique
The Use of Head Tracking Technology in Armored Vehicle Simulation
Monitor-Based, Non-Collimated CPH Display For CCTT Tank Trainers
Physics-Based Environmental And Embedded Process Models For Virtual Simulations
Geo-Specific Weather-Dependent Diurnal Infrared Image Simulation
Human Factors Evaluation Of Helmet Mounted Displays For Training Applications
Policy and Management
A Comparative Analysis Of ISD/SAT Process Models
Standardization Of Automated Support For ISD And Requirements
Training Systems Requirements Analysis And Planning A Space Systems Perspective
Re-Thinking How We Develop Leaders: A Process Approach To Leadership Development
True Confessions Of A Process Action Team
Applying Manprint To A New Training Simulation System
Implications of Megaprogramming for the Training Systems Community
COTS Integration and Support Model
Simulation Interoperability in NATO; Trends and Future Opportunities
Total Training Concept: A Comprehensive Design For Aircrew Training Systems
Aircrew Training System Life Cycle Cost Model
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Traditional education and training programs distribute knowledge in a format that is convenient for the organizers, expecting the students to form his/her life to that mold. This paradigm works well for young adults who can commit themselves to a university environment without having to pursue a career simultaneously, or for large, well funded organizations who can release their people from projects and send them to conferences. Some adjustments have been made to this model in recent years, but this still does not provide the extended access needed to serve the millions of people who could continue their education within a less restrictive structure. The explosion of the Internet in recent years has created an environment for delivering information and education that has not existed before. As more and more people are connected to this global nervous system, the natural question will be "What is on in cyberspace?"; The exchange of mail, news, software, and games is one answer, but there is also an unparalleled opportunity to create educational events with global access. These would not require physical presence at the event as is necessary today, which has serious implications for those who are physically disabled, visually or auditorially impaired, or learning disabled. This paper will explore the power of Internet-based, professional education. It will describe how Internet conferences are being conducted in the simulation field today through the ELECSIM Conference Series. These have allowed hundreds of people throughout the world to access and discuss the most current topics in simulation without the burden of work interruption, expenses, and the practical limitations of travel. All information is available using common Internet tools like E-Mail, World Wide Web (WWW), and File Transfer Protocol (FTP). Finally, the paper will discuss future plans for these types of conferences and consider some of the long-range implications to professional development and economic expansion.
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Research concerning the use of multimedia training modules in a distributed environment generally assumes a large amount of bandwidth is available for transporting data. This paper, based on observations from the Distributed Digital Library System for Training Materials (DDLSTM) project funded by the Advanced Research Projects Agency (ARPA) and the United States Army National Guard (ANG) in conjunction with the Simulation in Training for Advanced Readiness (SIMITAR) project, addresses technical challenges associated with providing average users with on demand; access to multimedia training materials, regardless of user location. Typical users will employ modems to retrieve training materials, either in batch mode, or interactively. Based on the mode of retrieval, specific time and resource constraints are engendered. These constraints, in conjunction with the data throughput characteristics of a modem-accessible network, determine what types of multimedia data a dial-in user can reasonably retrieve from a remote library. Based on this analysis, a hybrid architecture, combining both remote and local multimedia data, is presented as a training delivery solution for the average user that can work in today's distributed environment. Training materials are composed of different multimedia data types. Those data types whose typical size exceeds reasonable data throughput rates can be stored separately from the other data types locally on CD-ROM. Users may choose either to view these large data items using CD-ROM capability, or bypass the large data items. Using this hybrid approach, distributed multimedia training libraries can achieve the maximum level of accessibility for all users, while still providing full multimedia training for those who possess CD-ROM access.
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Current off-the-shelf software tools for development of World Wide Web hypertext markup language (HTML) offer an environment to develop both static and interactive training and educational tools for distributed use. The combination of these low cost tools with a robust interactive environment such as the World Wide Web provides a medium for the development, maintenance and delivery of dynamic lesson plans and training aids. The widespread availability of World Wide Web browsers, typically written for the Windows or Mac-based graphical user interfaces, provides a training medium that requires little learning time and consistency across the personal computing industry. The integration of text, sound and graphics into lesson plans offers a standard delivery mechanism across platforms. As the computer industry develops more robust HTML additions, this environment will offer greater capabilities in the future at a very low cost. Developing training plans for joint use by ROTC and Maritime Academies has already begun on an informal basis. Existing college and university access to the Internet means that courses may be developed and viewed on existing hardware, requiring only the addition of a WWW server as a common network location. Internet access allows these training plans to include sources of material beyond the capability of a single command to provide. Development procedures aside, this environment also enables nearly instantaneous user feedback to developers via email. Network based curriculum development will facilitate adoption of resources such as the Internet and world wide Web, as well as provide a medium for remote collaboration. On a very basic level, a file may be created and updated by instructors from remote locations by uploading and downloading via Internet FTP. For a more rigorous control over HTML files, groupware can be implement over a TCP/IP network. Furthermore, real-time collaboration is possible via remote application sharing software such as Intel's ProShare. Each of these technologies builds on the others, and are based on industry standard applications. This will assure longevity and low cost as such a development and training system is developed and expanded in the future.
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State-of-the art, well-crafted After Action Reviews (AARs) can increase unit learning and aid in speedy, but comprehensive, exercise evaluation. AARs can be powerful training tools that can visually document performance improvements and help develop strategic learning. Improved techniques and advanced technological features can increase AAR effectiveness. Technology now exists to allow chronological analysis of simulation-based training events, enabling review of exercises from both friendly and opposing-side perspective; and take-home packages; that allow analysis of results when the unit returns home. Research demonstrates that improved AAR procedures can be more effective than traditional approaches. Today, with a choice of AAR methods and available technologies, unit commanders can select the most appropriate for the situation and desired outcome. For example, essential training points can be captured by taking advantage of current AAR systems. Also, reports can be developed for both the immediate review situation and for take-home package replays. This paper presents recommended AAR procedures based on research, current automation capabilities, and compares selected AAR systems and their technological features that could help commanders gain maximum performance improvement from each training exercise.
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In order to solve complex decision problems, a ship's Combat Information Center (CIC) team members must develop the ability to manage information flow among themselves. This paper describes research conducted using a Multimedia training simulation, called the Team Model Trainer (TMT), that was designed to enhance knowledge of communication flow. Observations of and interviews with CIC training teams resulted in a description of team knowledge structures. Details about information flow regarding who says what, to whom, and when it is said were developed. This team knowledge structure, or mental model, became the training goal for individuals learning with the TMT. The TMT is a PC-based training device that employs an audio simulation of team member communications and a visual simulation of scenarios designed to shape the mental model of team role structures. Findings based on participation by Navy personnel suggest that TMT not only improves individual knowledge about other team member roles, but also improves team performance. Recommendations for application and future research include: a) providing opportunities to practice team communications, b) providing immediate feedback on performance, c) using a standalone PC-based system in conjunction with other team training, and d) developing strategies for measuring team mental models of complex knowledge structures.
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Daniel J. Dwyer, Ruth P. Willis, &; Randall Oser Realizing the considerable training potential of Distributed Interactive Simulation (DIS) technology will require training and performance evaluation methodologies. The objective of this paper is to identify key performance measurement issues in DIS-based training environments. The major premise is that, in DIS-based training systems, problems precluding reliable measurement are likely to be aggravated over those encountered in conventional simulation, presenting unusually complex measurement challenges. As a way to describe the inherent problems, a framework is described which a) identifies those factors which adversely affect measurement and feedback in conventional simulators, and b) describes how those factors tend to have greater impact in DIS environments. The identification of these issues is based on consideration of factors known to affect measurement in operational or simulated operational settings. They encompass task sampling, measurement procedures and the nature of trainee differences. Each of the factors is discussed and recommendations are provided for the reduction of their impact.
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Interactive Electronic Technical Manuals (IETM's) are replacing cumbersome paper-based Technical Orders (TO's) for many job classifications. The text and technical drawings which comprise the TO's are being stored digitally using the Standard Generalized Markup Language (SGML) so that they can be accessed and formatted for on-demand printing and use by Employee Performance Support Systems (EPSS) such as the Integrated Maintenance Information System (IMIS). However, we believe these technical data may have equal value as instructional resource. SGML uses a variety of special tags to specify the various component elements of a TO such as preconditions, cautions, explanations and graphics. The structure of each IETM provides a guide for instructional sequencing of steps and substeps. Working with the Armstrong Laboratory, we have successfully extracted data from an F16 IETM using a prototype parser which examines the tags in the SGML documents to identify and sequence instructionally relevant materials, then formats them as a training database. It should be possible to extend this methodology to IETM databases for other weapons systems by examining the SGML Document Type Definition (DTD) files to determine the differences in tagging conventions, then adapting the parser to extract data for use by both automated and conventional instructional development systems. However, to fully realize this training vision, work should continue 1) to identify browsing and indexing mechanisms which can help instructional developers and subject matter experts find relevant TO's in the vast IETM databases; 2) to determine additional media types which might be added to the IETM databases for instructional uses; and 3) to examine ways to create permanent links to the IETM data and distribute the resultant training using a data network such as the Internet.
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Gerald St. George The Seawolf Ship Control Operator Trainer (SCOT) uses Embedded Training Courseware (ETC) as the primary method to train and familiarize instructors with the trainer's operational and instructional capabilities. The ETC consists of a series of self-paced interactive, computer-controlled, branched tutorial lessons arrayed on two separate levels of instruction according to complexity and dynamics. The level 1 lessons include instructor tasks, familiarization, and power-up/power-down procedures. The level 2 ETC lessons include interactive practice at the Instructor Operator Station (IOS) in a real time environment in developing, setting-up and conducting an exercise as well as measuring individual progress. This paper examines how the Seawolf SCOT ETC provides an effective self-paced training and practice environment for instructors to develop individual skills related to conducting training exercises.
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Capt. Paul K. Daly, USAF This paper describes the concept of linking automated authoring tools such as the eXperimental Advanced Instructional Design Advisor (XAIDA) with electronic technical data. The ultimate goal of the research is to significantly reduce, as much as possible, the need for human intervention in the creation of computer-based training courseware. Weapon system developers are required to provide DOD agencies with technical information about systems they develop. System developers routinely conduct costly analyses which result in voluminous data such as task analyses, technical manuals, graphics art, and other documentation that could be used for training. Recently, DOD specified that data be delivered in electronic format sometimes called Interactive Electronic Technical Manuals (IETMs). Later in a system life-cycle when training courseware is developed, paper documents derived from the IETMs are frequently used as a basis for creating computer-based training courseware -- also in electronic format. By utilizing the IETM data originally created by the weapon system developer several benefits can accrue to DOD. They can: 1) achieve true concurrency in training by establishing a dynamic link between weapon system documentation and the training that supports it; 2) reduce or eliminate the need for paper-based documentation of the training development process as specified by ISD; 3) simplify the long logistics trail following the acquisition of weapon systems; 4) streamline the ISD process; and 5) save costs as a result of the decreased amount of time and manpower needed to create and maintain the courseware and audit trail of support documentation required for weapon system training programs.
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Multimedia has charged onto the scene. Companies throughout the nation are putting a wide variety of subject matter onto CD ROM for use on home computers. Learners are beginning to expect fairly high levels of media sophistication in all aspects of learning whether individual CBT or in more exciting and visually stimulating classroom presentations. This paper discusses the evolution of a multimedia classroom upgrade for academic classes taught to Specialized Undergraduate Pilot Training (SUPT) students in the Air Education and Training Command. The paper outlines the development of presentation requirements, constraints and product options. It also describes multimedia presentation development. The paper will also describe results obtained in both quantitative and qualitative reviews of the first fielded courseware. Beginning in January 1995, a comparison was begun to measure the effectiveness of the newly installed multimedia presentation systems and the accompanying courseware. Quantitative evaluation included quizzes and end-of-course examinations administered to student pilots at 3 different SUPT bases. Quizzes were given to students taking a T-37 Systems Course. Quizzes were administered to the last class to use the older version of the courseware as well as the multimedia version. The same groups final exams were also examined. The qualitative portion of the study included interviews with students and instructors involved with the multimedia version of the course. These interviews focused on issues such as the motivating aspects of the courseware and lesson aesthetics. Quantitative analysis showed no statistically significant difference in student test-score performance. Qualitative analysis showed considerable satisfaction with the courseware ability to show complex concepts, keep student attention and the presentation system's ease of use.
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Johnny Greene / Time Warner Cable
Distributed Interactive Simulation (DIS) Synthesis with Interactive Television (DISSIT) is a technological quantum leap made possible by
combining two existing network technologies. DISSIT is an entirely new and innovative method for harnessing the power of video compression (i.e.,
MPEG/JPEG), DIS, and network systems to deliver high quality simulations to homes, schools and military personnel. The key concept to emphasize is that the
DISSIT system allows EXISTING Simulations and Computer Applications (military and commercial) to be utilized across EXISTING communication networks
including the prototype Interactive Television (ITV) systems. This concept leverages already spent dollars to be reused to a larger, wider, more diverse
consumer base and provide a new foundation for future Training Development and Delivery paradigms. The expansion of DIS in this fashion will allow enhanced
distance learning including hands-on user interaction and remote simulator training. Further, this use of DIS compliant simulators fulfills the promise of
distance learning by providing a cooperative interactive environment that enables large numbers of participants to team train or interact together. The
objective of this research was to demonstrate a synthesis of the DIS &; ITV network technologies. The case for DISSIT is supported by theoretical
calculations, The implementations presented in this paper include a low-cost PC / MPEG solution and an innovative method DIS Stealth Visual Solution. Both methods enable existing analog cable, telephone, and satellite links to be utilized. Future implementations will run over Time Warner Cable's Full Service Network (TWC-FSN) and be included as one of the new technologies being tested by TWC-FSN. Application of DISSIT to Multi-Channel, Virtual Reality, World-Wide Distribution and Tele-presence issues are demonstrated, plus the actual design and implementation details. Discussion of the key software concepts and structures of the MPEG Virtual Disc, and Server-Pass-Through-Commands are presented along with design calculations. The results of the pilot implementations are given with discussion to improve performance in future versions. Future Research and Applications for Military, Civilian, and Education are discussed in the context of Training Development and Delivery including: _ Automatic integration with Real-World Data via the DIS Interactive Playback Unit _ Revolution of simulation architecture and paradigm, using Interactive Television Networks to allow low cost mass produced simulators. (The local simulator requirements become the I/O system, and TVs for the visual displays, with the expensive computational and image generation systems being shared across the ITV network)
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3D media has emerged as a powerful capability for interactive courseware (ICW) development. Since the late 1970s, proven multimedia products for use in ICW programs have included full-motion and still-frame video, film, photographs and slides, 2D graphics and animation, audio, and text. The new media consists of real-time graphics and interactive 3D modeling. Instructional content is often best conveyed and illustrated in three dimensions of space. Interactive 3D graphics and animation allow a designer to develop visual simulations and dynamic scenarios that enhance the student's conceptual understanding, resulting in faster knowledge acquisition. Instructional content areas in which the new media is an appropriate choice for presentation of visuals include electronic warfare concepts such as target angle aspect effects, countermeasure techniques, antenna beam-forming methods, integrated air defense operations, terrain masking, and coordinated air combat tactics methods for suppression of enemy air defenses. This paper describes the new media and addresses the appropriateness of using it in ICW programs. Information on the hardware and software systems commonly used to develop and deliver the new media is provided. Because the process of designing and developing the new media for ICW is unique, the paper focuses on the specific tasks performed, the personnel required to produce 3D media, the ICW products produced at each phase of the process, and the amount of time required to develop various types of 3D graphics. The paper summarizes the advantages of using the new media in terms of instructional effectiveness and software reusability.
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Lt. Colonel Albert Wimmel
Senior Engineer Gustav Schulz For the participation of the German Armed Forces in out of area missions the contingents have to be prepared for the mission area before being deployed. After the political decision has been taken the necessary training has to be accomplished in a very short period of time. The fact that in many cases we do not know the mission area in advance because of the increasing number of crisis areas in the world makes matters more complex. On the other hand, training quality will be affected if training media are not provided and the relevant data on the mission area are not available. The solution being considered in the described study is a Mission Adaptable L earning System (MAPL); consisting of a central database providing all information on the probable mission areas including text, graphics, pictures, video spots combined with a multi-media system designed to be fed with a mission relevant subset of the central database, a CBT-software designed to present different subsets of the central database to the learners in the same efficient way and an easy way to handle systems to distribute mission relevant subsets of the central database to the troops assigned to take part in a mission.
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Traci Jones, Systems Engineer Training system design for major weapons historically began with a mature weapons system design, having been overlooked during the critical design and development phases. The Crusader program will reshape the Army's training system design paradigm through concurrent development of training. The Crusader program will field the cornerstone 21st century cannon artillery and artillery resupply systems, the Crusader Self Propelled Howitzer (SPH) and the Crusader Resupply Vehicle (RSV). In order to meet the requirements of the United States Field Artillery School, the Crusader prime contractor must consider technologies such as Embedded Training, Distributed Interactive Simulation, and Tactical Engagement Simulation during the early phases of weapons system development. The Crusader materiel developer must make decisions regarding training and the allocation of training tasks to various training media early in the acquisition process, prior to Crusader design freeze. The Crusader training program will examine training needs with early soldier-in-the-loop simulators and will leverage concepts from these simulators into the emerging training system design. This paper examines the goals, philosophies, and challenges faced by the Army as it develops a total training system for Crusader.
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Tactical decision-making teams in the modern warfare environment are faced with situations characterized by rapidly unfolding events, multiple plausible hypotheses, high information ambiguity, severe time pressure, and severe consequences for errors. In order to adapt to these stressors, team members must learn to coordinate their actions so that they can gather, process, integrate, and communicate information in a timely and effective manner. A key factor toward ensuring a team's success in a cognitively complex and stressful task environment is training that incorporates explanation, demonstration, practice, dialogue and feedback. However, evaluating teamwork skills, and providing meaningful performance feedback is a complex and demanding task for combat systems'; trainers. In support of facilitating real-time shipboard team training assessment and feedback, the Naval Air Warfare Center Training Systems Division developed the On-line Anti-Air Warfare Team Observation measure (ATOM) and Debriefing Guide. These performance measurement tools facilitate the capture of on-line performance measures, and provide diagnostic feedback to a team. Both instruments were tested in conjunction with the Battle Force Tactical Training developmental test on-board an AEGIS capable ship in October 1994. The On-line ATOM was used to assess team processes with respect to each scenario, and shipboard trainers used the Debriefing Guide to provide feedback to the team within 15 minutes following each scenario. Trends during the DT-IIA training period showed an improvement in the team's teamwork skills. Therefore, the purpose of this paper is to provide guidelines for facilitating shipboard team training. Guidelines will include (a) designing trigger event-based training scenarios, (b) developing measures of team performance, (c) designing a performance feedback system, and (d) developing training for assessing and providing feedback to facilitate teamwork skills.
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The effects of stress on performance have been documented in the literature for years. Typically, the research finds that performance degradation can be expected to occur when stressors are suddenly encountered during task performance. In operational environments, the consequences can be severe. The purpose of this paper is to present the results of an experiment which examined (1) the extent to which introducing stressors during skill acquisition affected performance on a simulated radar task; (2) if, and how rapidly performance recovery would occur; and (3) whether the recovery would continue when a novel stressor was later encountered. The data clearly demonstrated significant performance deterioration as a function of stressor presence. However, the results also indicated that participants adapted to the stressors as evidenced by rapid recovery. Finally, the data suggested that performance recovery did not continue when a previously experienced stressor was replaced with a novel one. It appears that the adaptability and recovery were stressor-specific and not generalizable to other stressors.
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Jennifer E. Fowlkes Desert Storm has clearly demonstrated the growing reliance on geographically separated, multi-service teams who are called upon to execute specific missions. Future conflicts can similarly be expected to require close coordination between teams from different services. Fortunately, advances in distributed interactive simulation (DIS) technology are paving the way for members of different commands and different services to simultaneously come together to fight a simulated war on a synthetic battlefield. While advancements in simulation and networking technologies hold great promise for training applications, little is known about how multi-service teams perform in a DIS environment. The Multi-Service Distributed Training Testbed (MDT2) was recently used in one of the first tryouts of DIS technology for training personnel from all services in multi-service Close Air Support (CAS). The MDT2 exercises represented a unique opportunity to systematically collect multi-service team performance data in a DIS training environment. The team performance data were collected during a 4-day series of exercises conducted in May 1994 and from a 5-day series of exercises conducted in February 1995. This paper describes one of the techniques used for the team performance measurement, presents trends in the data, delineates the lessons learned, and provides recommendations for evaluating team performance and mission effectiveness in DIS training environments.
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K. Paul Nesselroade, Jr. and James Anthony With a smaller U.S. Army active force, the readiness of Army National Guard and Reserve units has greater importance. To support needed training, Congress funded a Virtual Training Program (VTP) for Reserve Component units using simulator facilities available at Fort Knox, KY, including the Simulation Networking (SIMNET) system. This research examined the effectiveness of the VTP during initial developmental trials with SIMNET exercises to validate the training approach adopted in the program. The program design established a structured framework for training across a sequence of exercises and for the training process within exercises. The SIMNET VTP includes about 100 exercises (called tables) that provide practice on tasks critical to performing fundamental tactical operations, and to offensive and defensive missions. Subgroups of tables deliver intensive training for specific types of platoon, company, or battalion-sized units in a two-day weekend drill period. The training is guided by highly trained observer/controllers (O/Cs) who conduct the SIMNET exercises and lead after-action reviews with the participants. During table execution, the O/Cs follow detailed event guides to ensure that conditions requiring performance of specific planned tasks occur during each table exercise. More than 75% of the National Guard and Reserve units in the VTP trials completed 4-6 SIMNET tables in a two-day training period. Measures obtained from trained observers, VTP O/Cs, and VTP participants were used as training effectiveness indicators. Observers recorded the: (a) time taken to complete a table, (b) unit tactical errors, and (c) coaching provided by the O/Cs. The O/Cs rated unit performance in each table, identifying subtasks that the units performed adequately, and subtasks needing improvement. Soldiers serving in leadership positions with the participating units estimated their unit's proficiency before and after training on a seven-point scale. Results from all of these indicators provided convergent evidence for training effectiveness.
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LTC Michael Tucker, USA
Lt. Col. (Select) Woody Wilson, USAF It was during the fiscal year 1993 the Air Command and Staff College (ACSC) undertook the most significant change in its approach to military education since the school's inception. In a total departure from the military norm, the school moved from a traditional lecture-based, passive learning environment to a demanding state-of-the-art computer-based curriculum, supported by world-class hyper-information systems. This architecture allows the student to access the multitude of information superhighway products both internal to the Air University (AU) and national on-line systems. Moving beyond the 600 student residence program, these systems are rapidly revolutionizing our Distance Learning effort supporting over 6,000 students. This exciting thrust includes three major prongs: multimedia hyperlinked curriculum on CD-ROMs, on-line cyber seminars, and video-teleconferencing to complete the student/faculty interaction.
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LTC Michael Tucker, USA
Lt. Col. (Select) Woody Wilson, USAF, Chief, Distance Learning Technologies
It was during the fiscal year 1993 the Air Command and Staff College (ACSC) undertook the most significant change in its approach to
military education since the school's inception. In a total departure from the military norm, the school moved from a traditional lecture-based, passive
learning environment to a demanding state-of-the-art computer-based curriculum, supported by world-class hyper-information systems. This architecture allows
the student to access the multitude of information superhighway products both internal to the Air University (AU) and national on-line systems. Moving beyond the 600 student residence program, these systems are rapidly revolutionizing our Distance Learning effort supporting over 6,000 students. This exciting thrust includes three major prongs: multimedia hyperlinked curriculum on CD-ROMs, on-line cyber; seminars, and video-teleconferencing to complete the student/faculty interaction.
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Thomas H. Beebe, Ph.D A critical training issue as we approach the 21st century is how to deal with the influx of new technologies. As the media options and their costs increase, managers need decision models to help select among the vast array of alternatives. The advent of level I Computer-Assisted Instruction (CAI) and its initial incorporation into aircrew training in the early 1980s was seen at the time to be the answer to the challenge of training for more complex and integrated aircraft, electronic, and navigational systems. CAI was selected over other media because of the following advantages: availability, self-pacing, distribution, changeability, and task simulation, in addition to projected cost savings. While training situations may make use of these advantages, CAI should not be viewed as a panacea for all training problems. Level I CAI effectiveness has not proven itself in many cases. By definition, level I offers limited student interaction that is often little more than electronic page turning. It is often perceived by the students to be repetitious and boring. With multi-media as the new kid on the block, the face of training is again rapidly changing.
Multi-media courseware is very powerful, if designed correctly. It can also have just as negative an effect if produced incorrectly. This
paper discusses the evolution of Kirtland AFB MH-53J and MH/HH-60G courses from their traditional classroom settings with 35mm slides and viewgraphs,
through the conversion to level I CAI, and the subsequent conversion to multi-media based instruction. It focuses on decisions and lessons learned in the
sometimes difficult development process to include: hardware and software configuration, design specifications, developmental considerations, coordination,
evaluation, and distribution on CD-ROM. It also discusses the integration, development, and use of an electronic presentation classroom environment, and its
effectiveness
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Public K-12 education in the United States is perceived to be in a crisis by leaders in government, industry, and education. This paper reviews the relevant issues in education today, assesses the current state of education, and identifies the roadblocks to technology infusion in the schools. Taking these factors into account, a new approach to education is proposed. Then, using a systems approach, leveraging from the ongoing development of the distributed simulation environment for military applications, the concept of a Synthetic Environment for Education (SEE) to support the proposed education approach is presented. The SEE discussion includes a framework, functional description, and a concrete example of how the SEE might be operationally employed in the schools. The SEE components discussed consist of the following: a simulation environment based on core modules of interrelated physical world models hosted on an appropriate computational system; audio-visual interface and audio-visual systems to allow connection to any desired type and vendor's viewport device; environment interface tools for student visualization and interaction with the simulated environment; a student learning support system to aid students in problem analysis, problem solving, and reporting their findings; a teacher support system to provide teacher friendly access to the simulated environment, internal and external information sources, and network connections to students, parents, and colleagues; a simulation environment management system to provide intelligent construction of, and control over, the simulated environment; a student feedback system; and a communication network interface to provide connectivity between students, classrooms, schools, and any other desired location. The paper also develops a concept for a national/state education communications network to support the deployment of the SEE and other education applications. The paper concludes with a recommendation for a planned and coordinated approach between government, industry, academia, and public education to bring simulation and information technology to the classroom. Through a properly orchestrated program, the SEE will effectively integrate technology into education in America.
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Since 1991 Army NCOs are trained by CBT programs. This new approach in vocational training has been evaluated from 1991 to 1994. Especially important is a long term study. Eight CBT programs and nearly 5000 NCOs were included. The eight CBT programs are concerned with cognitive and especially social and emotional effects of leadership. These programs have many branches and offer a wide range of possible decisions, which do not always lead to correct solutions. The learner has to do his personal decision in order to learn how to solve conflicts in social settings.
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Bringing together all of the functions involved in the training system acquisition and development process is a daunting task. Existing paradigms can virtually paralyze training system analysis efforts, making it difficult to acquire a completely integrated training system. Applying a systems engineering approach to the updated United States Air Force (USAF) Instructional Systems Development (ISD) process will result in an integrated training system.
This paper identifies alternate approaches for the acquisition and development of Foreign Military Sales (FMS) training systems and
describes how training requirements were generated for various F-16 customers. The paper focuses on the importance of using an integrated process instead of
stove pipe processes currently used in the design and development of FMS This paper describes how a Training System Team; working within a matrix organization structure (integrated product team) will produce an integrated training system. As team leader, US Government Training Managers have the ability to ensure that FMS customers are not provided "cookie" cutter training systems. because cultures and Air Forces are unique within individual governments, training systems should also reflect those unique characteristics while meeting individual training requirements.
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Bringing together all of the functions involved in the training system acquisition and development process is a daunting task. Existing paradigms can virtually paralyze training system analysis efforts, making it difficult to acquire a completely integrated training system. Applying a systems engineering approach to the updated United States Air Force (USAF) Instructional Systems Development (ISD) process will result in an integrated training system. This paper identifies alternate approaches for the acquisition and development of Foreign Military Sales (FMS) training systems and describes how training requirements were generated for various F-16 customers. The paper focuses on the importance of using an integrated process instead of stove pipe processes currently used in the design and development of FMS training systems. Examples describe how in using only the weapon system as a baseline for determining training requirements, unnecessary training equipment purchases are sometimes made. This paper describes how a Training System Team working within a matrix organization structure (integrated product team) will produce an integrated training system. As team leader, US Government Training Managers have the ability to ensure that FMS customers are not provided cookie cutter training systems. Because cultures and Air Forces are unique within individual governments, training systems should also reflect those unique characteristics while meeting individual training requirements.
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The Plowshares project is applying military constructive simulation technology to training for emergency management. The project team has
enhanced the U. S. Army's Janus simulation model to support emergency management scenarios that include hurricanes, fires, and chemical spills. The enhanced
Janus software, known as TERRA, will be used in a county Emergency Operations Center to provide the stimulus for training events structured as command post
exercises. The first phase of the project culminated in a "Proof of Principle Demonstration"; that occurred in August 1995. In that demonstration
the Emergency Operations Center of Orange County Florida
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The Advanced Driving and Maneuvering Simulator (ADAMS) is a new high-end truck driving simulator. It has been designed to meet the various customers' training needs at a reasonable price in order to substitute a considerable part of conventional on-the-road training by highly efficient simulator training. Furthermore, a simulator allows training appropriate reactions in situations that are impossible to arrange identically for all trainees in reality. The requirements for a modern driver training system are first analyzed in depth. The main demands are that training be realistic and effective, unified and efficient, safe and non-polluting, and also economical. From these requirements, the design considerations for the driving simulator are deduced. Due to modular construction, the driver's cabin is independent of the remaining simulator system. The cabin can therefore be adapted to any truck type. It is fully equipped with working controls and instruments. The collimated visual system consists of a panoramic front view display system plus rear view mirrors. The computer-generated images (CGI) are of high resolution and include all state-of-the-art features. The trainee is given realistic feedback on the vehicle behavior through his view of the road and of traffic, appropriate vehicle noise, and a motion system. Instantaneous feedback on the driving performance is provided through spoken messages and through signs appearing in the sight. After a lesson, a training report is displayed on the control screen. Additionally, a detailed report generated by the automated assessment system can be printed and stored in the trainee database. The lessons are carefully designed and contain training topics which have been thoughtfully selected in order to create a well-balanced training course. Life-like traffic simulations interacting with the trainee's ride support the reality of the road scenes. Several simulator cabins can be integrated in a training site. They are connected to the instructor station for central data storage and trainee control. However, in each simulator cabin training progresses independently.
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Training Air Traffic Controllers in a simulator is not a new idea. However, recent technological advances, particularly in the real-time graphic engine cost/performance ratios, have dramatically changed the design of these training devices. For the ATC Tower Simulator, large model boards where miniature aircraft models are moved by hand are being replaced by powerful image generators with sophisticated databases of specific airport designs. This paper will address today's technology that is available for training tomorrow's Air Traffic Controller. As the technology is advancing the customer's requirements and expectations in training from a tower simulator are also being raised, creating challenges for the simulator manufacturer. Both Commercial and Military Air Traffic Controllers are putting high demands on issues such as aircraft recognition and identification. These issues present challenges in the real-time graphic simulation and display technology versus an affordable simulator using off-the-shelf technology with low maintenance costs. High-resolution displays, simulated binoculars and zoom functions are discussed as ways of combating these challenges. Additional requirements demand voice recognition systems that are pushing today's technology with expectations of greater than a 95% recognition rate for all normal ATC type commands. Military customers are also demanding systems that can be rapidly deployed to combat or relief situations world wide. The almost instant creation of local airfield databases can soon be provided to customers through tools that are becoming available in the Industry. DIS interfacing is also required from Military customers to provide networking to a complete range of other Training Systems.
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Douglas J. Mielke Successful simulation results in a true immersion into a synthetic environment. This is the goal for which all simulation engineers strive. Along with that goal comes bounds, limitations and design constraints. These considerations are the compromise between accuracy, realism, schedules, and cost. With the economic conditions and the trend toward cutbacks, producing quality, high-fidelity training devices at a low cost has become of paramount importance in the quest of winning contracts. Ascertaining that optimal approach can be a very difficult task for all parties involved in the process. All issues for each specific application must be addressed and a thorough understanding of problems facing the design engineers must be defined. Today's challenge is to produce low-cost, computationally complex software systems for real-time radar simulation. Fortunately, there are now avenues for simulation designers to accomplish this, with the advent of inexpensive, mass-produced, high-powered processors that are currently available. This paper discusses a low-cost solution to a simulated ground-based radar system using PC-based technologies and off-the-shelf products. The paper starts with a review of classical approaches to radar simulation. It defines the problem facing design engineers who must choose the delicate balance between low-cost and high-fidelity simulation. It introduces the development methodologies that cover the up-front engineering design approaches. The paper then presents the design solutions for a particular application using Commercial Off-The-Shelf (COTS) and innovative graphical techniques. Finally, it makes recommendations concerning future directions of other applicable systems.
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The use of sensors that respond to regions of the electromagnetic spectrum outside the visible band have increased the range of imagery that can be presented to a pilot or crew member for use in searching, detecting and classifying potential targets or navigational way points. The two most common electromagnetic bands used for sensor purposes are in the infrared, used to detect heat differences; and radio frequencies for radar, used to illuminated distant areas beyond visual range. Current methods of simulating these different types of images for use in flight simulators rely on computer image generators operating on a database that contains not only the physical dimensions and visual color of the cultural features and objects, but the material types that will influence their infrared emission and radar reflection characteristics as well. Since infrared images are more closely related to visual images it is very common to have both generated by the same image generation equipment and using the same database, with some post-processing on the IR imagery to simulate sensor specific characteristics. Conversely, the characteristics of a radar image are significantly different and require separate processing techniques and data. The per channel cost of visual and infrared image generation systems has been reduced significantly in the past ten years because of greater demand and reduced processing costs, but the cost of radar imagery still remains relatively high. For many applications or programs this cost can not be justified or the need for highly realistic radar imagery, which is usually the only type available, is not required. Therefore, what is needed is an intermediate solution that can generate imagery which closely approximates the essential features of a radar image, operates from the same database that the visual and IR imagery are produced from and does not add appreciably to the system cost. The algorithm discussed here provides a straight forward technique for transforming a suitably generated visual image into one having the most general characteristics of a radar image, specifically that from an airborne synthetic aperture (array) radar.
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Recent advances in personal computers (PCs) have made PCs a potentially attractive platform for electronic combat (EC) simulators. Low cost, widespread availability, and a familiar user interface appeal to the user community. Increased performance, a large selection of systems and components, and broadly used development tools and environments attract the developer. In spite of the many advantages of commercial PCs, their fixed size and architecture impose design constraints. Ideally, an off-the-shelf PC would contain the processing bandwidth, memory, auxiliary storage, and video and audio capabilities to fully simulate an EC environment and a student's equipment suite while providing computer-aided instruction. Users, who define requirements, and designers, who consider design alternatives, need to be aware of the impact various alternatives have on PC resources. This paper summarizes the essential characteristics of an EC simulator, analyzes software signal generation approaches that drive computational resources, reviews current PC capabilities to support those approaches, and assesses the PC's suitability as a platform for EC simulators and recommends training situations where it should be considered.
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In today's global marketplace, software solutions are not only composed of newly developed code, but may also consist of one or more Commercial Off The Shelf (COTS) software products which provide existing functionality. More and more customers are requiring the use of COTS software products whenever possible. In COTS based solutions, more functionality is bought rather than made. This reduces the software development cost but at the same time increases the amount of integration work. It is extremely difficult to estimate the effort to integrate various COTS products into one seamless solution. Past experience has shown that the traditional method of using Source Lines of Code (SLOC) as an estimation technique in the COTS arena does not yield accurate results. This paper will describe the construction and implementation of a bid cost model which uses Function Point Analysis and the identification of COTS cost drivers to help estimate the COTS integration effort. The model is not a paper model, but an actual database application with a Graphical User Interface (GUI).
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Loral Federal Systems is exploring the use of an Integration Services Architecture, ISA, as the basis for integrating Information Technology, IT, systems which are predominately COTS-based. The primary objective of the ISA is to lower the lifecycle costs associated with COTS systems. The ISA must address several dimensions of COTS integration including process, control and data. The ISA must also accommodate change. The system users must be isolated from the continuous impact of change in today's systems - changes associated with technology, COTS product end-of-life and business rules to name three. In the past we have implemented COTS-based systems using ad hoc glue code architectures and found those architectures to be deficient in many ways. After giving consideration to developing our own ISA framework we have decided to proceed by adapting a commercially available application development and runtime environment to integrate COTS and non-COTS functions. This paper defines the requirements for an ISA framework and addresses the work required to encapsulate COTS applications in a commercial runtime environment.
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Milan M. Dedek Graphical User Interface (GUI) technology is advancing at an astounding rate. GUIs are becoming easier and more intuitive to use on personal computers and development workstations. At the same time, Instructor Pilots (Ips) are also becoming more aware of the availability and usability of GUI tools as they are introduced to them at home and in the office. Consequently, Instructor/Operator Station (IOS) requirements are, and have been, developed requiring the use of current GUI technologies with the intent to reduce the instructor's workload by providing the instructor with a simpler, more flexible, interface to the simulation exercise. This paper investigates the applicability and utility of GUI techniques and applications in the simulation IOS arena. It addresses the available GUI techniques and assesses the viability of applying those techniques in the simulation environment. A common use of GUI techniques in today's IOS application is the replacement of outdated technologies. Issues such as integrating a legacy system with state of the art GUI capabilities will be addressed, along with the documentation of such an update, and a discussion of the acceptance methodology. In addition, the utility of the latest-windowing technology will also be discussed (windows, text boxes, scroll bars, dialog boxes, combo; boxes, check boxes, radio buttons, command buttons, gauges, tool bars, sliders). The application of graphics to the instructor's tasks will be considered (maps, zoom, 3-D, picking, icons, etc.). Rapid prototyping of the GUI involving the end user (the Instructor Pilot) is advocated and guidelines are provided. Current technology also allows the use of the IOS as a system console and debug facility. Use of the IOS to perform Automatic Test Guide, linkage tests, and daily readiness functions will be examined. A discussion of the software maintenance issues is provided, addressing accepted Department of Defense Higher Order Languages, open standards and the impact of future compiler and operating system upgrades.
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This paper presents a system description and training capability evaluation results for the Team Target Engagement Simulator (TTES), a virtual environment team training system. The TTES is a research and development effort designed to provide Military Operations on Urbanized Terrain (MOUT) training for deployed rifle squads. A training capability evaluation of the system was conducted at the Marine Corps Base Quantico Combat Village in early May 1995. System effectiveness, simulator sickness, range estimation and limited performance results are presented. Participants in the evaluation consisted of infantry Marines, many with recent MOUT experience. Participant critiques indicated that the system has considerable potential for training MOUT skills. System features related to controlling movement within the environment and the perceptual aspects of the environment itself were rated effective for MOUT training. Range estimations indicated distances appear, on average, about 47% greater than in the real world. No simulator sickness problems were detected during the evaluation.
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Intelligent Tutoring Systems (ITSs) have proven to be very effective at transferring complex knowledge to a student. They have also proven to be difficult to create and maintain. To create Intelligent Tutors in a cost-effective and maintainable manner, a set of tools and processes called Adaptive Student Tutoring Environment (ASTUTE) is under development. ASTUTE is a composition of commercial off-the-shelf (COTS) applications and specialized software that will enable instructional designers or subject matter experts to create computer-based training that will transfer the proficiency of experts to a learner in a way that is very stimulating to the learner. The resulting tutors, in effect, emulate on-the-job training (OJT) with an expert who is dedicated to being a private mentor for each learner. This paper presents the ASTUTE architecture and describes how tutors using that architecture simulate mentored OJT and train apprentice students to perform at expert levels. Included are discussions on ASTUTE's methods of: (a) molding instruction to students learning habits, capabilities, and skills; (b) exercising skills in an environment that best reveals the intended use of the knowledge; (c) providing external coaching support that either fades as the student's skill builds or is under control of the student, giving advice only when asked; and (d) providing reflective follow-up that allows comparison of a student's solution with an expert's solution.
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Scaleable simulation technology is the approach which uses an open-architecture system to produce high-fidelity simulators with options to meet a broad range of customer requirements. The customer objective for high-fidelity simulator training at lower life-cycle costs is addressed with the use of highly reliable, commercial off-the-shelf technologies and leveraging existing software investments. Depending upon acquisition and life-cycle support budgets, customers can choose from many options, such as visual systems, databases, and networking, to provide the best simulator capabilities to meet their training requirements. By using today's open architecture computer systems with extensive expansion capacity, scaleable simulation also allows customers to add options, expand capabilities, and install upgrades at a future time without making costly modifications to the simulator. The scaleable simulation approach and technology were used on the U.S. Air Force Unit Training Device (UTD) program, which provides high-fidelity flight and weapon system training at lower cost. Examples from the unit-level UTD program are cited to illustrate scaleable simulation technologies and benefits.
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USAREUR has increased its training effectiveness by maximizing the use of the latest training technologies. Its unique training strategy to maintain readiness for diverse and changing missions is described. A combination of live, virtual and constructive training resources are used at all echelons for individual, collective and leader training. The application of training resources individually or combined and integrated by means of Distributed Interactive Simulation (DIS) to create realistic/ seamless brigade, corps and multinational training is outlined. The techniques used to assess training and leverage its value through feedback are discussed. By these means, training resources have been cascaded resulting in synergisms that provide higher levels of training effectiveness at substantial cost savings.
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The DoD has a considerable investment in the threat data and software that supports its training simulators. Each new simulator and existing simulator major modification requires developers to define and access threat data and build the associated real-time simulation software (RTSS). The Universal Threat System for Simulators (UTSS) is a repository designed to leverage current investments, reducing the life cycle costs for training simulators. Unlike other repository efforts, UTSS focuses on the unique threat requirements for training simulators. It will initially support aircrew training simulators, but is planned to expand its support to the Navy surface and submarine, and Army and Marine Corps ground training communities. The development of the repository is divided into three efforts. The first focuses on identifying threat data and the Defense Intelligence Agency (DIA) source required to support the RTSS used in training simulators. UTSS simplifies this process by responding directly to requirements from the training simulator, accessing the threat data for them and providing the data in a form that is compatible with the simulator. The second effort addresses the issue of reusable software. UTSS will create a repository of RTSS and provide a catalog that describes the RTSS, data and its validation history. This repository and catalog will be available to developers of training simulator threats allowing them to easily identify and access existing RTSS for reuse in a new trainer or for an upgrade to an existing one. The third effort identifies and defines standards guiding the structuring and modeling of data and RTSS. This paper discusses the background issues and needs out of which the repository has arisen, its organization, its threat data support, experience with identifying and using RTSS, issues of software standards going into the development of the UTSS initial operating capability, and future development.
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Observations of the 58th Special Operations Wing (58 SOW) Weapon System Trainer/Mission Rehearsal System (WST/MRS) during rehearsals have clearly shown that mission rehearsal (MR) effectiveness is influenced by the activities of both the people who support the MRS and the people who use it. To explain this demonstrated importance of the people involved in MR, a human activity system model of simulation-based rehearsal was developed. It provides an integrated depiction of the MRS, and specifically addresses: (1) the context for rapid database development and simulation-based MR (crisis action planning) and how the MRS fits into it; (2) MRS components, functions and structure; and (3) processes that enhance rehearsal effectiveness. Implications of this human activity system view are discussed, including: places in the mission preparation process where simulation can benefit operations; the scope of human activities that are essential for successful simulation-based MR; the potential value of MR to provide feedback concerning the adequacy of training to support mission requirements; and the need for new procedures throughout this extended scope of players to accommodate both MRS requirements and capabilities.
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Until this year, expendable devices such as chaff and flares remained largely unaddressed by the Distributed Interactive Simulation (DIS) standards body. Expendables are, however, an important part of the electronic warfare (EW) battle. Defensive EW countermeasure (ECM) training can be invaluable to both the shipboard combat information center (CIC) team and the fighter pilot. Expendables can also play a part in offensive tactics as screening aides. This paper examines the problems and issues associated with expendable simulation using the DIS approach. The chaff simulation efforts of the Battle Force Tactical Training (BFTT) program are also discussed. The BFTT team is simulating ship-launched chaff as part of this year's development tests (DT-IIB). Specific recommendations regarding BFTT's chaff simulation approach are included in the conclusion.
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Interoperability of live, virtual, and constructive entities for combat simulation is a developing capability requiring new technology. Presently, each site or host manually or semi-automatically builds its own emissions databases needed for modeling and run-time during interactive simulations. This process can take weeks to months. New automatic methods of parametric data extraction from DOD standard databases are being developed for the Battle Force Tactical Training (BFTT) DT-IIB demonstration. This paper examines the methods, the source databases, the benefits of automation, and the conditions under which DOD databases are adequate for Distributed Interactive Simulation (DIS).
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Implementing electronic warfare simulation on the Distributed Interactive Simulation (DIS) network adds a key component of modern warfare training to DIS exercises. The DIS protocol provides the basic capability to describe emissions, the core element of all electronic warfare activities. The DIS protocol is used to broadcast the emission information to all simulators connected to the network, however, the DIS protocol has several limitations when electronic warfare simulators are added to a DIS demonstration. This paper describes the experiences encountered while adapting two electronic warfare simulators to operate on the DIS network and interfacing these electronic warfare simulators with other simulators as part of the I/ITSEC '94 DIS demonstration.
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Synthetic Force (SF) simulation systems for the Army, Navy, Marine Corps, and Air Force are being developed by the Advanced Research Projects Agency (ARPA) to support the Synthetic Theater of War (STOW) Advanced Concept Technology Demonstration (ACTD). These four SF projects are based on the Modular Semi-Automated Forces (ModSAF) Computer Generated Force (CGF) system. Intelligent Force (IFOR) and Command Force (CFOR) simulations are also being developed to increase the level of automation and enhance the quality of behavior exhibited by SF entities and command entities. In addition, ModSAF-based Air SF simulations are being developed to provide the air entities for each service SF project. The goal of the Air SF effort is to develop air entity simulations which are compliant with Distributed Interactive Simulation (DIS) networking protocols, provide entity level resolution of battlespace interactions, and can be validated for use during Joint Task Force training exercises. This paper will introduce the ARPA SF development program, then describe the Air SF development effort which supports the program including system design and functionality, and in summary, describe the use of Air SF during the STOW-E and Kernel Blitz training exercises.
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The DOD community has adopted Distributed Interactive Simulation (DIS) as a base for an evolving suite of standards to support virtual battlefield representation. At present, DIS-based applications have focused on relatively small-scale exercises involving less than 1000 manned simulators and computer-generated forces (CGF). Current estimates of 10,000 to 100,000 entities to support simulation of theater-wide operations may exceed the capabilities of existing computational hosts and interconnection networks. This paper presents strategies for using massively parallel processors to simulate large numbers of synthetic forces using a contemporary synthetic forces software system (ModSAF). Alternative functional decompositions of the software are presented which map to specific parallel programming paradigms. Factors are identified which constrain candidate implementation paths. Partitioning and filtering techniques are discussed which can be used to reduce or eliminate broadcast packet distribution in a message-passing system. Data distribution, partitioning, and locking techniques are presented to support use of private, near-shared, and globally-shared memory on a true shared-memory system. Test implementations of a parallel ModSAF designed to run on the Convex Exemplar and Cray T3D MPP systems are described and benchmark results for specific tests are presented.
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This paper describes how modeling and simulation support warfighters today in the area of missile defense. To understand the value of this support, first warfighter needs are listed. Then, how modeling and simulation can support those needs is discussed. The concept presented is a building block approach to using models/simulations to train the warfighter. The first step uses low fidelity models in a desk top environment to explore the threat (e.g., theater ballistic and cruise missiles) and concepts of operations (conops) to use against the threat. The Ballistic Missile Defense Organization's (BMDO's) Warfare Analysis Laboratory Exercises (WALEXs) serve as an example of this level of simulation. The next step in training the warfighter uses distributed wargaming to provide a medium fidelity "real time" environment in which wargame participants use, modify, and rewrite the conops and defensive schemes developed in the desk top (WALEX) exercise. The National Test Facility (NTF) and its distributed gaming capability is used to implement this process. The final step in the training process is the insertion of realistic threat trajectories into major exercises such as Ulchi Focus Lens or Joint Task Force (JTF) 95.
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The current standard for Distributed Interactive Simulation (DIS) applications specifies that simulation entities use the Designator Protocol Data Unit (PDU) to communicate laser designation in support of laser-guided weapons engagement and delivery. The standard also specifies that during lasing activities this PDU be broadcast at a fixed 10 Hz rate. Documented implementations of the Laser (or Designator) PDU have raised questions regarding the use of this fixed transmission rate. While exercises involving relatively small numbers of entities pose little potential for network loading problems, larger exercises may well dictate approaches to conserve network bandwidth. This paper provides the results of a quantitative investigation of an alternate laser designation PDU implementation utilizing laser spot velocity and first-order dead reckoning. The target tracking data used for this investigation was obtained from the Deployable Forward Observer/Modular Universal Laser Equipment (DFO/MULE), a system which provides target acquisition and tracking training for Artillery Forward Observers, Naval Gun Fire spotters, and Forward Air Controllers, as well as laser designation and range finding training. PDU transmission rates were calculated from this data based on various dead reckoning thresholds, and the overall performance contrasted to the current fixed-frequency approach. The lessons learned from this investigation are discussed, along with suggestions and recommendations for future study.
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A common problem in the training simulator community is the effective sharing and reuse of data. Each new simulator effort tends to set up its own infrastructure to acquire the data necessary to run the simulator. This was one of the specific problems addressed by the Universal Threat S |