I/ITSEC 1999
TABLE OF CONTENTS
Education Instruction and Training
Distributed Virtual Training Applications For Education
Of Maintenance And Service Personnel
Reengineering The Instructional
Systems Development (ISD) Process Model To Facilitate Cost Efficient Processes
Developing Total Training Solutions For Complex Military Aircraft Systems
Distributive Learning Technologies
The Armor Captains Career Course: The Art And Science Of
Mounted Warfare Via The Internet
Down The Digital Dirt Roads: Increasing Distance Learning
Access With Hybrid Audiographics
Learning Theory and Techniques
New Insight For Training Development Of 21 St Century Advanced
Warfighter Training
Research And Development Of Intelligent Tutoring Strategies For U.S. Naval Recruits
Aviation Maintenance Training Continuum System (AMTCS) Software Module (ASM)
Simulation in Tactical Training
Application Of Commercial Personal Computer Games To Support Naval Training
Simulation Coupled With CBT Creating A Comprehensive Training Tool
Designing For Change: A Modeling And Simulation System Approach
Information Technology Advances
Will Support Advanced Distributed Learning Anytime And Anywhere
Automated Production Of Reusable Learning Objects
The Navy Advancement Center's Reusability Architecture
Benefits Of Modern Battlefield Simulations Systems
A Training Solution For Adaptive Battlefield Performance
Interactive Education For The
21st Century: The Armed Forces Staff College And The Education Of Future
Master Task List And Career Training Plan: A
Training Management Tool For Managers At All Levels
Using Mission Essential MOES/MOPS For Evaluating
Effectiveness Of Distributed Mission Training
Storyist Concept Development Tool For CBT- Programs
Predicting Naval Readiness Based On Personnel Variables
Electronic Learning Delivery Systems: A Selection Model
Electronic Learning Environments: Design Considerations
Design And Use Of Effective, High-Impact,
Computer-Based Academic Courseware For Pilot Training
Achieving An Acceptable Return On Investment From Training Technology
The Use Of IETMS In Training For Maintenance Engineers
Innovations In The Application Of Multi-Media Within
Sophisticated Training Packages
An Innovative
Approach To Familiarization Training Using Localization Technology Integrated With Interactive Multimedia Instruction
Producing Computer Literacy For The Digitized Battlespace Of The Future
Crew Resource Management And Mission Performance During Mh-53j
Combat Mission Training
Measuring C-5 Crew Coordination Proficiency An Operational Wing
Air Combat Training - The Effectiveness Of Multi-Player Simulation
Air Force C2
Training Solutions In Distributed Mission Training Environments, A Report From The Synthetic
Battlespace
Supporting Exercise Control And Feedback In The Digital Domain
For Virtual Simulations
Embedded Training For The Global Command And Control System
The Simulation Of A Human Subject For Interpersonal Skill Training
Using A Prototype Electronic Performance Support System (EPSS) And Data Base To Conduct A Front End Analysis (FEA)
Initialization Of UNIX Based Simulation Exercises From The Personal Computer
Embedded Stimulators For Naval On-Board Training
Abrams/Bradley Appended Conduct Of Fire Trainer (A-Coft)
Low Cost Embedded Simulation System For Ground Vehicles
BFTT AMN Application Of Stow Technologies For Category 1 Naval Training
Mobile "Rangeless" Instrumented Training: Meeting the Challenge...
LPD 17 Total Ship Training System Maintaining Peak Combat Readiness Through Continuous, At Sea Training
Micro-Simulator Systems For Immersive Learning Environments
Creating Military Simulators At Arcade Game Cost
Computer Based Maintenance Training In The Canadian Navy
Driving Simulators For Trucks And Busses
Use Of Operational Diagnostic Software In Maintenance Trainers
Simulator Based Training System Design - Recent Progress & Lessons Learned With Truck Driving
LINUX On A PC: A Viable Real-Time Graphics Workstation
Developing Creative Solutions To Simulator Database Engineering Probs.
Integrating Voice Recog. Software Providing More Effective Training
Distributed Simulation. Operations: Lessons Learned And Future Challenges
JEMP III And The Joint Training System: Spearheading Training And Readiness Into The Millennium
Partnership For Peace Simulation Network
Factors To Consider When Building Synthetic Environments With Coordinated EW And COMM Threats
The Squad Synthetic Environment - A New Virtual Simulation Facility For Dismounted Infantry
Simulation Based Acquisition: How Do We Make It Work?
The Use Of Simulation And Modeling For Acquisition, Requirements, And Training (SMART) In The Virtual Cockpit Optimization Program (VCOP)
Integration Of Optimization Modeling And Discrete Event Simulation To Reduce Costs And Improve Performance Of Defense Supply Chains
Consistency As A First Step In Moving Toward A Common Synthetic Natural Environment Standard
Toward A Common Synthetic Natural Environment
Automated Generation Of 3d Visual Simulation Databases For Mission Rehearsal
Challenges And Solutions In Developing A Dynamic Terrain Enabled PC-Based Software Image Generator
Task-Based Metrics For The Evaluation Of Terrain Interoperability
Virtual Targets For Twenty First Century Simulations
Infrared Sensor Simulation
Database Reqs. For Multi-Spectral (OTW/IR/RADAR) Scene Simulation
Distributed Simulation...Lessons Learned
Design For High DIS PDU Traffic Rates
Construction Of HLA Compliant Federates/Federations For The Special Operations Forces
Achieving Interoperability: A Perspective From The STRICOM Federation
An Architecture For Creating Simulated Object Behaviors
Assessing Intelligent Software Agents For Training Maritime Patrol Aircraft Crews
Dismounted Infantry Semi-Automated Forces (Disaf) 2000
Flight Fidelity Validation: Military Apps. And Commercial Practices
Real-Time Synchronization And Modification Of A Behavioral Vehicle Model For Distributed Simulation
Advantages Of Battlefield SIM. Systems In Modern Combat Training
Assessing The Benefits Of Implementing Tactical Engagement Simulation Concepts
Technological Challenges For Geometric Pairing For The Dismounted Soldier
Modeling And Simulation Composability
Composability As An Architecture Driver
When The Need For Immediate Human Factors Answers Conflicts With "You Want It Done Right?
Computer Modeling In Functional Allocation
Automated Self-Adaptive Multi-Modal User Interface (Asa Mui)
Visualizing Spatial Relationships: The Effects Of Two-Dimensional, Three-Dimensional And
Determining Motion Cueing Requirements For The Advanced Amphibious Assault Vehicle (AAAV) Driver Simulator
Safety For Live-Fire Training Systems
Integrating Human Engineering Requirements Into The Early Systems Engineering Process
Team Skills Assessment: A Test And Evaluation Component For Emerging Weapon Systems
Synthetic Environments Don't Have To Be Digital
After Action Review In Synthetic Environment Based Training Systems: A Training System Not A Technology.
Cockpit/Crew Resource Management For Single-Seat Fighter Pilots
Women's Learning And Leadership Styles: Implications For Aircrews
Using Applied Research To Meet Aviation Team Training Requirements
Computer-Aided Work Support
Measuring The Impact Of Advanced Technology On Manning Combat Information Centers
Human-Centered Development For Distributed Mission Training Systems
Modular Roll-On/Roll-Off Design Concept Of A Rotor-Craft Simulation Center
A Roll In/Roll Out Reconfigurable Approach For Multiple Aircraft Type Operational Flight Trainers
Analysis Of Deployed Training Requirements In The F/A-18 Community
Sustainment
Re-Engineering Legacy Simulations For HLA Compliance
Maneuver Combat Training Centers (Mctcs) Interface Control Documentation (Icd)
LogARMS: STRICOM's Solution To 21 St Century Logistics Management Challenges
Training Needs Analysis
Prep. For The Digital Battlefield Modeling Training For C 4 I Systems
Establishing Criteria For A Post Project Evaluation Model For Training Needs Analysis
Global Command And Control System (GCS) Training Management Procedure
Improving Training System Acquisition Through Process-Based Requirements Engineering
Multi-Developer Requirements Engineering
21st Century Verification And Validation Techniques For Synthetic Training Models And Simulations
Increasing Organizational Productivity With Active Knowledge Management
Paradigm Changes Under The Concept Of The Ipt Umbrella
Lessons Learned While Moving Between Different. Training Delivery Systems
Implementation Of Aviation Industry Computer Based Training (CBT) Guidelines Into Naval
Aviation Maintenance CBT
Simulation-Based Acquisition
Conducting Systems Acquisition With Simulations In The 21st Century
Helping Smart Procurement Work - The UK Synthetic Environment Based Acquisition Program
Supporting Bradley A3 Acquisition Using Simulation Based Technology
Linking Training Readiness To Resources And Warfighting Requirements - Concept To Reality
A Strategic Planning Framework For Training The Space Training, Education, And Exercise
(Stede) Mission Support Plan (Msp)
Automated Management Of Submarine On-Board Training Requirements
Measuring The Contribution Of Distributed Simulation To Unit Training
Comparison Of Us And Canadian Virtual Reality Shiphandling
Fixed Price Award Fees, Meeting Today's And Tomorrow's Challenges
Quality Criteria For Contracted Out Training Needs Analyses
Technical And Business Cases For Outsourcing Training Management At The National Training Center
Infrared Scene Projection, Synthetic Solution For Testing And Training Flir Systems
Joint Installed Systems Test Facility (Jistf) Infrared Sensor Simulation/ Stimulation Enhancement: Dynamic Virtual Reality Simulation/Stimulation
Realtime Feedback In Truck Driver Training
Information Assurance: The Forgotten Req. In Simulation Systems
Free Software: Open Source Or Open Wound?
Next Wave Software Technologies And Their Impacts On Modeling And Simulation
Automated Decision Support Systems Enabled By Models And SIMS. - A
Challenges Of Leadership In The 21st Century Virtual Environment
A Distributed Virtual Environment For Army Command And Control
SEDRIS: The Key To Providing Synthetic Battlespace Environments For The 21 St Century
Innovative Software Architecture For Real-Time Image Generation
Achieving Real-Time Visual Simulation Using PC Graphics Technology
Neural Network Based Semi-Automated Forces: Experimental Results
A Unique Cost Effective Assessment Tool For Training Analysis: Advanced Multimedia Consensus Technique (AMCT)
The Necessity And Development Of User Modeling For Future Modeling And Simulation Systems
Synthetic Vision Solutions: Operational Systems Assimilation Of Simulation, Lessons Learned And Challenges
Current Developments In Visual Display Technology For Fighter Type Simulators
Resolution Everywhere
Reducing Network Bandwidth In Coordinated Training Using Embedded Simulation
Perspectives On Constraint Satisfaction In The Military Planning Domain
SETHI Voice CGF Control By Speech-Recognition/Interpretation
Use Of Virtual Prototyping To Convey Man-Machine Interface Characteristics
Evaluation Of Integrated AFV Fire Control And Defence Concepts In A Virtual Environment
Applied Distributed Training
Retrofitting C-5b Aircrew Trainers With HLA-Based Networking: Results And Lessons Learned
AMC Simulator Aerodynamic Upgrade Program-Modular Aerial Refueling Simulation System
Analysis Of A Real-Time HLA Distributed Mission Training Federation
How Cots Technical Development And Program Management Can Survive In A Military World
A Comparative Review Of Cueing Technologies Motion Platforms Or Motion Seats?
Domain Requirements For Constructive Wargames For Command And Staff Training And C4i Stimulation
Requirements And Impact Study Of Increasing Tactical Environment Simulations In Training Devices
Vulnerability/Lethality Simulation Enhancements (VLSE)
Object-Oriented Design Approach For Simulated Tactical Sights
Distributed Mission Training: Modeling And Analysis Of Training Effectiveness, Costs And Resource Allocations
The Accelerated Combat Timeline
Decision Analysis Techniques For Simulation Based Acquisition
Evaluation Of A Cockpit Concept To Verify Training Needs
Modeling Information Overload
Distributive Learning Plus A Look At Re-Configurable Curricula
Computer-Based Training In The German Navy -Standards Used, Efficiency And Evaluation
Knowledge Management Methodology And Tools (How DOD Can Become A Learning Organization)
ACSC Distance Learning - 50 Years Of Lessons Learned
Instructional Strategies For Training Dismounted Infantry In Virtual Environments
Distributed Learning Frameworks (DLF)
Assessing The Effectiveness Of Simulator-Based Training
Scenario Cells For Military Training Systems
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Military organisations are demanding an ever-increasing range of training services in support of complex and modern weapons systems.
Industry has responded with a number of innovative and cost effective solutions to ensure both affordability and operational effectiveness. These innovative
training solutions apply to a wide range of training systems, developed to meet specific training needs, which may be installed within dedicated training
facilities. The systems range from desk- top Personal Computer Based Trainers, through to Full Flight Simulators for aircrew, and sophisticated mechanical
and electrical systems trainers for maintenance crews. Their effective application not only depends upon a good system design, but also upon the quality of
associated courseware, Training Management Information Systems (TMIS) and instruction. Recent experience has shown that the most cost effective solutions
make maximum use of low cost devices and part task trainers to ensure that higher cost items, such as flight simulators, are used to their full effect.
These solutions accommodate high student throughput and deliver a high standard of training. Training for complex aircraft systems is not only required to
support equipment being introduced into service, but must also be delivered and maintained throughout the operational life of the equipment. The delivery
and maintenance of training has traditionally been the responsibility of the military operator. However, this situation has changed significantly in recent
years, with the Military making ever increasing use of Industry to deliver training. In the UK, military training has recently been contracted under the
Private Finance Initiative (PFI), whereby Industry owns the training equipment and delivers training to the Armed Services for the life of the
equipment. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Training the art and science of mounted warfare to its soldiers presents significant challenges for today's Army in an environment of
constrained resources, expanding missions, and unit reorganizations. The traditional "best practice" for this learning is a multi-month resident
program of instruction, with an alternative correspondence program for those unable to attend resident courses. Understandably, correspondence programs
cannot offer the same depth of learning in the "art" of mounted operations as resident courses because the interaction of small group instruction
and peer collaboration cannot be duplicated. For various reasons, correspondence courses are often the only viable option for most Reserve Component
soldiers, giving them little opportunity to fully develop the range of complex abilities demanded by mounted operations. To address this dilemma the U.S.
Army Armor School at Fort Knox, Kentucky, has established a dynamic, innovative program to deliver both the art and science of mounted warfare to a diverse,
sophisticated, and widely dispersed student population using learning technologies. The Armor School applied lessons learned from operational tests of
various distributed learning methods to create a student-centric, open learning environment that provides a model for future military distributed learning
courses addressing similar content. This paper describes the conception, development, implementation, and evaluation of the Armor Captains Career Course,
used to qualify Reserve Component officers to command and serve in the mounted arms. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Distance learning has the potential to enhance individual competency and military unit readiness by delivering learning where needed and
when needed. However, this requires the distance learning systems to be highly accessible. Many potential classrooms, learners and organizations, especially
those in the Reserve Components of the Armed Forces, don't have direct access to the Information Superhighway. Instead, they live down the equivalent of
digital dirt roads. The proliferation of low cost personal computers capable of rendering high quality graphics, adoption of international standards for
multimedia conferencing, ubiquity of Internet access and universal telephone service have created the opportunity to deliver scaleable, low cost multimedia
instruction down the digital dirt roads with the hybrid audiographics approach. This approach delivers high quality audio over telephone lines and data
interaction over packet switched Internet connections, thus distributing the transmission load between two highly accessible but limited bandwidth media.
This paper explores the need for hybrid audiographics and describes a study comparing the performance of groups of Reserve Component soldiers taking an
introductory course on Information Operations via the following modes: (1) hybrid audiographics, (2) hybrid audiographics with video of instructor and (3)
traditional face to face classroom. The study results suggest there is no difference in student learning performance between the hybrid audiographics mode
of instruction and the traditional classroom for the Information Operations course. The results also suggest video of the instructor had no effect on
learning performance as measured by self assessment or actual test grades. Just as important, the typical transmission costs associated with delivering
hybrid audiographics were calculated as approximately 4% of the cost of two-way full motion video using Defense Information System Agency services. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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For over fifty years the Air Command and Staff College (ACSC) has provided Intermediate Level Professional Military Education (PME) via
Distance Learning (DL) to US and Allied Officers and civilians. The ACSC DL program was initiated in 1948. At that time the only feasible way of delivering
instruction to a mass audience was by correspondence. How times have changed! Well, for ACSC DL the times will finally change later this year when the last
cycle of book-based correspondence students complete their studies. During these five decades technology has had a profound effect on how we have presented
instruction to DL students. Today we provide ACSC PME by three modes to over 8,000 active distance learning students worldwide. These three modes are
multimedia correspondence, multimedia seminar and cyberseminar. Our program is rigorous and recognized by the American Council of Education, which
recommends the granting of up to 27 hours of graduate level credit across four cognate areas upon completion of any of the distance learning programs. In
this presentation we will share what we have learned during our evaluation and application of the various technologies we have employed. Included in these
technologies are: audio and video tape, live and delayed television, satellite broadcasting, one-way video and two-way audio, inter- and intranet, etc. Our
experiences have shaped our thinking. As we have developed our vision of the future we have considered most to the technologies mentioned above. We want to
share this vision with you and describe some of the possible mixes of technology we expect to use to make that vision a reality. One of the more profound
lessons learned is just because it is cutting edge technology, it doesn't necessarily mean it facilitates learning. We still intend to use books and other
printed matter because sometimes it is simply the best method of presentation. Media analysis still applies! This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Distributed Mission Training (DMT) opens a new horizon for advanced warfighter training. At last, the dream of training multiship
warfighter interaction in a synthetic combat environment is now achievable. It will also soon be possible to train disparate forces across multiple
geographic locations in preparation for our Air Expeditionary Force. With this enhanced training capability, the question becomes, How can training
development take advantage of this new capacity for advanced warfighter instruction? The answer must acknowledge the fact that training development for
advanced warfighter training is much more than developing master task lists, writing objectives, and meeting qualification standards. While DMT may be the
most advanced technology in the world, it requires a shift in training concept to fully utilize its potential. Since DMT learning occurs at high conceptual
levels, including the interaction of tacit knowledge and metaskills, cognitive task analysis techniques must be used to identify the intellectual skills and
cognitive strategies that complement the motor skills, verbal information and attitudes at the intuitive skill level of the expert combat pilot. A new
holistic skill hierarchy must be developed to guide the building blocks of instructional design for DMT. This will make it possible to select instructional
strategies that take full advantage of an ability to immerse a warfighter in a full-up, simulated combat environment. Similarly, it will also be possible to
design scenarios that can train situational awareness in three-dimensional space, identification of friend or foe, relationships of multiple air and ground
entities, and response to known and unknown threats. This will result in a level of readiness never before achieved through combat training. This paper
presents a methodology for developing this kind of DMT advanced warfighter training for the 21 st century. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Since 1990, the attrition rate of U.S. Navy recruits has increased significantly. While psychological disorders are the most significant
cause of attrition for females, males separate primarily for disciplinary and legal offenses. Naval training experts have long realized that academic
difficulties are often manifested in problem behaviors that lead to separation. The Navy also recognizes that their operational and training environments
are male-dominated, and there is a growing concern that gender integration in training has not been appropriately addressed. To stem attrition, maximize the
acculturation process, and align training to address Fleet requirements, the Navy is developing and testing new instructional strategies and pedagogical
practices. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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The Aviation Maintenance Training Continuum System (AMTCS) was established to address fundamental issues with reductions in funding and
manpower, and lack of formal standardized technical training for sailors and marines beyond the schoolhouse. The AMTCS is comprised of all training and
associated infrastructure required to support Naval Aviation Maintenance training. The AMTCS Program provides training and training management tools in the
form of interactive courseware (ICW), computer managed instruction (CMI), computer aided instruction (CAI), and the AMTCS Software Module (ASM) to satisfy
just-in-time training requirements for the individual technician, and the organization. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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ACSC DISTANCE LEARNING
- 50 YEARS OF LESSONS LEARNED
For over fifty years the Air Command and Staff College (ACSC) has provided Intermediate Level Professional Military Education (PME) via
Distance Learning (DL) to US and Allied Officers and civilians. The ACSC DL program was initiated in 1948. At that time the only feasible way of delivering
instruction to a mass audience was by correspondence. How times have changed! Well, for ACSC DL the times will finally change later this year when the last
cycle of book-based correspondence students complete their studies. During these five decades technology has had a profound effect on how we have presented
instruction to DL students. Today we provide ACSC PME by three modes to over 8,000 active distance learning students worldwide. These three modes are
multimedia correspondence, multimedia seminar and cyberseminar. Our program is rigorous and recognized by the American Council of Education, which
recommends the granting of up to 27 hours of graduate level credit across four cognate areas upon completion of any of the distance learning programs. In
this presentation we will share what we have learned during our evaluation and application of the various technologies we have employed. Included in these
technologies are: audio and video tape, live and delayed television, satellite broadcasting, one-way video and two-way audio, inter- and intranet, etc. Our
experiences have shaped our thinking. As we have developed our vision of the future we have considered most to the technologies mentioned above. We want to
share this vision with you and describe some of the possible mixes of technology we expect to use to make that vision a reality. One of the more profound
lessons learned is just because it is cutting edge technology, it doesn't necessarily mean it facilitates learning. We still intend to use books and other
printed matter because sometimes it is simply the best method of presentation. Media analysis still applies! This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Human Factors Psychology Program, University of Central Florida This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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The Department of Defense has been implementing a number of commercial PC simulation games to support surface, subsurface, and battle
group individual and team tactical training. Many of these low cost games offer realistic and accurate graphical and dynamic depiction's of U.S. and foreign
surface ship, air, and submarine platforms. In addition, the sophisticated 3-D visualization, challenging tactical scenarios, and the high level of
interactively presented in the current generation of PC games is appealing to today's computer-literate young officers and enlisted personnel, creating a
potentially effective learning environment. Conversely, features added to some products to increase entertainment and gamesmanship for the broader
commercial audience may misrepresent actual combat situations, conditions, or available information that could adversely impact potential training value.
This paper examines the advantages and disadvantages of using commercial PC games for naval training applications and offers recommendations and guidelines
for integration of these products into Navy training curricula. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Selective use of simulation in CBT increases training effectiveness. Simulations in CBT increase training effectiveness by presenting
situations in the same manner as they are experienced in the real world. This increases learner transfer. However, simulations alone are not enough. While
simulations allow the user to practice what-if scenarios, they lack content and instruction of proper methods and application. Without content and
instruction for the user to access, misconceptions can result. Therefore, an effective CBT should have simulations paired with instruction; preferably,
interactive lessons designed to help the learner with specific problems and topics. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Training simulation systems for the 21st century are growing increasingly more complex. They are characterized by being multi-role, i.e.,
"what do I want to train today", rather than a point design aimed at solving a specific training need. In addition, these systems are no longer
viewed as being a final design at Initial Operating Capability (IOC). Instead, they must continue to evolve and adapt to changing requirements over an
extended period of time. This paradigm changes the approach to effective system design. This paper discusses an approach to developing a flight simulation
system intended to meet a changing training environment.
An approach to addressing changing missions is through the mapping of the mission to a Concept of Operations (CONOPS) that describes how
all of the components work together to achieve the training objectives. This approach provides a broader perspective of mission needs that highlights the
interaction and correlation between components. An approach to addressing changing requirements is through the mapping of system requirements to the system
design. This approach supports a flexible modular design. In the past, networking of flight simulation devices was a simple linking of integrated devices.
In the future, systems components which are normally integral to a training device, such as electronic combat environment (ECE), natural environment,
instructor operator station (IOS), are broken into separate simulation system components that can be flexibly configured to "build" the simulation
system to support any training mission need. The end result is a totally modular and distributed simulation architecture in which every component is
equivalent to a system in itself. This architecture places greater emphasis on understanding and facilitating the integration, interaction and correlation
of the simulation system components. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Information technology advances will support advanced distributed learning anytime and anywhere. However, similar advances in learning
technologies are required to achieve cost-effective readiness and enhanced job performance. Adaptive learning that accommodates mastery differences in
individual learners also offers benefits of high media reuse for continuum training - initial, refresher, remedial, and just-in-time instruction and
performance aiding. High media reuse also can accrue from multiple courses supporting curricula related by personnel, equipment, or domain/core skills. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Creating reusable Interactive Multimedia Instruction (IMI) learning objects for diverse delivery environments is extremely important in
today's training systems. Expectations for IMI production require specific standards of reuse, or the ability to combine existing learning objects from
varying courses, to create new courseware without re-purposing. In addition, expectations are high for building learning objects once, but delivering them
in Internet, Intranet and stand-alone CD-ROM environments. Reusability and variable delivery environments are two of the most important issues to consider
when building learning objects. Both are separate, yet intertwined, and must be addressed in order to create true learning objects. Both issues cannot be
resolved unless production methods allow standardization in the creation of learning objects, and a procedure to control the functioning of several learning
objects linked together as a whole. New COTS technologies are available to produce IMI at a cost and quality only dreamed of previously. As a by-product of
this technology, standardization of production techniques allowing reusability and variable delivery environments built into learning objects is now
possible. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Military downsizing and budget reductions compel Department of Defense agencies to seek effective training interventions, which have
great applicability at reduced costs. The Navy Advancement Center's Reusability Architecture is one such technology-based intervention. The architecture
features a reengineering of the design and development processes associated with training products. Two very important principles, reusability and
maintainability, become an integral part of the philosophy and processes used to develop these products. The use of databases and electronic performance
support tools allow the warehousing of the lowest common knowledge structures (text or media) which may be manipulated by the training need or training
requirement. This architecture is designed to provide increased efficiencies and could reduce much of the redundancy efforts in training materials
production costs. Military downsizing and budget reductions compel Department of Defense agencies to seek effective training interventions, which have great
applicability at reduced costs. The Navy Advancement Center's Reusability Architecture is one such technology-based intervention. The architecture features
a reengineering of the design and development processes associated with training products. Two very important principles, reusability and maintainability,
become an integral part of the philosophy and processes used to develop these products. The use of databases and electronic performance support tools allow
the warehousing of the lowest common knowledge structures (text or media) which may be manipulated by the training need or training requirement. This
architecture is designed to provide increased efficiencies and could reduce much of the redundancy efforts in training materials production costs. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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The Operations Room Team Trainer (ORTT), provides the Royal Canadian Navy with equipment and operations training in a medium-high
fidelity, combat Canadian Patrol Frigate (CPF) environment. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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In the face of global cuts in defense budgets, simulation based training has been recognized as a solution that retains competency while
reducing training costs. New tasks for armed forces, new scenarios, multinational structures, and restrictions in both financial and personnel resources
including those resulting from environmental considerations require new concepts and solutions in the areas of military training, exercises and planning.
The resulting loss of the 'reality' in conventional live exercises due to restrictions in the availability of supporting military personnel and other
limitations caused by reductions in training grounds must be compensated for as much as possible through synthetic environment and modern simulation
technology. Therefore, computer-based simulations, as training tools for effective planning, have become increasingly important. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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To meet evolving operational challenges, we must leverage new strategies to train officers "how to think," as well as
"what to think," preparing them to succeed in the face of unexpected events. This paper describes a model used for training adaptive battlefield
thinking and the experimental program of instruction to implement and test that model with officers at the US Army Command and General Staff College (CGSC).
In a recent project-Army Experiment 6 (AE6)--the challenge to provide a training strategy for adaptive thinking was met by a cooperative effort between the
US Army Research Laboratory (ARL) and the US Army Research Institute (ARI). Each organization initially responded to the requirement with proposed
approaches that at first glance seemed to be diametrically opposed. The operational question became whether we could integrate the approaches to define,
train and measure adaptive performance. The two approaches proposed were a Constructivist Advanced Learning model and the Deliberate Practice model. The
Constructivist model, an ecological approach to training, and Deliberate Practice, based on a Behaviorist orientation, were surprisingly complementary. A
synthesized approach was developed and implemented as the "Adaptive Thinking Program of Instruction" (AT POI) to train brigade staff decision
making during execution. Eleven Majors from the Advanced Tactics elective, A308, at the CGSC Officer's Course participated in the experimental course
in the spring of 1999. The students participated in exercises with a team of highly experienced military experts acting as mentors. The first part of the
instruction concentrated on creating a multi-dimensional understanding of the battlefield and actually used a more tradition instructional approach. The
second portion of the instruction was in the form of a capstone exercise. It centered on intense deliberate practice of cognitive skills in an environment
designed in accordance with the Constructivist model and the Deliberate Practice model. The process to guide the practice was based on the Constructivist
model, and it was also congruent with the Deliberate Practice model. Student insight into battlefield situations was supported in both parts of the
instruction by use of a consistent set of themes that have been shown to represent expert perception of battlefield situations, and by simulations to enact
and display developing situations under discussion. Performance was compared with that of similar students in a control group who did not receive the
special training, but who completed the existing advanced tactics elective course during the first half of the AT POI and participated in a traditionally
structured capstone exercise during the second half. Performance measurement, consisting of a structured method for eliciting situation assessments, was
conducted pre- and post-training for the first half of the course and pre- and post-training for the second half of the course. The performance instrument
was adapted from an ARI experimental assessment instrument. Subject matter expert and student assessments of the training were also gathered by means of
surveys and interviews. Students who completed the AT POI were found to perform significantly better at adaptive tactical thinking. Better performance was
found after the second half of the course only-the intense practice portion. The first half of the course, more traditional in nature, did not produce
measurable gains in adaptive thinking. We conclude the paper with recommendations for maintenance of model integrity as this approach is disseminated and
with reference to further research and development needed for assessment of adaptive thinking skills. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Raymond D. Kirkwood, This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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To develop and implement a new strategy for Navy training requires a fundamental change in the process for determining when and how much
the Navy educates and trains its workforce. The goal is to blend "just enough" and "just in time" training philosophies in initial
training together with a conceptual shift toward apprentice-journeyman-master relationships. This new strategy for training requires a comprehensive cradle
to grave assessment of all the knowledge, skills and tasks a sailor must master for any given Navy rating. It allows then to achieve immediate savings just
by identifying and eliminating inefficiencies in training. Training is not, however, the sole responsibility of a single agent within the Navy, but a shared
responsibility that requires close coordination. The Master Task List and Career Training Plan (MTL/CTP) process provides a vehicle for this coordination.
It also provides a process for distinguishing among Apprentice, Journeyman, and Master level tasks, and for determining which tasks are most appropriate for
formal, non-resident, fleet or on-the-job training. Including a process for validating and maintaining a database of these tasks, it provides managers
a way to ensure the accuracy of the data and assess the impact of decisions. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Demonstrating the mission relevance of advanced training and rehearsal systems and their focus on training and evaluating warfighter
needs is best achieved with objective metrics that can highlight mission performance changes. However, for a variety of reasons, it has historically been
much easier to evaluate training in the traditional ways, that is, focusing on student evaluations and end-of-course tests as opposed to examining
on-the-job behaviors and organizational or mission success. Student evaluations and learning tests are easy to implement but may or may not be explicitly
tied to the overall training objectives. Further, these assessments do not provide any indication of the impact of training on job performance or mission
effectiveness. Critical reviews found lack of an integrated system for measuring and assessing training performance, over-reliance on subjective measures of
performance, and a shortage of valid, reliable, quantitative performance measures of training effectiveness. This paper highlights initial research and data
collected to develop an Aircrew Measure of Effectiveness (MOE)/Performance (MOP) Hierarchical Taxonomy capable of assisting training and mission evaluators.
The paper details our approach and provides data on sample mission task MOE/MOP decompositions to illustrate how a taxonomic approach can help diagnose
actual aircrew mission performance of both individuals and teams. While this approach shows much promise, many technical obstacles need to be overcome
before it can be completed and used routinely in an automated form. We highlight and discuss these technical challenges, propose solutions, and provide an
agenda for needed research. Implications and potential future applications of the approach are discussed. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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In this paper we describe a tool focusing on analysis, planning and design of CBT programs, called STORYIST. It is a tool for authoring
conceptual ideas. The output is not a ready-to-run CBT program but a design from which users can get various multi-platform CBT programs. The process of
designing a course usually involves different disciplines and people: problem-domain specialists, teachers, software engineers, psychologists, etc. STORYIST
allows the co-operative discussion and design of projects. The overall structure of the CBT program can be improved version by version in a well documented
way. Among the distinctive features of STORYIST are: learning goal- centered approach for the development of CBT programs; simultaneous definition of the
problem domain, the content of the course and elements of course structure; evolutionary development of the detailed course program structure; reusability
of design or design components; producing multi-platform-oriented CBT designs. Authoring with STORYIST actually means to achieve a step by step convergence
of learning goals, learning content, and program course structure. The process of convergence passes through three conceptual phases: Conceptual Outline,
Detailed Concept and Storyboard (Script). Finally, the author gets a detailed graphic description of the behaviour of the prospective CBT program and he can
navigate by sequential or direct links through the whole storyboard. He is able to define a set of multimedia-oriented learning materials for embedding in
the CBT programs and he can easily create layouts for learners graphical user interface. Graphical and textual representation and documentation of design
components lead to increased performance of the whole course production and follow-up courses. Authors will be able to change the content and the structure
easily, following their own ideas, needs, preferences, capabilities and experience. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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The ability to accurately measure readiness is a fundamental characteristic of an effective armed force. "Our number one commitment
is to the readiness and well being of our men and women in uniform," said President Clinton (Clinton, 1994). However, regardless of the President's
often stated commitment to readiness, measuring and maintaining readiness has proven to be an extremely difficult task. Even more alarming, the United
States has a track record of being unprepared for its wars (Betts, 1997) |
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Selecting the most effective and appropriate delivery system for the successful implementation of a training project is often an
overwhelming task. Many of the existing delivery system selection models available to the training professional are outdated, and do not represent the
currently available delivery system options. Electronic technology advancements, and their application to training are bringing complex new media choices to
the training professional. Distance learning delivery systems represented in this model include satellite networks, teleconferencing, Internet/intranet
networks, desktop multimedia, electronic performance support systems (EPSS), transportable audio/video (i.e., systems relying primarily on physically
transportable audio- and videotaped materials), collaborative technologies, and the electronically enhanced classroom. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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This paper describes a design approach to simulate tactical sights within simulators and to facilitate a slaved-sight capability where
exercise observers at a Stealth station can observe sight views seen by simulator crews. The design approach exploits object-oriented techniques using Ada95
inheritance and focuses on reusable components shared among system simulators and stealth stations. The approach has benefits including reduced network
communication, cost-effective development, and others. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Pervasive technologies for interactive multimedia uses in education and training have become commonplace. Capabilities of commercially available hardware and software tools are making development issues a problem of the past. However, the purchase and use of technology for technology’s sake has become a widespread problem in educational institutions and military and industry training programs. The chasing of technology in order to be considered one of the "latest and greatest" training and education programs has resulted in an overabundance of facilities and locations that have hardware and software that is improperly designed, configured, and installed. This paper presents an overview of historical significance of technology uses in education and training. It discusses new media technologies currently available to include distance learning and web-based training considerations for electronic multimedia classroom consideration, and examines the plethora of equipment and software available. It also examines the problems and solutions associated with designing an optimum presentation and instructional system. Case studies are used to examine return on investment and expandability and portability issues. A sample checklist is provided for consideration when converting to an electronic multimedia classroom environment. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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It wasn't until simple-to-use multimedia software tools became available, and Personal Computers (PCs) gained a sufficient amount of
computing power, that the viability of using PCs for producing and administering self-paced academic courseware sophisticated enough for training pilots
became a reality. Such courseware developed for PCs prior to this time, was little more than the old 35mm slide presentation, only with audio narration
instead of a stand-up instructor. Unfortunately, with the powerful multimedia PC tools available today, design and implementation of computer-based,
self-administered pilot training courseware has not evolved much past a page-turning affair. As a result, the term CBT (Computer Based Training) has gained
a bad reputation in the pilot training world rather than the high tech connotation its name implies. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Many programs are now using information technology (IT) to deliver training, but in the absence of instructional design principles that
match technological capabilities to learning needs, IT systems may fail to improve training effectiveness. One of the most versatile and commonly used
IT-based training is interactive multimedia instruction (IMI). The purpose of this paper is to identify general principles for designing IMI that help
ensure an acceptable return on investment in this technology. The principles are presented in the form of "General Facilitative Links" (GFLs) that
tie technological capability to human learning processes. Examples of GFL application are focused on the type of complex skills that student pilots must
develop during aviation training. A substantial proportion of pilot training and other types of complex skill training takes place outside of the
operational environment, and this training can directly benefit from IMI when properly designed and implemented. In particular, IMI can be designed with
simulation and adaptive components that prepare learners for more advanced training in dedicated simulators (e.g., flight simulators) or with operational
equipment. Seven GFLs are identified to guide the design of IMI and take advantage of certain IT capabilities that are not available to conventional
training. Each GFL is matched to several "Return on Investment (ROI) Factors" that describe value-added capabilities for training. It is proposed
that GFLs will help courseware designers exploit IT capabilities that best This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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In this paper the question is addressed how Interactive Electronic Technical Manuals (IETMs) can be used in the training of maintenance
engineers. In order to investigate these questions, we adopted the following approach. We investigated the state-of-the-art concerning IETMs and training.
An analysis was made of how an IETM could be used in the current courses for helicopter maintenance engineers. Several training scenarios were investigated:
Training embedded in the IETM, IETMs as a source for learning materials, and as a tool in the learning process. Demonstrators were constructed showing how
IETMs can be used in training. The electronic manual for a helicopter, available in SGML format, served as the source for the development of demonstrators.
The demonstrators show that an instructor can develop tailored instructional materials by (re)-using existing electronic materials with standard
presentation and word processing tools. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Training providers are applying the power of the latest Personal Computers and sophisticated graphics packages to develop multi-media
training systems which are able to meet an increasing number of training objectives. These multi-media packages can reduce the cost of complex training
equipment packages by reducing the workload requirement, and hence the number, of higher cost training aids. These package are highly flexible and
transportable and may also be available over the Internet. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Familiarization training is provided to crewmembers during pre-commissioning and also during crew phasing. During the familiarization
training process, the personnel become familiar with the operation of systems, as well with physical location of all system components throughout the ship.
These systems include damage control, engineering, weapons systems, communication and fueling systems. Historically, this training process has required
knowledgeable, experienced personnel to mentor the crewman. This training is commonly accomplished through the integration of both schoolhouse and shipboard
instruction. Unfortunately, with the impact associated with minimally manned ships as well as with the dwindling training dollars, training alternatives are
necessary. The Navy and Coast Guard have recognized a similar training need and have combined resources to examine various training solutions. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Computer literacy, especially the ability for leaders and staffs to use digital command and control systems, is clearly a decisive skill
for success in the future battlespace. What is not clear is how best to achieve it. Relevant research findings support the use of a problem-based,
student-centered approach in which the use of computer systems is situated in a context similar to the eventual expected performance setting. Whether this
approach could be used in US Army institutional training successfully and within the given time constraint was the operational issue. This paper documents a
successful implementation of the approach at the US Army Command and General Staff College (CGSC). The purpose of the new training methodology was to
integrate tactics education with training on the Army Battle Command System (ABCS) in a Brigade operations course to produce both computer performance
skills and tactical competency using the same amount of time previously devoted to tactics training alone. The methodology for this project consisted of a
radical redesign of an existing tactics course, including the integration of a previously separate 40-hour computer operator course. The development also
consisted of classroom configuration for maximum participation by the students and facilitation by the instructor. The methodology was based on a
Constructivist approach to instruction that is described here to replace two existing courses at CGSC. The new program of instruction has shown that this
combined training approach is viable at the introductory level, and we believe that it could be effective in both institutional training and unit training.
The results of the course indicated that even students who came into the course with minimal understanding of tactics and no understanding of digitized
tactical systems could produce high quality military operational products (such as orders and templates) using digital systems from the 147 hours of
training. Our recommendations include This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Empirical research is confirming that crew resource management (CRM) should be an integral part of tactical aircrew training. This study
evaluated the link between CRM and mission performance for 16 MH-53J rotorcraft aircrews during preparation and execution of a complex combat scenario in a
networked training simulation. A strong correlation of .84 was obtained between CRM and mission performance. All CRM categories (e.g., mission evaluation,
risk management, situation awareness) were highly correlated with mission performance; however, the categories were differentially predictive of mission
performance in the various mission phases (communication was the best predictor in mission preparation, task management in infil/exfil, tactics employment
in low-level). This study extends the findings of earlier research with MC-130P aircrews, where comparable CRM-mission performance correlations were
obtained. Despite differences in the missions, flight profiles, and capabilities of the two aircraft, a number of key CRM behaviors emerged as common across
the two weapon systems. As an example, the best crews in both aircraft immediately identified threats while enroute and classified them as
"planned" or "unplanned." There were also some notable differences between the two weapon systems. One example is that the nature of
communication among the crewmembers differed , with the MH-53J crews exhibiting more general, crew-wide interaction, while communication within the larger
MC-130P crew centered around pairs of crewmembers communicating specific information at specific times. A major implication of this body of research is that
a core behavior-based tactical CRM curriculum can be tailored to reflect the tactics and unique demands of each individual weapon system. The networked
training mission afforded an excellent opportunity to observe important coordination and communication activities within the larger tactical team context.
The results underscore the importance of broader team coordination and the need to formally train these team skills. This paper is available on the 1999 I/ITSEC CD ROM. Order it from I/ITSEC'S Website |
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Air Force Instruction (AFI) 11-290 requires that all operating units use proficiency data to measure the effectiveness of their cockpit/crew resource management (CRM) training programs. In response, the 512th Airlift Wing, Dover AFB and the Air Force Research Laboratory (AFRL) developed an approach whereby the Wing supplied qualified data collectors while AFRL developed process and performance instruments, "calibrated" Wing observers in the use of the instruments, and analyzed the data. Data were collected from 16 C-5 aircrews during a challenging, simulated nighttime airlift mission involving poor weather, post-takeoff landing gear malfunctions, and eventual engine failure. Building on AFRL's established methodology with the MC-130P, two expert observers independently rated CRM proficiency and mission performance using behaviorally anchored, C-5 specific scale elements. A significant correlation (r=.58) was obtained between rated overall CRM proficiency and mission performance, extending the validity of AFRL's approach to another weapon system and mission. The study also yielded a wealth of qualitative data capturing the specific CRM behaviors of successful aircrews (e.g., pilots and flight engineers di |