|
Practice is extremely important for the development of basic and advanced
skills. MITRE is working with a training strategy that combines multimedia
Computer-Based-Training (CBT) with a structured environment and a virtual
practice environment. That combination makes it possible to learn skills
in order, progressing from initial qualification training through mission
qualification training and on-the-job training (Figure 1).
Multimedia CBT techniques teach basic concepts, illustrate difficult
concepts, and demonstrate problem-solving approaches.
Once a student has learned a concept with multimedia CBT, he or she works
on solving related problems in a structured practice environment. In a
structured practice environment, the student's interactions are designed
by the instructional designer to teach a specific concept and allow him
or her to practice performing a specific task. Each structured practice
environment problem-solving session is designed to support a concept being
trained. The actions available to a student are limited to support the
concept being learned and the task being practiced.
| |
| Figure 1: Instrucional Strategy with Practice
Environments |
After a student has mastered problem-solving in a structured practice
environment, he or she enters a virtual practice environment to work on
more realistic and advanced problem-solving skills. The main difference
between these two practice environments is the amount of freedom a student
has to interact with and explore a situation. The structured practice
environment guides the student during problem-solving activities, whereas
the virtual environment is a free, exploratory environment with limited
guidance. The user's environment in the virtual practice environment has
more realistic and dynamic system behaviors than the structured practice
environment.
The multimedia CBT with the structured and virtual practice environments
can be distributed using traditional CBT delivery techniques or can be
delivered through the Web, using Web browsers on a corporate local area
network or the Internet. MITRE has developed proof-of-concept training
prototypes using this instructional strategy for the following three domains.
Computer Applications Skills
We developed a proof-of-concept prototype to teach medical evacuation
personnel how to use the Technologies for Entry and Manifesting (TEAM)
system and the latest TEAM software prototypes during upcoming exercises.
The multimedia CBT and structured practice environment can be used in
a classroom setting, or can be distributed on CD-ROMs to personnel who
participate in exercises. The multimedia CBT introduces the student to
the software applications and the new automated technology they will use
during the exercises. The structured practice environment provides data-entry
practice for students who are given immediate feedback on their performance.
TEAM also simulates important software applications interfaces for automated
functions. For example, TEAM provides automated capabilities for patient
manifesting during emergency evacuations. Patient manifesting is the process
of entering patients into a system and tracking their locations (ground
staging area, in flight, field hospital, hospital). The system also allows
medical personnel to update reports on medical treatments patients received
along the way.
Intelligence Operations
We developed a proof-of-concept virtual practice environment to teach
intelligence analysts how to use specific operational systems under the
stresses of daily activities. The virtual practice environment simulates
the user interface and functionality of operational systems and simulates
an environment of activities requiring user responses. Database-driven
scenarios are used in the virtual practice environment so that a wide
range of stressful scenarios can be developed and easily modified to reflect
changes in real-world operational capabilities. The instructors can activate
a coaching mode, which teaches new students how to respond to the activities
in the scenario database. The instructor can also define the level and
timing of the feedback.
Mechanical Skills
In the mechanical skills domain, we developed a multimedia CBT and
3-Dimensional (3D) structured practice environment for Shaft Alignment
(technicians learning rotary machinery need to align the shafts transferring
power from the motor to whatever the motor is moving). We are also exploring
3D virtual practice environments. The multimedia CBT and structured 3D
practice environment were implemented for traditional CBT delivery and
were converted to Web delivery. The virtual practice environment is a
desktop Virtual Reality 3D practice environment that was implemented with
the Virtual Reality Modeling Language (VRML) and Java for Web delivery.
Realism is added to the multimedia CBT and practice environments by using
3D Computer Aided Design models as the source for images, animations,
and user-controlled objects in the practice environments.
An integrated instructional strategy using multimedia CBT techniques
and practice environments is ideal for teaching performance-based skills.
The practice environments improve skill development for a wide range of
domains from hard mechanical skills to software applications skills.
For more information, please contact Janet
Johns using the employee directory.
|
