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Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003. COMPUTER-BASED (AND WEB-BASED) TRAINING SOLUTIONS FOR MEETING COCKPIT AVIONICS TRAINING NEEDS Samuel L. Sheller and John W. Ruffner DCS Corporation Alexandria, Virginia Operating and maintaining cockpit avionics systems requires a high level of knowledge and operational skill. Skill acquisition and sustainment, as well as the likelihood of system acceptance, can be enhanced by a training strategy that combines (1) free-play simulation with operational controls and displays, (2) structured tutorials in the operational environment, and (3) on-line reference to relevant documentation and manuals. Interactive computer-based trainers (CBTs) allow self-paced, multimedia, interactive training on complex cockpit avionics systems, and integrate a high-fidelity simulation of the avionics system environment with Aviation Industry CBT Committee (AICC)compliant instructional design and methodologies. CBT can help mitigate the shortcomings of complementary technologies such as the requirement for qualified avionics instructors, large class sizes, infrequent learning opportunities, and a lack of available cockpit simulators and operational systems for hands-on training. The benefits of CBT to military program offices and aircraft manufacturers include cost-effectively boosting acceptance and proficiency, effectively communicating complex system capabilities, and bridging gaps between deployment and the availability of full simulation systems. Benefits to operational organizations include rapidly training for newly deployed components or systems, rapidly training a large number of students, and establishing initial training or refresher programs as devices evolve. In this paper, we discuss our experience developing CBTs for cockpit avionics systems used in a variety of U.S. Navy and Marine Corps fixed-wing and rotary-wing aircraft. These include the control display navigation unit (CDNU), the ARC-210 radio, the embedded global positioning system/inertial navigation system (EGI), and the CYZ-10 data transfer device (DTD). We provide examples from CBTs that we have completed and delivered. We also discuss the requirements for extending existing avionics computer-based training to web-based training (WBT). Finally, we discuss the implications of our work for providing CBT/WBT solutions for commercial and general aviation cockpit avionics systems training needs. Introduction The ability to use cockpit avionics, such as navigation, positioning, and communication systems, is a mission critical skill for aviators in all branches of the military service, as well as for civilian aviation. This skill is highly procedural, often practiced at infrequent intervals, and is subject to skill decay and proficiency loss (Ruffner, Wick, and Bickley, 1984). Therefore, there is a need for frequent, effective, and affordable avionics training. Integrating CBT with other instructional methods, such as classroom training, simulation, and in-aircraft training as part of a blended learning approach, can be a productive and cost effective instructional strategy for avionics training. Furthermore, as Sand and Shoenfelder (1999) discussed in a previous paper, avionics CBT will be most effective if it systematically combines or couples tutorial instruction with freeplay simulation. In recent years, instructional development specialists from DCS Corporation have collaborated with Navy and Marine Corps subject matter experts to produce a number of avionics CBT products to meet specific operational training needs. The approach these specialists have taken is unique in that it combines tutorials, interactive simulation, and readily available references to technical documentation to create easily available cost-effective instruction. Interactive CBTs allow self-paced, multimedia, interactive training on complex cockpit avionics systems, and integrate a high-fidelity simulation of the avionics system environment with AICC-compliant instructional design and methodologies (Bergstrom, 2001). Furthermore, CBT can help mitigate the shortcomings of complementary technologies such as the requirement for qualified avionics instructors, large class sizes, infrequent learning opportunities, and a lack of available cockpit simulators and operational systems for hands-on training (Ruffner, Woodward, and Fulbrook, 2001). Organization of This Paper This paper is organized into five sections. In the current section, we provide a brief introduction to the need for, and benefits of, effective avionics CBT. In the second section, we briefly describe examples of avionics CBT products developed by DCS Corporation in collaboration with the Navy and Marine Corps. In the third section, we discuss how an approach that systematically couples tutorials and simu- 1 Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003. lation can be effectively used to develop and deliver avionics CBTs, and illustrate this with an example from our CBT development work. In the fourth section we discuss converting avionics CBT to WBT. This includes the need to develop training that is consistent with the government-sponsored Advanced Distributed Learning (ADL) Initiative. In the fifth and final section, we discuss our conclusions and their implications for future research and development (R&D). Examples of Avionics CBT Products In this section, we briefly describe four avionics CBT products developed for a wide variety of avionic systems. Our purpose here is to provide the reader with background information about the avionics system and the CBT preceding our discussion of the coupled approach to avionics CBT development presented in the third section of the paper. CBT products have been developed for the CDNU, the ARC-210 radio, the EGI, and the CYZ-10 DTD. Control Display Navigation Unit (CDNU) The CDNU acts as the central processor, command/display interface, and MIL-STD-1553B bus controller for a number of military aircraft. Using deviation, range, and bearing displays, the CDNU provides all navigation and pilot steering functions for en route, terminal, and nonprecision approaches. Full-scale simulations including all navigation and communications functions have been developed for the C-2A and the P-3C fixed-wing aircraft, and the CH-53E, UH-1N, and MH-53E rotary-wing aircraft. The CBT screen shot in Figure 1 shows typical CDNU training modules in the CBT, which include: How to Use the Trainer, Introduction, CDNU Basics, Preflight Initialization, Communication, Navigation, Database Operations, and System Health. Figure 2: ARC-210 Modules Controlled by a CDNU ARC-210 Radio The ARC-210 radio provides normal and secure twoway voice communications over the 30 – 400 MHz range, including two-way voice and data communication in the ultrahigh frequency (UHF) satellite communications (SATCOM) band. The radio provides interoperability in both single channel and antijam/electronic protection (EP) modes. Several devices are used to control the ARC-210 radio. CBTs were developed for the C-2A, KC-130, S3B, EA-6B, and F-14B fixed-wing aircraft and the Figure 3 shows the modules for the ARC-210 where the F/A-18 up front control (UFC) acts as the RCU. Figure 4 shows the free-play mode that becomes active when the UFC button is pressed. CBTs have also been developed for a full height and a half height RCU. In Figure 3, a picture of the half height or full height control head replaces the UFC. When the button is pressed the appropriate tutorial and simulation for that device is activated. Figure 5 shows the free play mode that becomes active when the half size RCU button is pressed. Figure 1: Typical CDNU Modules AH-1W, UH-1N, CH-53, and MH-53E rotary-wing aircraft, where the remote control unit (RCU) was a CDNU. The CBT screen shot in Figure 2 shows typical ARC-210 training modules with a CDNU, which include: Introduction, CDNU Basics, Radio Overview, Radio Initialization, Normal Communication, Antijam Communication, and SATCOM. 2 Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003. attitude and all-weather operation. The EGI is independent of ground-based navigation aids, and it has an overall accuracy in the subnautical mile/hour class. EGI CBTs were developed for the EA-6B, S3B, F/A-18, and F-14B fixed-wing aircraft, and AH1W rotary-wing aircraft. The CBT screen shot in Figure 6 shows typical EGI training modules, which include: INS/GPS Basics, Operations, (Litton/Honeywell) EGI Overview, and Maintenance. Figure 3: ARC-210 Modules Controlled by the UFC Figure 6: EGI Modules Data Transfer Device (DTD) The ARC-210 is compatible with the DoD standard AN/CYZ-10 DTD. The DTD can be used to load all EP operating variables, along with fixed channel, UHF, SATCOM, COMSEC, and scan channel information. The CYZ-10 DTD training module is shown in Figure 3. Figure 7 shows the CYZ-10 free-play mode that becomes active when the CYZ-10 button is pressed. A Coupled Tutorial/Simulation CBT Approach Sand and Schoenfelder (1999) proposed a decision model to help instructional designers properly select the level of simulation to couple with CBT tutorials. This model is particularly useful for avionics training. In their paper, they described three levels of coupling that are independent of the simulation techniques employed: on-demand, lockstep, and guided. These are briefly described in the following paragraphs. Figure 5: Free Play Mode for the Half Size RCU Embedded Global Positioning System/Inertial Navigation System (EGI) The EGI is a global positioning satellite (GPS)-aided inertial navigation system (INS) that permits allOn-Demand Coupling In on-demand coupling, a tutorial and simulation can be run independently. The simulation and tutorial can reside separately on one CBT or can be adjacent to one another. The user has complete control over Figure 4: UFC Free-Play Mode 3 Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003. ance technician may be presented with a simulation of a faulty system. The technician is free to explore the faulty system with various simulated pieces of diagnostic equipment. The CBT monitors the technician and offers guidance for the proper use of the diagnostic equipment and hints about what is wrong with the faulty system. Avionics CBT Examples of Coupling The following examples show how a coupled tutorial/simulation approach has been successfully used for avionics CBTs. As one example, both lockstep and on-demand coupling are used for the CDNU CBTs. In the tutorial, background information is presented in conjunction with a series of steps to be performed by the student. The student can choose to start the simulation at any time by clicking the Simulation button as shown in Figure 8a. This action opens the simulation in a separate window as shown in Figure 8b. The tutorial and simulation, running independently, can be positioned together anywhere on the computer screen, or either or both can be minimized. The Reference button can be pressed at any time while running the tutorial. Reference files in standard/common formats can be attached to the CBT. This is how the textbook (e.g., the Operator’s Manual) for the training can be referenced. Figure 7: Free Play Mode for the CYZ-10 whether to continue with the tutorial or simulate the skills learned. No assistance is offered to the user while in the simulation mode. This type of coupling is the most flexible in support of schoolhouse training. Instructors can put together lesson plans containing tasks for students to perform. The instructors would then verify that the students perform the tasks correctly by using the simulation. Lockstep Coupling In lockstep coupling, instruction and simulation alternate. A procedure will be explained in tutorial format, and then is followed with the simulation to allow the student to perform the procedure. Most often, the tutorial gives the student a few discrete steps constituting a task, and then has him or her perform the tasks. In this approach, the entire behavior of a system does not have to be simulated or instructed; only the predefined methods of interacting with the system are developed. A limitation of this method is that the lack of opportunity for free exploration can lead to slow, repetitious training. Guided Coupling In guided coupling, a set of procedures is taught, and then the opportunity for practice via simulation is provided. The CBT monitors the student as each step is performed, and intervenes if the student deviates from the desired path. Guided coupling can be a small expansion on lockstep coupling or, at the other extreme, can adapt to student responses. The student can freely explore the simulated system, and will only be offered assistance when it is needed. If the expectation for guidance is set too high in guided coupling, the programming required can be quite complex. For example, an avionics mainten- Figure 8a: On Demand Coupling Tutorial Figure 9 shows an example of how lockstep coupling was effectively used in the EGI trainers. The steps to perform a particular task are presented first. Then the user is asked to actually perform those steps on a representation of the device. Feedback is provided to the user confirming correct or wrong actions. Web-based Avionics Training In web-based training, CBT is transformed and ex- 4 Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003. Figure 10 shows a screen shot from an ARC-210 radio avionics CBT trainer that has been converted for delivery over the web. Figure 8b: On Demand Coupling Simulation tended by the technologies and methodologies of the World Wide Web, the Internet, and intranets. WBT presents live content, which is easily modified, in a structure allowing self-directed, self-paced instruction in a wide variety of topics. The goal of the ADL initiative is to enable learners to have access to highquality education and training materials that can be tailored to individual learner needs and made available whenever and wherever they are required, ADL technologies, including CBT and WBT, can be used to provide high quality training to war fighters tailored to their needs at the time and place needed. Figure 10: Example of a Web-Based Avionic Trainer Currently available authoring tools make the process of converting CBT to ADL conformant WBT easier. The authoring tool used in the examples discussed above permits packaging a piece for both compact disk (CD) and/or web delivery. However, it is important to note that a thorough job of up-front planning is still required to facilitate the CBT-WBT conversion process. Summary and Conclusions In this paper, we discussed our experiences developing CBTs for cockpit avionics systems used in a variety of U.S. Navy and Marine Corps fixed-wing and rotary-wing aircraft. We addressed the benefits of using a tutorial/simulation coupling approach to improve the benefits of avionics CBT training. As an example, this technique was successfully used to train MH-53E pilots in the schoolhouse for operational test of an operational flight program (OFP) with new nonprecision approach (NPA) procedures. We also discussed the need to, and the benefits of, converting avionics CBT to ADL conformant WBT. Figure 9: Lockstep Coupling Recent advances in the capabilities afforded by ADL technologies make these attractive additions to the overall avionics training mix (Ruffner, Woodward, and Fulbrook, 2001). In addition, government agencies are beginning to require that CBT and WBT conform to ADL standards, which includes guidelines for developing sharable content objects (SCOs) that can be reused with little or no modification and that can easily be located in repositories. As an example, A critical factor determining the utility of avionics CBT/WBT and determining its acceptance and support by decision-makers is its return-on-investment (ROI). Kurtus (2002) presents the case for using CBT/WBT rather than traditional training. Although CBT/WBT development costs are somewhat higher than classroom training, it is less expensive over a two to three year period. It has also been shown to be more instructionally effective. Kurtus and other investigators (e.g., Fletcher, 1999) reported evidence 5 Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003. that learning with CBT/WBT is faster, people remember what they learn more accurately and longer, and they improve their performance over a classroom-only instructional strategy. His conclusion was that the ROI for e-learning could be 50% to 60% greater than traditional training. PC-based part task trainers (PTTs) are designed to greatly enhance system acceptance and proficiency among pilots and maintainers by:  Enabling training to be conducted on almost any PC running MS Windows®.  Integrating a high-fidelity simulation of the system environment with AICC and Shareable Content Object Reference Model (SCORM) compliant instructional design and methodologies.  Providing three ways to learn.  Free-play with fully operational controls and displays.  Structured tutorials in the operational environment.  By reference to online documentation and manuals.  Allowing more trainees to train longer and more frequently.  Eliminating limitations due to class size, session frequency, or system availability. Program office or manufacturer benefits include:  A cost-effective way to boost acceptance and proficiency.  Effective communication of the capabilities of complex systems.  A way to bridge gaps between deployment and the availability of full simulation systems.  A lower-cost, yet highly effective training alternative. Organization benefits include:  Rapid training for competency on newly deployed components or systems.  Enhanced focus, quality, and performance.  Increased component or system uptime by promoting proper use and maintenance.  Rapid training large numbers of trainees.  Establishing ongoing training or refresher programs as devices evolve. Pilot and maintainer benefits include:  A way for quickly learning how to use and maintain new systems or components.  A way to help learn faster and retain more information. PTT specific benefits include:  Lowering of equipment deployment costs.  Support and enhancement of both instructor-led and individual learning.  Reduction of the need for real equipment in a training environment.  Improvement of students’ rates of learning, levels of retention, and overall understanding of very complex systems. References Bergstrom, S. (2001). CMI Guidelines for Interoperability AICC. Sugar City, ID. Fletcher, D. (1999). Technology and the challenges of defense training. Institute for Defense Analysis Research Summaries. Vol. 6, No. 1. Kurtus, R. (2002). Return-on-Investment (ROI) from e-learning, CBT, and WBT. School for Champions, Kurtus Technologies, Milwaukee. Ruffner, J. W., Woodward, K. G., & Fulbrook, J. E. (2001). Advanced Distributed Learning Technologies and Night Vision Device Training. Proceedings of the Interservice/Industry Training, Simulation and Education Conference, Orlando FL: November 26-29. Ruffner, J.W., and Trenchard, M. E. (1997, October). Human factors support for the development of an advanced digital moving map system. Proceedings of the Human Factors and Ergonomics Society 41st Annual Meeting, (p. 1376). Santa Monica, CA: Human Factors and Ergonomics Society. Ruffner, J.W., Wick, D.T., & Bickley, W.R. (1984, October). Retention of helicopter flight skills: Is there a "critical period" for proficiency loss? Proceedings of the Human Factors Society 28th Annual Meeting (pp. 370-374), Santa Monica, CA: Human Factors Society. Sand, K. & Schoenfelder, J. (1999). Simulation coupled with CBT creating a comprehensive training tool that potentially increases transfer. Proceedings of the Interservice/Industry Training, Simulation and Education Conference (p. 109-110), Orlando FL: November 29 – December 2, 1999. 6