London

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On Integration of Simulations into ADL Systems
for International Space Programmes Luis
Arguello European Space Agency (ESA/ESTEC) Luis.Ar
guello_at_esa.int Alexander Vankov, Petr Chliaev D3
Group GmbH Alexander.Vankov, Petr.Chliaev_at_d3grou
p.com Valery Krivtsov, Vladimir
Voloshinov Institute for System Analysis of
Russian Academy of Science (ISA RAS) vek,
vvvol_at_isa.ru
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Outline Need for distance learning and
distributed interactive simulation in space
programmes Brief overview of Use Case
considered Integration of distributed
simulation functionality into ADL System
architecture Conclusions
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Need for distance learning and distributed
interactive simulation in space programmes
Groups of experts working within the same project
or even on the same system or payload are
geographically distributed Only minor part of
skills requires use of complex simulators
(regular student workstation/laptop could cover
many tasks) Certification of staff is required
to deal with space operations Learning through
doing is an important element. However,
emerging ADL-compliant systems are not designed
for online distributed simulations
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Use Case ISS payload simulation and
user/operator training
Columbus Orbital Facility (COF)
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Use Case ISS payload simulation and
user/operator training
COF-located European Drawer Rack (EDR) home for
various payloads
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• European Drawer Rack (EDR) is a payload to be
  operated onboard the International Space Station
  (ISS)
• EDR usage needs training of astronauts and ground
  personnel - engineers, researchers and managers

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EDR Hardware System Structure
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Purpose and Goals

• To support distributed EDR simulation
• In order to make possible remote and interactive
  connections between training sites throughout
  Europe and even the whole world
• To integrate EDR simulation into distributed
• e-learning environment (ADL)
• Improvement of training efficiency
• Reduction of costs
• Reduction of training life cycle
• Improvement of training quality

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ADL Vision (www.adlnet.org)

• Provide access to the highest quality education
  and training
• tailored to individual needs
• delivered cost effectively
• anywhere
• anytime

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ADL High-Level Functional Requirements

• Accessibility access instructional components
  from one remote location and deliver them to many
  other locations
• Interoperability use instructional components
  developed in one location, with one set of tools
  or platform, in another location, with a
  different set of tools or platform
• Reusability incorporate instructional
  components into multiple applications
• Durability operate instructional components
  when base technology changes, without redesign or
  recoding
• Affordability increase learning effectiveness
  significantly while reducing time and costs

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SCORM

• The Sharable Content Object Reference Model
  (SCORM) constitutes an important first step
  toward liberating learning content objects from
  local implementations.
• It is intended to provide the technical means for
  content objects to be easily shared across
  multiple learning delivery environments.
• Main SCORM Features
• CSF
• Metadata
• Data Model
• API

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SCORM Implementation within LSP
- Learning System Prototype being implemented
under the present Project for ESA
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Learning Management System

• Learning Management System (LMS) is a suite of
  functionalities designed to deliver, track,
  report on and administer learning content,
  student progress and student interactions
• The term LMS is widely used instead of computer
  managed instruction (CMI) so as to include new
  functionalities and capabilities not historically
  associated with CMI systems.
• These include, among other services, back-end
  connections to other information systems, complex
  tracking and reporting, centralized registration,
  on-line collaboration and adaptive content
  delivery.

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Some User Requirements and Constraints applicable
to current project A significant part of users
(trainees, students and instructors) will not be
software experts, therefore running and even
installing complex software should be strongly
avoided. Configurations of user workstations
would range mostly from entry to medium level.
Target operating system should be Windows 98 or
ME. Connectivity will be arranged through a
conventional modem (i.e. via 33.6 or 56 Kbps
line) or ISDN. For online scenarios, amount of
players interacting online would be mostly 2-3,
that is 1-2 trainee(s) and an instructor. Thus,
use of HLA appears to be a too heavy solution
for student-instructor interactions
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LMS - SCO/SSCO interaction

• SCO/SSCO is a minimal learning
• content unit managed by LMS
• The LMS performs management functions
• re-iterates the SCO/SSCO if failed
• tracks the trainee performance results
• analyses them
• determines what SCO/SSCO should be delivered next
  
• After a SCO/SSCO has finished, it returns to LMS
  the trainee performance results (raw score,
  instructor comments, etc.)

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LSSSSCO Architecture
3.2. Student Registration Data 5.1.
Student Performance History (SPH)
LSS
1.1. Instructor Registration Data
LMS DB
Server LSS
LSS DB
3.1. Student Registration 4.1. Request for
Instructor
1. Instructor RegistrationAuthentication
2. Instructor Simulator Address (ISA)
5. Request for Student History
5.2.SPH
4.2.ISA
Instructor LSS
Student LSS
3. Student Registration 4. Request for
Instructor
4.3. ISA
7. Setting Connection 9. State Data
6. ISA 8.Launching
Instructor Simulator
SCO
Student Simulator
11.1.Raw Score
10. Instructions Tasks 11. Raw Score
SSCO
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Resources used by LSP

• Server LSS
• Java 2 Run-time Environment v.1.3
• ODBC MS Access Driver v. 4.00.4202.00 (or higher)
• JavaIDL Name Service
• any WEB-server (e.g. JSWDK 1.0.1)
• Student and Instructor LSS local hosts
• Java 2 Run-time Environment v.1.3
• Java Plug-in to provide JRE 1.3 for applet in
  browsers
• IE 5 (or higher) or Netscape 4.7 (or higher)
• These resources cover LMS requirements
• Platform Win9x or WinNT 4 SP5,6 or Win2000

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Project Status

• Implementation of the components is nearly
  finished
• Final integration and testing in July 2001
• Installation at and evaluation by ESA in August