Dia 1

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To SCORM or Not to SCORM
What is the question?
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Introduction

• RNLAF is a HIGH-TECH organization
• Presently numbering 13.000 dedicated professional
  military and civilian personnel
• Major reorganizations took and take place
• Increasing demand on education and training
• Changes in society
• Changes in educational system
• Complex systems
• Decreasing number of potential candidates

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Training in the RNAF

• Integration of a number of smaller schools in one
  Training School
• In this school both military and professional
  training is conducted.
• Some problems
• Students received a big blob of training.
• Training focused on knowledge transfer.
• Outdated training material
• Decline in the quality of maintenance personnel
• Conclusion the system needed to be changed
• Task oriented training

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Reaction of the RNLAF

• Just-in-time / just-enough training
• Re-design of initial training pyramid approach

Practical exam
OJT
Skill based training
Practical period
Civil training
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Mixed Mode (Blended) Learning

• Shift towards decentralization of learning
• Introduction of Learning Technology
• E-learning a subset of Blended Learning
• Benefits
• reduces costs
• experts are accessible
• reduces time,
• consistency of content and delivery
• flexibility and collaboration.

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Constraints

• Hardly any COTS technical courseware available
• Transformation of traditional organization to a
  blended organization creates a lot of turmoil
• High costs are involved (content generation, LMS,
  LCMS etc)
• Piece-meal engineering approach to minimize the
  risk's
• Dont do it all in once
• Become a Smart Buyer

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Central Elements of RNLAF Mixed Mode Learning

• Explicit instructional design model The Four
  Components Instructional Design Model (4C/ID)
• Learning tasks
• Supportive information
• Just-in-time Information (JIT)
• Part-task Practice
• 4C/ID model is for RNLAF a refinement of ISD
  approach
• 4C/ID model is problem centered
• Training should be competency based
• Training should be based on international
  standards

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The RNLAF Learning Environments
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Performance-based training Group Learner Mixed
Mode
Performance- based training Group Learner Mixed
Mode Coaching Small Groups
OJT
ITC
repository
Knowledge- based training Single Learner Model
Training Mixed Mode Coaching Small Groups
ANYTIME ANYPLACE
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SCORMvsLearning Design
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SCORM

• A high-level framework from the US Advanced
  Distributed Learning Initiative (ADL). It is used
  for content packaging and is endorsed by the US
  government as a means to verify educational
  content and services
• Both IMS Content Packaging and Meta-Data are core
  elements, and are utilised in various context
  ('application profiles') within SCORM

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IMS Learning Design

• LD
• Designed to describe the full learning process
  within a particular context
• Represent a generic and flexible markup language
  capable of expressing different pedagogic
  processes
• LD specification based on EML (Educational
  Modelling Language) at the Open University of the
  Netherlands (OUNL) since 1996

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SCORM vs Learning Design

• SCORM
• Single learner approach
• Self paced learning (cbt/web-based)
• Transmission model (pedagogical model)
• No support of collaboration
• Directed at specific systems or situations
• Focused at Web-based delivery only
• Sequence navigation within content
• Mass produced, page turning activities
• Offer oriented
• A safety-net is necessary

• LEARNING DESIGN
• Single or multi-learner
• Play/ act hierarchy activity based
• Constructivist learning
• Learner is part of a group
• Interaction with other systems possible
• Blended learning
• Roles and actors within a learning context
• Task/job related
• Demand oriented

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Integration with SCORM

• Using Learning Design (LD), it is possible to
  create reusable Learning Activity Sequences which
  may (or may not) include Learning Objects.
• From this perspective, SCORM can be "plugged in"
  to a Learning Activity Sequence to provide a rich
  way of delivering adaptive content (which would
  be a "Learning Activity" of its own).
• LD can provide a way of describing other
  multi-user Learning Activities which may be
  wrapped around Learning Activity that uses SCORM
  content.

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RNLAF DistributedLearning Projects
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Projects

• F-16 MAINTENANCE TRAINING
• ATTP
• MTTP

APACHE MAINTENANCE TRAINING

• 4C/ID AND SCORM PROJECTS
• SHOWCASE F-16
• CIS
• AIR POWER

• 4C/ID, SCORM AND LEARNING DESIGN
• AIR TRAFFIC CONTROL
• MTTP

LMS TESTING
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F-16 Maintenance Training
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ATTP MTTP developed in cooperation with the
RNOAF
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Background

• Introduction of competence-based training
• Less specialist mechanics, more assistant
  mechanics
• Policy (LE-JAR 147 en 66)
• JAR A
• JAR B1
• JAR B2
• JAR C

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F-16 Maintenance Training (Old)

• Military training
• Basic maintenance
• Type course (theoretical)
• Training on the Job
• The student received a blob of training
  sufficient for the total career

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F-16 Maintenance Training (New)

• Basic JAR A at civil training school
• Military training
• Type course (just enough, just in time)
• Theoretic
• Practical
• Ability assessment

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F-16 Maintenance Training

• Avionics Technician Training Package (ATTP)
• Mechanic Technician Training Package (MTTP)
• Will be combined in TTP

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Description of ATTP

• Classroom training
• Electronic classroom with computer-assisted
  training
• Computer-based training
• Emulation
• Computer-managed instruction (LMS)
• Troubleshooting exercises
• Editing of faults

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Synthetic Maintenance Environment
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Task Oriented Training in TTP (4C/ID)
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The Importance of Emulation
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F-16 Emulation

• Emulation Reliable and valid representation of
  system
• Appears to be very powerful training technology

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Lessons Learned ATTP

• Even when development is outsourced, a lot of SME
  hours are needed
• Need for strong didactical approach, otherwise
  training becomes loosely coupled
• Because of emulation task-oriented approach is
  more effective
• SOR should be more explicit

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MTTPCombine SCORM,LD and 4C/ID
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CIS Training

• Distributed training
• Design based on 4C/ID
• Problem oriented

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Lesson Introduction
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Voice Overs
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Drill and Practice
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Example of Case Out of Area Radio System 4C/ID
Learning Task
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Replaying Cases (1)
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Replaying Cases (2)
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Air Power

• Distributed training
• Design based on 4C/ID
• Problem oriented

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Airpower History CD Version
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Airpower History Introduction Lesson
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Air Traffic Control Course

• Combination of learning design and SCORM
• Integration of 4C/ID and distributed training

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Where Are We Now? andWhere Are We Heading To?
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• (Inter)national learning environments and
  developments will give us direction
• On The Job training.
• ADL as the central technology
• Reduction of the cost of training development

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The Next Steps

• Lessons learned further implemented in changing
  existing courses as well as setting up new
  training courses
• Establishing a Public Private Partnership (PPP)
  between Government bodies, civil industry and
  schools/universities
• Continue to use Piece-meal engineering as key
  to success
• Build-up of own knowledge base
• Outsource non-core activities

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FINAL CONCLUSIONS

• The introduction of blended learning is a
  long-term project, continuation and expertise are
  critical
• Introduce Knowledge Management
• Piece-meal engineering important because of
  rapidly changing environment
• Commitment of management essential
• Instructor support is critical role change
• Flexibility and adaptability are important

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UTOPIA
IMS
Culture
LMS/CMS
Bilities...
Organisation
Civil training
Technology
school
Simulation
OJT
Mixed Mode Learning
SCORM
Simple sequencing
Stand-up training
Instructor
ISD
Pedagogy