Eddy Boot, TNO Jan Kremer, RNLAF

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Eddy Boot, TNOJan Kremer, RNLAF

• COMMUNICATING COMPLEX INSTRUCTIONAL DESIGNS TO
  DIFFERENT STAKEHOLDERS

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Introducing Blended Learning

• Why Blended Learning in the RNLAF?
• The new learner
• Flexibility in learning
• Collaboration between Dutch, Danish and Norwegian
  Air Forces

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Example

• Different instructional methods
• Problem-based learning
• Cognitive apprenticeship
• Collaborative learning
• Different learning means
• Aircraft Simulation
• Multimedia modules
• E-learning
• Paper-based materials
• Real Aircrafts

• F16 Technical Training Packagea blended mix
  of

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Implementing F16 TTP in the schools

• Many consequences, often unforeseen
• Organizational
• Different roles, planning, standardization,
  modularization
• Pedagogical
• Combining different learning approaches, more
  individual approaches
• Technical
• New requirements for IT infrastructure,
  distribution, security
• Many stakeholders, need for different kinds of
  information

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Who are these stakeholders?
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And there are more
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How will they be involved?

• Why document-based communication?
• Quality control, formalization of information
• Some phases outsourced
• Some information need-to-know
• Security reasons
• Juridical reasons
• Is it possible to communicate complex
  instructional design information sufficiently to
  different stakeholders by means of design
  documents?

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What is the problem with design documents?

• Design documents
• Are not structured well for adaptation for
  different stakeholders
• Do not differ in level of detail for adaptation
  for different stakeholders
• Are not precise enough for adaptation for
  different stakeholders
• Key problem no shared design languages

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The 3D-model
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Does it help?

• Two experimental studies have shown
• Programmers understand instructional designers
  better
• Case study of implementing F16 TTP is underway
• Different stakeholders do indeed need different
  information

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Better communication also

• .promotes innovative thinking about new
  possibilities!
• Organizational
• Why not use the simulation throughout whole
  learning-working career instead of only at the
  end of the training?
• Why is the instructor not more a role-model and
  coach, instead of only lecturing?
• Pedagogical
• Why not theory to support practice, instead of
  the reverse?
• Why not learning by demand instead of learning by
  supply?
• Technical
• Why only simulate physical models and not
  conceptual models?
• Why only local use of simulation instead of
  distributed?