CognitionCentered Constructivistic Program of Instruction C3PI for Combat Mission Preparation Presen

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Cognition-Centered Constructivistic Program of
Instruction (C3PI)Presentation to the DoD
Human Factors TAG13 May 2003
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Subtitle Enhancing Adaptive Performance through
the Application of Tactical Standards
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C3PI Project Team

• CHI Systems, Inc.
• Dr. Jerry Owens (Project Manager)
• Dr. Jennifer Fowlkes (Principal Investigator)
• Dr. Kelly Neville
• Mr. Jack Ennis
• Ms. Susan Eitelman
• Dr. Shawn Burke (Consultant)
• Dr. Eduardo Salas (Consultant)
• TRW
• Jerry Childs
• AFRL Warfighter Training Research Division
  (AFRL/HEA)
• Ms. Anna Castillo
• Dr. Bob Nullmeyer

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Background

• Adaptive performance is required for successful
  mission execution
• Warfighters operate in complex, ill-structured,
  and time-pressured environments
• A peer adversary has been replaced by multiple,
  asymmetric threats
• Opponent tactics are harder to anticipate because
  of the lack of well-defined templates for modern
  adversaries

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Background

• Although there is a premium on enhancing adaptive
  performance in warfighting teams, rarely is this
  construct explicitly trained
• Howeverthere is a growing body of research for
  enhancing adaptive performance that can be used
  to support the development of intelligent,
  interactive training systems
• Much of this research focuses on activities
  related to planning and preparation

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C3PI Objective

• Demonstrate tactical standards using multimedia
  presentations, enabling aircrew to better
  understand and apply their standards across a
  range of tactical situations

Tactical standard Common baseline for air-to-air
operations founded on AFTTP 3-1 and refined at
the squadron level predictable methodology for
enhancing combat teams execution speed,
decision purity, and lethality in time critical
radar missile environments. Disciplined and
focused teamwork ensures mission success and
keeps you alive.
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Relationship to CRM

• Adaptive performance epitomizes exceptional team
  coordination
• Much of crew coordination is encapsulated into
  tactical standards
• Emphasis on the relation of planning and
  preparation to execution performance

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Anticipated Uses

• Educate personnel on squadron standards
• Bring squadron standards to life, presenting
  air-to-air tactics integrated with
  communications. Scenarios will run in real time,
  showing responses (e.g., comms, commits,
  targeting, sorting, positioning) of each of the
  members of a 4-ship in response to threat
  presentations (or other contingencies such as
  losing a radar).
• Enhance mission briefings and debriefings
• Scenarios can be selected and used for briefing
  and debriefing. These can be paused for
  interactive discussions, for example, to
  determine whether aircrews understand their roles
  during the mission, comms that are expected, how
  the game plan can be applied to a particular
  tactical situation, and so forth.
• Training
• Training features of C3PI can be used to
  challenge aircrews in their understanding of how
  tactical standards apply to various situations.
  C3PI can show the students response compared to
  other tactically acceptable responses. In
  addition, students can access expert advice to
  enhance their understanding of the rationale
  underlying tactical standards.

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C3PI Development Tasks

• System Definition
• CTA Research
• Functional Requirements
• Instructional Content

Systems Engineering
Software Engineering
Software Implementation
Delivery Evaluation
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Development Approach
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C3PI Concept
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C3PI Underlying Training Theory

• Principles for Advanced Learning
• Acquisition of Acceptable Methods
• Mental Simulation

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Principles of Advanced Learning(adapted from
Feltovich et al., 1993)

• Provide direct challenges to misconceptions
  likely to be held by trainees
• Do not oversimplify. Utilize means to help
  students deal with the real complexity of things
  more tractably
• Engage students in an active way. Students
  should be encouraged to manipulate and use the
  knowledge they are acquiring
• Utilize numerous cases in instruction
• Emphasize relations among cases and between cases
  and concepts
• Encourage the adoption of multiple perspectives,
  and the use and representation of knowledge in
  multiple ways

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CTA Approach
Previous Work
Phase I Limited CTA
SMEs
Identify Misconceptions among Novices
Test for These with Larger Group Item Analysis
Approach
Emphasize Difficult areas in C3PI Training
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Acquisition of Acceptable Methods

• Shalin et al. (1997) suggest that in real world,
  dynamic, risky environments, spontaneous human
  adaptability is complemented by the use of
  acceptable methods.
• Rather than emphasizing the responsiveness of
  human behavior to immediate experience, we
  emphasize the influence of knowledge on the
  execution of actions in these domains in the form
  of pre-determined, accepted methods..

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Mental Rehearsal

• Experts naturally use imagery-rich mental
  simulation to support problem solving (Clement,
  1994)
• Research (Driskell et al. 1994 Perry, 1939)
  suggests that mental rehearsal can be used to
  enhance performance and maintain skill levels,
  especially for cognitive skills
• According to transfer appropriate processing
  (Morris, Bransford, and Franks, 1977),
  similarities in the cognitive processing required
  through mental simulation with the processing
  required by the actual task should result in
  positive transfer

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Benefits/Payoffs

• Enhanced understanding and application of
  tactical standards
• Permit aircrews to develop accurate expectations
  of one anothers performance
• Improved team performance in dynamic environments

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Conclusions

• Operational Relevance
• Training Value
• Theoretical Grounding
• Research Opportunities

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Questions