MEASURING LEARNING

Leah J Rowe

Air Force Research Laboratory

711 Human Performance Wing

Overview

• Continuous learning• About us• The end game• Instructional design theory• Where we are going• Approach for continuous learning• Research and training on all levels• Competency based approach• Training research testbeds• Family of complimentary trainers• Live, virtual, and constructive training• Best Practices: Putting it all together

Continuous Learning (711HPW/RHAS)

• Develop mission relevant content for learning

• Measure training outcomes in complex mission environments

• Accelerate development of mission critical competencies

• Optimize training value of live, virtual, and constructive environments

Air Force Research Laboratory (AFMC)

711 Human Performance Wing Human Effectiveness (RH) Warfighter Readiness Research Division (RHA)

About us

CHALLENGE: Training and Readiness requirements are outpacing capacity and existing opportunities to train

MISSION: Research human performance methods and technologies that provide the Warfighter the necessary knowledge and skill to dominate their operating environment

Instructional Design Theory

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Instructional Theory

Instructional Event Theory

Instructional Analysis Theory

Instructional Planning Theory

Instructional Building Theory

Instructional Implementation

Theory

Instructional Evaluation

Theroy

Reigeluth & Carr-Chellman, 2009 p.9

Design theory is aimed at facilitation generative outcomes… It assists in the creation of something.1

1 Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-Design Theories and Models: Building a Common Knowledge Base (Vol. III). New York: Routledge.

Learning Sciences: A hybrid discipline that includes learning theory and instructional-event theory.1

Purposely multidisciplinary and not as interested in goals as in the use of certain kinds of instructional methods to shed light on certain kinds of learning processes.1

Learning Management Systems

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LMS Video

Metrics and scenarios•Tailored needs assessment/gap analyses•Cross-domain readiness assessment•Proficiency tracking and feedback

Proficiency-based training•Evidence-based fidelity assessments•Cross domain after-action reviews•Team and team-of-teams assessment•Family of complementary trainers

Adaptive, distributed content and assessment•Scenario authoring, scripting, and metrics definition

standards•Common data exchange, control, management

•Managed learning/feedback across LVC contexts

Globally distributed learning•Seamless integration of LVC environments and players•Adaptive training and operational environments•Portable, personal learning and occupational records•Predictive performance models anticipate

gaps/refreshers

Where We Are Going: Game Changing Learning S&T

Near

Mid

Far

Training Research: The Big Picture

Capitalized on a training research model introduced by Schreiber and Bennett during the Distributed Mission Operations Within-Simulator Training Effectiveness Baseline Study2.

■ 76 teams of F-16 pilots and Air Battle Managers participated■ Represents the largest DMO effectiveness study known to exist today■ Measures included: objective data from the simulators, multiple

participant surveys, subject matter expert ratings of performance, and knowledge structure tests

■ DMO training lead to significant improvements in warfighter performance between the pre-training and post-training assessments

The simulators are a means to an endEach systems is in place to execute training research

2 Schreiber, B. T., Bennett, W. Jr. (2006a). Distributed Mission Operations Within-Simulator Training Effectiveness Baseline Study. Volume I: Summary Report (AFRL-HE-AZ-TR-2006-0015-Vol I). Mesa AZ: Air Force Research Laboratory, Warfighter Training Research Division. http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA461866 Distribution A: Approved for public release

Learning Opportunities

What/How to Measure

Data

FEEDBACK

AAR

Adaptation

Readiness/Proficiency Monitoring

Record Measure

Diagnosis

Warehousing What was

learned Where How much How often

Approach for Continuous Learning

Adapt Conditions Based on Performance

& Diagnosis

Competencies Knowledge Skills Experiences Gaps …

OBJECTIVES

CONDITIONS

ASSESSMENT

Match Opportunities to Objectives

Scenarios Instructional Events Structure & Triggers Strategies & Principles

Support resources

Match Measures to Objectives & Conditions

Individual/Team/Team of TeamsObjective and Subjective

Research & Training on All Levels

Individual

Team

TeamOf

Teams

Research can be executed by assessing training at a micro level or on a grand scale

Facilitate the development of strategies, methods, and competency based tools to promote learning

Environment that provides unique immersive training and research opportunities

Provides the capability to demonstrate robust performance assessment within an integrated theater combat environment

Training Research: Competency Based Approach

Use a building block or competency based approach. Training curricula, scenarios, and systems are mapped to the knowledge, skills, and experiences that they are able to provide to trainees.

Mission Essential CompentenciesSM 3,4: Higher-order individual, team, and inter-team competencies that a fully prepared pilot, crew or flight requires for successful mission completion under adverse conditions and in a non-permissive environment

Supporting Competencies: High-level skills that are demonstrated in the context of operational conditions and constraints. Some support a specific MEC, while others support multiple MECs.

Knowledge & Skills: Knowledge is defined as information or fact that can be accessed quickly under stress. Skill is defined as a compiled sequence of actions that can be carried out error-free under stress.

Experiences: Developmental event during training and/or career necessary to gain knowledge or skills, or practice a MEC under operational conditions

3Alliger, G. M., Beard, R., Bennett, W., & Colegrove, C. M. (2012). Understanding Mission Essential Competencies as a Job Analysis Method. In M. A. Wilson, W. Bennett, S. Gibson, & G. M. Alliger, The Handbook of Work Analysis Methods, Systems, Applications, and Science of Work Measurement in Organizations (pp. 603-624). New York: Routledge. 4 Colegrove, C M and W Bennett. Competency-Based Training: Adapting to Warfighter Needs. Technical Report: AFRL-HE-AZ-TR-2006-0014. Mesa: Air Force Research Laboratory Human Effectiveness Directorate Warfighter Readiness Research Division, 2006.

Training Research Testbeds

Provide innovative and highly immersive training research to develop efficient and effective training warfighter training solutions

What are the supporting competencies, knowledge, and skills, for effective team and team of teams training?

What are the training needs, gaps, and opportunities in a networked training environment for the trainees?

What is the most effective training structure to effectively train a team-of-teams in a testbed that will provide enhanced training capabilities to the warfighter?

Testbeds built to assess Continuous Learning

Distribution A: Approved for public release

Family of Complimentary Trainers

■ Assess alternative training strategies and methods for enhancing RPA training by offering solutions that match the level of fidelity required for specific types of training

■ Effectively and appropriately using training resources■ Leverages both commercial and government off the shelf solutions to

build cost effective training gap interventions that allow us to research and develop innovative strategies for continuous learning

Continuum of Training

Distributed Mission Operations

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Virtual Constructive“Train the way we intend to fight”, enabling Air Force warfighters to maintain combat readiness and conduct mission rehearsal in an environment as operationally realistic as possible4

4 Ales, R. & Buhrow, S, (2006) “The Theater Air Ground System Synthetic Battlespace”, Proceedings of the I/ITSEC 2006 Conference, Orlando, Florida, USA, November 2006.

LVC Definitions

Live

Live – human beings operating actual operational weapons system, in a typical combat environment or training scenario

Virtual – real people operating simulators of any kind (i.e., a tank driver in a sim, a JTAC in a dome, or simulated AOC

Constructive – computer generated entities, weapons, systems used to enhance the training environment

VirtualConstructive

Vision: Continuous Learning in LVC Ops

A capability where aiding and learning activities are interwoven seamlessly with live operations on-demand

The end state optimizes individual and team performance through the design, monitoring, support, management, and enhancement of learning and developmental/recurring experiences for current and future operations

The foundation is in science and technology related to:■ Modeling learning and action■ Enabling proficiency on demand■ Managing the learning and experiences that occur across the career of

warfighters as individuals and as members of teams in complex decision-centric environments

The Future State is Performance-Enabled Learning and Readiness

Best Practices: Putting it all together

• Competency-Based Approach • Mission Essential Competencies • Individual, team, and inter-team

under adverse conditions Objectives

• Scenario-Based Training • Entire Kill-Chain Exercises• Joint and Coalition Training Conditions

• Readiness• Proficiency• Lessons Learned• After Action Review• Performance Feedback

Assessment

Utilize the methods in the “Within-Simulator Training Effectiveness” study as best practices to develop a robust training research program.