Presenter: Deng-Chih Yang Presenter: Deng-Chih Yang Professor: Ming-Puu ChenProfessor: Ming-Puu ChenDate: 08/05/2009Date: 08/05/2009

Tung, M. C., Huang, J. Y., Keh, H. C., & Wai, S. S. (2009). Distance learning in advanced military education: Analysis of joint operations course in the Taiwan military. Computers & Education ,53(3) 653–666.

Distance learning in advanced military education: Analysis of joint operations course in the Taiwan military

Introduction 1/2

In the Taiwan military , candidates for promotion to colonel and major general must first undergo advanced military education (AME) training (Taiwan Yearbook, 2007).

Due to their work responsibilities, line officers rarely have time to leave their posts to take AME courses in a traditional college campus .

correspondence course : The learning progress of the students is reported to their instructors during monthly faculty meetings .

Introduction 2/2

‘‘Joint Operations” course is the core course of the advanced military education program; the others are delivered in lecture format.

The differences between the on-campus and correspondence programs for ‘‘Joint Operations”

Learning style Learning effectiveness Learning participation Learning materials

Study purpose Because of correspondence program is less efficient. To overcome this

problem, this study presents an e-learning system for advanced military education: Distance Learning for Advanced Military Education (DL4AME).

Related developments The essential factors for effective e-learning for advanced

military education(Wisher, Sabol, et al., 2002):

classroom participation application knowledge related to real-world scenarios helping students see the immediate value of what has been taught.

Comparison of on-campus programs, correspondence courses and e-learning(Sanders & Burnside, 2001):

Need to designate specific class time and locations Multimedia content Personalization

Distance learning for advanced military education (DL4AME)

• AME in Taiwan

• Requirements analysis• Cooperation in war game simulations• Groups discussion in after-action review meetings

The teaching flow of the ‘‘Joint Operation” course

The Petri-Net model for DL4AME 1/2

• The Petri-Net model of the ‘‘Joint Operation” course for on-campus program.

P as a learning step or data repository of the ‘‘Joint Operations”

T as its actual teaching/learning stage.

The Petri-Net model for DL4AME 2/2

Exercise Planning T1,T2

Mission Planning T3

Simulation Setting T4,T5

Simulation Execution T6,T7

Discussion T8,T9,T10

DL4AME Implementation 1/2

• Web part

• Microsoft Office SharePoint Server (MOSS) 2007

•Windows SharePoint Service (WSS) 3.0

• SharePoint Learning Kit (SLK)

DL4AME Implementation 2/2 Enterprise Content Management (ECM)

Key Performance Indicator (KPI)

Excel Calculation Service (ECS)

Virtual Path Provider

Communication Server and Exchange Server

Model management

Parameter, Assumption and Operation-planning Management units

Experimental evaluation of learning effectiveness

Impact on engagement planning - T3 Battle reaction and decision-making capability – T5 Case studies - T4 Sharing learning experiences – T10 Overall learning effectiveness

Discussion

• Impact on engagement planning –92%• Battle reaction and decision-making capability -84%• Case studies – 74%• Sharing learning experiences -80%• Overall learning effectiveness -84%

Conclusion

”Joint Operation” course for DL4AME successfully achieved the goal of asynchronous remote learning without compromising learning effectiveness

Surveys of officer students are needed to improve the DL4AME user interface

Need more war game exercises and template information