Douglas M. Towne

Productivity Tools for Simulation-Centered Training Development.

Model-based training offers a number of potential benefits in training performance of complex tasks, particularly when an interactive device model can be manipulated both by the training system and by the learner. Unlike fixed training systems, simulation-centered training allows the learner to practice in a realistic setting that is not artificially constrained, and it allows the training system to automatically support the learner in attaining complex goals. Rapid authoring of many other learning transactions can also be supported in a model-based environment, enhancing the potential for both high-quality interactive instruction and productivity in the development of such instruction. A potential problem with the model-based approach, however, is that the model development process is traditionally very unproductive and often results in unreliable or unrealistic models of the systems to be learned. Presented in this article is theRapids authoring system, an integrated set of direct manipulation tools for the production of interactive graphical models and instruction based on those models. A short course based on models of neural networks on the visual retina is described to illustrate the productive application of theRapids simulation and course authoring tools.

Model-Building Tools for Simulation-Based Training.

Abstract The Intelligent Maintenance Training System (IMTS) includes software tools that allow a nonprogramming subject matter expect to produce an interactive graphical model of a complex device. The resulting simulations are presented in an environment that permits students to directly manipulate graphical controls and to observe the effects of these manipulations on simulated indicators and test points. Associated instructional delivery programs administer practice exercises and support the learners performance as necessary. IMTS attacks two productivity problems for simulation‐based training: (1) the development of flexible model‐based simulations, and (2) the generation of intelligent instructive interactions.

Simulation-based instruction of technical skills

A rapid intelligent tutoring development system (RAPIDS) was developed to facilitate the production of interactive, real-time graphical device models for use in instructing the operation and maintenance of complex systems. The tools allowed subject matter experts to produce device models by creating instances of previously defined objects and positioning them in the emerging device model. These simulation authoring functions, as well as those associated with demonstrating procedures and functional effects on the completed model, required no previous programming experience or use of frame-based instructional languages. Three large simulations were developed in RAPIDS, each involving more than a dozen screen-sized sections. Seven small, single-view applications were developed to explore the range of applicability. Three workshops were conducted to train others in the use of the authoring tools. Participants learned to employ the authoring tools in three to four days and were able to produce small working device models on the fifth day.

Taskteach: A Method for Computer-Assisted Performance Training

A method for using a computer time-sharing system to assist the learning of serial tasks, from operating equipment to troubleshooting it, is described. The method is based on mediational theory. The current resurgence of interest in mediational theory in psychological research is noted, and parallels between experimental strategies and instructional strategies for evoking and manipulating mediating processes are pointed out. Categories of processes which mediate performance of serial tasks are described. Procedures for facilitating the learning of these processes are implemented by a computer program, called TASKTEACH. The program sustains the students performance of complex serial tasks by giving him variable amounts of support while helping him learn and organize the processes which mediate his performance of these tasks. The program generates output to the student during the learning session by processing short lists and the prior responses of the student. The lists, which are input to the program replace the conventional frame-by-frame description of an instructional sequence written in a “CAI language.”

Computer Techniques for Analyzing the Microstructure of Serial-Action Work in Industry

Three computer-based techniques for analyzing and simulating serial-action tasks are described. The first, called BETS, measured the efficiency, in terms of expected information, of tests made by technicians who were troubleshooting malfunctioning electronic circuits. It computed efficiency ratios for a technicians test sequences in comparison to optimal sequences. The second method, ARMAN, generated detailed time-and-motion analyses from gross descriptions of serial-action tasks and man-machine interfaces and computed the time costs of these tasks. The third technique incorporates a general model of the action-goal structure of serial-action work. It operates on this structure with special functions composed in a symbol manipulation language. This program, called TASKSYM, can generate all alternative correct ways to accomplish serial-action work and can track a subject through the performance of this work. The model includes an anti-goal structure which identifies action sequences leading to catastrophic error, e.g., electrical damage to the equipment or shock hazard to the performer. An extension of the program to computer-aided instruction is described.

Teaching and Learning Diagnostic Skills in a Simulation Environment

Simulation environments can be employed in a variety of ways to enhance a learner’s diagnostic skills and knowledge. Novices can receive instruction in critical subskills including device manipulation, symptom detection, and symptom interpretation, and they can practice those subskills with close automated support. Intermediate level learners can practice applying those subskills in a realistic diagnostic environment in which the difficulty of the learning environment is individualized through the use of problem selection and learner support functions. Advanced learners can utilize the simulation to meet personal learning objectives by exploring a wide range of normal and abnormal conditions and by controlling the introduction of simulated faults.

A General-Purpose System for Simulating and Training Complex Diagnosis and Troubleshooting Tasks

As military hardware becomes increasingly complex and costly, the suitability of using the prime equipment to meet the bulk of training requirements diminishes. At the present time, “general purpose” trainers can be developed which have the capability of providing realistic experience in operating or maintaining the prime equipment. Such trainers not only can simulate the functional and physical characteristics of the particular prime equipment, but they can deliver tutorial and special problem assistance when required by individual students; they can rapidly select, initiate, and administer problems based upon individual student performance; and they can record detailed performance data for instructor use. Furthermore, it is possible to provide “universal” applicability of both hardware and software, such that the trainer can be rapidly switched to a different prime equipment once the “courseware” is produced.

Explaining device behavior from deep models

Executable, object-based device models, which can provide visually powerful environments in which users can practice procedural and diagnostic skills and observe the effects of their actions, are addressed. The instructional approach can be highly student-directed, allowing the user to experiment, practice, and explore. Alternatively, instruction may be authored to accompany the dynamic simulation, guiding the student through planned demonstrations of tasks and device behaviors. In either case, the graphical simulation portrays the effects of the users actions and effects of any malfunctions on the device. By automatically analyzing the functionality and connectivity of the objects comprising the device, domain-independent processes can answer many of the specific questions that arise during technical training. The discussion covers building the device model, supporting user operation, providing expert instruction, and supporting diagnostic tasks.<<ETX>>

Machining times and costs analyzed on a programmable calculator

Abstract Two sets of programs for analyzing machine shop operations have been developed for application by a programmable calculator. The first set generates time standards for a wide variety of metal cutting and grinding operations: the second per performs an analysis of the costs of labor, machinery, and tooling.Thiis latter analysis also produces the optimum machine speed to employ to minimize production time or cost, or to maximize profit.