Virtual Training Delivery

PROJECT TITLE: Best Practices and Methods for Virtual Training Delivery

Project completed December 2018

Collaborators:

PI: Dr. Lulu Sun, Associate Professor, Engineering Fundamentals Department, Embry-Riddle Aeronautical University
Student: Jacob Benedict, Haley Dennis, Ahana Sabu
Industry Partners: ATAC, AVT Simulation, JMA Solutions
FAA Sponsor: Scott Gilson, Technical Training (AJI-2)
FAA Technical Monitor: Christine Madden

Dr. Mark Friend, Haley Dennis, Jacob Benedict, and Stephanie Fussell at the Year 2 Technical Meeting at Drexel University.

Abstract:

Current FAA training delivery methods such as instructor led courses, PowerPoint, practical application exercises without assessment/testing associated with course have not kept pace with advances in simulation technologies and scenario-based instruction due to the increase of the air traffic volume and complexity, along with the demand for the air traffic control services because of a wave of retirements among the workforce. Virtual training delivery such as scenario based instruction, gaming technology/simulations, voice recognition, synthesis or Intelligent Tutoring Systems becomes a necessity since it can offer on-demand, self-paced, and less stressful practice environment. It can also preserve student progress while keeping costs and time down. It provides the means to ensure training which can be delivered nearly everywhere at any time. However, teaching in a virtual training environment is different from instructing students in person. The course needs to be carefully designed to tailor instructor’s personal style and pacing for the specifics of the virtual environment. Virtual training environment needs to be an interactive learning community to accommodate learners with different learning styles. The trick is to figure out the best way to keep remote audience involved and engaged. The pre/post assessments of learning objectives should be applied to the training so that the contents can be tailored to accommodate learners at different level. Most recently real-time participation becomes common, which allows the learners to directly involved in a life-like set of complex cues and response within a real-time simulated 3D environment. Learners accomplish specific tasks with measurable results.

Expected Project Outcomes:

Research best practices and methods to migrate to a virtual classroom environment with full immersive simulation and instruction. All training courses provided by different organizations will be studied.
Examine training into remote locations, refresher, recurrent and skill decay problems.
Research FAA operation such as procurement process, organization capabilities and limitations.
Propose a virtual training delivery methodology, associated maintenance processes, and infrastructure requirements.

VALUE OF RESEARCH:

A virtual training delivery methodology, associated maintenance processes, infrastructure requirements will be proposed and recommended. Once the project is completed, it will provide a high-level overview of the virtual training practices and methods. It will present recommendations for changes to the training process and its potential impact on training for both the current and future training delivery systems. Training courses including the Basics and the tower offered by FAA academy and CTI schools including the findings will be presented to FAA. It is expected a virtual training delivery module can be provided and tested at FAA Academy or CTI schools, which will help improve student’s learning flexibility, academic performance, and decrease the cost.