Six Myths About Digital Skills Training
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| Author | : Brooke B. Schaab |
| Publisher | : |
| Total Pages | : 38 |
| Release | : 2001 |
| Genre | : Digital computer simulation |
| ISBN | : |
"Soldiers entering the U.S. Army today encounter an array of weapons, equipment, and technologies that require information-age, digital skills. As these unique digital systems evolve, trainers are challenged to prepare soldiers to leverage these systems to meet complex and sometimes unanticipated, missions. In order to gain a better understanding of digital skill training, one group of soldiers was followed for almost a year as they experienced Advanced Individual Training, New Equipment Training, and unit training that covered one major hardware/software change and three software upgrades. Findings are based on observations, surveys, and performance on practical exercises. Results identify several misperceptions regarding the acquisition of digital skills and recommendations for modifying training to improve skill acquisition and transfer. For example, digital skills may not be highly perishable. Soldiers retain what they learned during Advanced Individual Training for at least three- to-four months, but many encounter difficulty in transferring what they have learned to a different problem setting. Training that engages the soldier by embedding the experience in a real-world context that requires active problem solving can enhance transfer."--DTIC.
| Author | : |
| Publisher | : |
| Total Pages | : 32 |
| Release | : 2001 |
| Genre | : |
| ISBN | : |
Soldiers entering the U.S. Army today encounter an array of weapons, equipment, and technologies that require information-age, digital skills. As these unique digital systems evolve, trainers are challenged to prepare soldiers to leverage these systems to meet complex and sometimes unanticipated, missions. In order to gain a better understanding of digital skill training, one group of soldiers was followed for almost a year as they experienced Advanced Individual Training, New Equipment Training, and unit training that covered one major hardware/software change and three software upgrades. Findings are based on observations, surveys, and performance on practical exercises. Results identify several misperceptions regarding the acquisition of digital skills and recommendations for modifying training to improve skill acquisition and transfer. For example, digital skills may not be highly perishable. Soldiers retain what they learned during Advanced Individual Training for at least three-to-four months, but many encounter difficulty in transferring what they have learned to a different problem setting. Training that engages the soldier by embedding the experience in a real-world context that requires active problem solving can enhance transfer.
| Author | : |
| Publisher | : |
| Total Pages | : 54 |
| Release | : 2011 |
| Genre | : Military education |
| ISBN | : |
| Author | : Jean L. Dyer |
| Publisher | : |
| Total Pages | : 138 |
| Release | : 2001 |
| Genre | : Short-term memory |
| ISBN | : |
"Variations in computer-based training (CBT) procedures were compared in training the skills and knowledge required of a prototype map interface for the Land Warrior system. Soldiers from four Infantry courses participated, representing the chain of command within an Infantry platoon, from platoon leader to rifleman. Soldiers were first trained on codes that uniquely identified individuals and units on the map. Then soldiers learned how to use map functions such as pan, zoom, determine range, and find individuals and units. Lessons that contained a large volume of information before soldiers could apply that information and commit it to memory resulted in low scores on both the code and map exercises. Breaking: up the content into smaller chunks of information tended to be more effective. Although soldiers who learned the map on their own via an exploratory condition had the lowest map performance, exploratory learning may have potential as these soldiers spent relatively little time 'exploring'. The results demonstrate the importance of adapting to individual differences in the learning rate of soldiers. They also provide insights regarding how to design effective and efficient CBT for digital systems."--DTIC.
| Author | : U.S. Army Research Institute for the Behavioral and Social Sciences |
| Publisher | : |
| Total Pages | : 34 |
| Release | : 2001 |
| Genre | : Military research |
| ISBN | : |
| Author | : John Huddlestone |
| Publisher | : CRC Press |
| Total Pages | : 374 |
| Release | : 2017-07-12 |
| Genre | : Technology & Engineering |
| ISBN | : 1134794940 |
Military capability is delivered operationally at a team and collective level, be it a unit as small as a squad or section, or as large as a maritime task group. Modern military forces are required to deal with a potentially wide range of missions frequently involving multiple alliance partners, within a geopolitical environment which can seem to change rapidly. Individual performance, while being important, is not the primary determinant of mission success - force integration, interoperability, adaptability and teamwork are key factors. Team and collective training which fully addresses these factors is fundamental to the development and delivery of military capability. As a consequence, the requirement to determine training requirements and specify effective systems for the delivery of team and collective training is critical to operational success. Training Needs Analysis (also known as Front End Analysis), is a well-established methodology for analysing training requirements and specifying training solutions used extensively by the UK and its NATO partners. However, the analytical techniques employed are optimised for individual training, with little guidance being offered on its application in the team and collective context. Team and Collective Training Needs Analysis (TCTNA) has been developed to close this methodological gap. It addresses the issues of the relationship of individual and team tasks, teamwork, command and control, task and training environments, scenario definition, instructional strategy, team training approaches, instructional functions, and wide-ranging organisational and procurement considerations. Part One of the book develops an integrated set of models which underpin the analytical approach presented in Part Two. Worked examples and case studies illustrate the application of the approach. Between 2005 and 2015 the authors worked on numerous training-related research projects at Cranfield University and Coventry University for the Human Factors Integration Defence Technology Centre and the Defence Human Capability Science and Technology Centre on behalf of the Defence Science and Technology Laboratory, UK Ministry of Defence.
| Author | : Hawamdeh, Mahmoud M. Kh. |
| Publisher | : IGI Global |
| Total Pages | : 391 |
| Release | : 2024-04-05 |
| Genre | : Education |
| ISBN | : |
Throughout the educational industry the need to comprehend and navigate the profound transformations underway in the realm of continuing education remains a pressing challenge. As technological advancements accelerate at an unprecedented pace, traditional educational systems are being upended, leaving educators grappling with many questions. The emergence of digital technologies in education introduces a host of complex issues and opportunities. One such opportunity is the application of technologies that can address important issues and open new horizons for those that teach. > At the forefront of academic exploration and innovation is Embracing Technological Advancements for Lifelong Learning, a book of robust research covering an era where the digital revolution is reshaping education. This book brings insights into in-depth investigations of how digital technologies are transforming the landscape of continuing education. It delves deep into the strategies, resources, and best practices that organizations can harness to unlock the full potential of digital transformation. Covering a wide spectrum of issues, from e-learning platforms to virtual and augmented reality, artificial intelligence to mobile learning, this book is a comprehensive guide that showcases the real-world impact of digital transformation through compelling case studies and actionable ideas.
| Author | : Brooke B. Schaab |
| Publisher | : |
| Total Pages | : 38 |
| Release | : 2003 |
| Genre | : Computer simulation |
| ISBN | : |
Army transformation requires soldiers who can use information-age digital skills to accomplish tasks and to do essential coordination with others. The objective of this research was to gain insights on best practices for training; this was accomplished by interviewing soldiers currently trained on and using the Army's most advanced digital technology. Sixty-two operators of Army Battle Command Systems (ABOS) answered questionnaires and participated in interviews that addressed the soldiers' perspectives on how best to capitalize on training to meet the demands of the current Army and the Army of the future. Findings showed that soldiers desire and need additional training on how to integrate their digital systems to accomplish their Army mission. They want this training to be hands on, scenario based, and in a full job flow sequence. Soldiers noted difficulties with different digital systems communicating with each other, which degrades situational awareness. Another concern was the dependence on contract personnel to maintain and troubleshoot equipment. This snapshot of the current state of digital training in U.S. Army units provides insights from the users' perspective that highlights preferred and advantageous training practices.
| Author | : Chikezie E. Uzuegbunam |
| Publisher | : Springer Nature |
| Total Pages | : 251 |
| Release | : |
| Genre | : |
| ISBN | : 3031513037 |
| Author | : Surbhi Bhatia Khan |
| Publisher | : Elsevier |
| Total Pages | : 342 |
| Release | : 2023-07-22 |
| Genre | : Computers |
| ISBN | : 0323999492 |
Innovations in Artificial Intelligence and Human Computer Interaction in the Digital Era investigates the interaction and growing interdependency of the HCI and AI fields, which are not usually addressed in traditional approaches. Chapters explore how well AI can interact with users based on linguistics and user-centered design processes, especially with the advances of AI and the hype around many applications. Other sections investigate how HCI and AI can mutually benefit from a closer association and the how the AI community can improve their usage of HCI methods like “Wizard of Oz prototyping and “Thinking aloud protocols. Moreover, HCI can further augment human capabilities using new technologies. This book demonstrates how an interdisciplinary team of HCI and AI researchers can develop extraordinary applications, such as improved education systems, smart homes, smart healthcare and map Human Computer Interaction (HCI) for a multidisciplinary field that focuses on the design of computer technology and the interaction between users and computers in different domains. Presents fundamental concepts of both HCI and AI, addressing a multidisciplinary audience of researchers and engineers working on User Centered Design (UCD), User Interface (UI) design, and User Experience (UX) design Explores a broad range of case studies from across healthcare, industry, and education Investigates multiple strategies for designing and developing intelligent user interfaces to solve real-world problems Outlines research challenges and future directions for the intersection of AI and HCI
