Program developed in 1998 in
cooperation with John L. Sullivan (instructional design),
Applied Performance Technology, PA for S&L Plastics,
Inc Nazareth, PA
See also:
Project
presents a new CBT technology that combines advantages of real time
simulation with up to date learning techniques, based on the different
learning models.
Developed program introduces a successful
realization of simulation not only for the object of training
(Control Panel), but also for the subject (trainer or operator) and
object (Control Panel) interaction, that creates an unique learning
environment. Training program has two basic components:
- Control Panel simulator (at
the top of the figure) and
- Virtual Instructor (at the bottom)
Real-time Control Panel simulation
Real-time
engine of simulator controlled several dozens of internal dynamic parameters
(variables) and displayed Blender state in the special popup box with
animated scheme (figure at the left) and on the control panel display.
The reaction of simulator to different actions of operator was identical
to that of actual device. This enables us to situate the learning in
almost authentic context.
Engine used
a mathematical model of real microprocessor controlled equipment
and every 100 ms recalculated internal parameters, simulating a dozen
different elements and units of the real device, including hoppers,
valves, flow and level meters. For fine tuning of such dynamical system
we used special configuration file with a hundred of static device
parameters .
Operator had full access to the controls placed
on the Blender Control Panel (top figure). Thus simulation presented
traditional training environment where learner observed the reaction
of the object to his actions (see figure below).
Virtual Instructor
Virtual
Instructor performed at the next level of system end enabled us to
simulate the behavior of operator in real time. Mentioned HydReclaim
Blender simulator processed commands from Learner or Virtual Instructor.
Several modes of learning, based on different learning approaches,
were employed.
Virtual Instructor had four base
modes of operation:
- Let me try (the default)
- Show me
- Guide me
- Test me
1. Let me try
In
this mode, the learner was free to construct his own knowledge about
the control panel through discovery and exploration. This modes presented
a traditional training environment with the use of real-time simulation.
2. Show me
Mode
"Show me", presented a more passive learning approach, closer
to a more traditional objectivist styles of learning. In this mode Virtual
Instructor used a special animated hand like cursor, performed different
commands, pressing buttons on the control panel and providing learner
with audio and text comments. There user had no access to the control
panel at all, so simulator processed commands generated by Virtual Instructor.
3. Guide me
A
more cognitive approach was used in the "Guide me" mode where
the learner was guided and prompted to perform certain actions on the
control panel. Instructor tested learner actions and the reaction of
Blender simulator, providing negative feedback in the case of errors.
In this mode Instructor played a passive role, following operator and
presenting him local objectives of the current lesson. Instructor was
able to recognize multiple commands sequences, that led to the same
Blenders status.
Instructor and Blender
simulator were developed in such way, that the learner could always
cancel the last executed command with special undo button.
4. Test me
This
mode was similar to the "guide me", but all errors performed
by the leaner were fatal and led to the negative record in the session
log file. Virtual Instructor had a standard set of features for CBT
programs for registering users, printing reports and certificates.
Learning environment
Learning objectives were included
for each lesson, however, unlike traditional objectivist learning environments,
the learner was not forced to review the objectives. Also, in accordance
with constructivist learning theory, the learner had total freedom to
choose whichever lessons he wanted to review, in any order. Like behaviorist
programs, the learner was reinforced for learning the correct sequence
of operations and encouraged to try again when the sequence was not
correct. To ensure that learning did take place, a test was available
to be taken at any time the learning felt confident in his ability.
The test could be taken as many times as required to pass and at any
point during the simulation.
Instructional design
To increase the efficiency of the
instructional design we developed a special meta language. Interpreting
program written in this language Instructor performed different actions,
generating commands, playing clips and displaying comments. Thus, the
instructional design was performed in the natural for the human instructor
manner.
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