Advanced distributed learning for team training in command and control applications.

Goettl, Barry P.; Ashworth, Alan R. S.; Chaiken, Scott R.

doi:10.1037/11582-005

Cited by 4 publications

(5 citation statements)

References 47 publications

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“…Simulation-based team training (Dorsey et al, 2009) would allow for the design of perturbations that focus on specific events, times, or interactions (Gorman, Cooke, & Duran, 2009). Simulation-based training can emphasize physical (equipment) fidelity or cognitive fidelity (how well the simulation exercises psychological processes required for that task; Goettle, Ashworth, & Chaiken, 2007). For perturbation training, cognitive fidelity should be emphasized in order to exercise the team interaction processes needed for the real-world task (Bowers & Jentsch, 2001).…”

Section: Discussionmentioning

confidence: 99%

Training Adaptive Teams

2010

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Objective: We report an experiment in which three training approaches are compared with the goal of training adaptive teams. Background: Cross-training is an established method in which team members are trained with the goal of building shared knowledge. Perturbation training is a new method in which team interactions are constrained to provide new coordination experiences during task acquisition. These two approaches, and a more traditional procedural approach, are compared. Method: Assigned to three training conditions were 26 teams. Teams flew nine simulated uninhabited air vehicle missions; three were critical tests of the team's ability to adapt to novel situations. Team performance, response time to novel events, and shared knowledge were measured. Results: Perturbation-trained teams significantly outperformed teams in the other conditions in two out of three critical test missions. Cross-training resulted in significant increases in shared teamwork knowledge and highest mean performance in one critical test. Procedural training led to the least adaptive teams. Conclusion: Perturbation training allows teams to match coordination variability during training to demands for coordination variability during posttraining performance. Although cross-training has adaptive benefits, it is suggested that process-oriented approaches, such as perturbation training, can lead to more adaptive teams. Application: Perturbation training is amenable to simulation-based training, where perturbations provide interaction experiences that teams can transfer to novel, real-world situations.

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Section: Discussionmentioning

confidence: 99%

Training Adaptive Teams

2010

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“…The goal of designers of training programs is to help trainees master efficient strategies, such as the use of scripts, even if they are difficult to learn. This can be achieved by cognitive fidelity in training modules (Goettl et al, in press), which implies that trainees go through a transition process from one or more simpler strategies to the more complex strategy. In reality however, there are cases in which cognitive fidelity cannot be ensured because of task complexity or difficulties in controlling the task environment.…”

Section: Discussionmentioning

confidence: 99%

“…This assumption is embedded in the literature that emphasizes cognitive fidelity (J. S. Brown, 1986) in training, or the attempt to induce transfer by developing simplified versions of tasks that promote transfer from simple to complex tasks (Goettl, Ashworth, & Chaiken, in press; Gopher, Weil, & Siegel, 1989; Hart & Battiste, 1992).…”

Section: The Role Of Cognitive Fidelitymentioning

confidence: 99%

Easy First Steps and Their Implication to the Use of a Mouse-Based and a Script-Based Strategy.

Yechiam¹,

Erev²,

Parush³

2004

Journal of Experimental Psychology: Applied

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The present study evaluated the convention to design training environments by giving access to easy strategies first and progressing to more difficult and efficient strategies thereafter. An experiment was conducted focusing on training in a simplified editing task. This task could be performed with an easy (mouse-based) strategy as well as with a more efficient (script-based) strategy. Two learning environments were compared, based on the order of the introduction of the following 2 strategies to participants: an easy-first program and a difficult-first program. The results highlight 2 interesting patterns. First, initial training in an easy strategy impaired the acquisition of a more efficient strategy. Second, learning the easy strategy first reduced between-subjects variability. It helped poor performers but resulted in a lower proportion of high-level performers.

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“…målet er fjerntransfer eller en naturtro fysisk gjengivelse av anvendelseskonteksten dersom målet er naertransfer (Goettl, Ashworth & Chaiken, 2007).…”

Section: Ulike Former For Transferunclassified

Erfaringer med bruk av simulering som transferstrategi

Spetalen

Sannerud

2013

NJVET

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I denne artikkelen stiller vi spørsmålet: Er simulering egnet som læringsaktivitet når spesifikk praksis er tenkt trent og overført fra en simuleringskontekst til en nærmere bestemt anvendelseskontekst? For å besvare dette spørsmålet presenterer vi erfaringer fra tre single-case der ulike former for simulering er benyttet som transferstrategi. Materialet fra disse tre casene viser at flere faktorer ved simuleringen og transferkonteksten har betydning for om simulering egner seg som transferstrategi. Dette gjelder særlig faktorer som kontekstlikhet, overlappende arbeidsoppgaver, vektlegging av grensekryssingen mellom simuleringskontekst og anvendelseskontekst og i hvilken grad anvendelseskonteksten inviterer til bruk av erfaringer gjort i simuleringskonteksten.

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Advanced distributed learning for team training in command and control applications.

Cited by 4 publications

References 47 publications

Training Adaptive Teams

Training Adaptive Teams

Easy First Steps and Their Implication to the Use of a Mouse-Based and a Script-Based Strategy.

Erfaringer med bruk av simulering som transferstrategi

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