Tailored Training in Army Courses

Dyer, Jean L.; Wampler, Richard L; Blankenbeckler, Paul N

doi:10.21236/ada552439

Cited by 7 publications

(16 citation statements)

References 15 publications

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“…To answer the second question, we interviewed U.S. Army course instructors and managers to determine what methods of adaptation are in current use (Dyer, Wampler, & Blankenbeckler, 2011). We describe the specific course selection methods and present the adaptive training approaches described by the instructors.…”

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confidence: 99%

Bridging the Gap Between Adaptive Training Research and Army Practice

Schaefer

Dyer

2012

Military Psychology

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This article assesses the overlap between academic research on adaptive training and how training is adapted in the Army. The literature review encompassed modes of adapting ranging from classroom research to experimental investigations. Army instructors were interviewed to determine how they adapted instruction and the factors that impacted adapting. Integrating these efforts showed that the modes of adapting found in the literature and modes common to the Army did not overlap greatly. Army courses and populations also differed substantially from those in the literature. The research needed to address the major gaps between the academic and Army settings is discussed.

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confidence: 99%

Bridging the Gap Between Adaptive Training Research and Army Practice

Schaefer

Dyer

2012

Military Psychology

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“…It is acknowledged that the prior knowledge correlations were not always high, but they were consistent. We knew from prior research (Dyer, Wampler, & Blankenbeckler, 2011) that instructors did not frequently use formal or systematic techniques to identify students with minimal knowledge or those with much prior knowledge. They would informally query some students about their military experience in order to identify those who might excel in the course and those who would have difficulty.…”

Section: Lessons Learned From the Ari Research On Predicting Performamentioning

confidence: 99%

Prior Knowledge Assessment Guide

Stallings¹,

Dyer²,

Wampler³

et al. 2014

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The goal of Army instructors is to deliver the best possible instructional experience so students can increase their knowledge and transfer it to their duty positions. A major means of accomplishing this goal is to tailor training to the individual student, a concept espoused in the Army Learning Model. In order to tailor training, one must first identify the critical differences that distinguish individuals who are likely to have problems with course content vs. those who will not. One objective of ARI's tailored training research is to identify measures which predict student performance in a variety of courses with different student populations. In agreement with the research literature, relevant prior knowledge has been consistently found to be the best predictor of later performance. It was also determined that experienced instructors had a good understanding of what prior knowledge was relevant for their courses. The purpose of the guide documented in this report is to provide instructors the tools necessary for developing appropriate assessments of prior knowledge, to determine whether these assessments are a good predictor of course performance, and to show them how to apply prior knowledge and course performance data to identify the students who could benefit from tailored training.

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“…Recent research has indicated that a number of courses are already applying tailored training to address individual or small group student needs. Even so, many other courses-even those that exhibit some ALM learner-centric characteristics-seemed to remain centered on trainers and institutions, rather than on students (Dyer, Wampler, & Blankenbeckler, 2011).…”

Section: Impact Of Imi Within the Context Of The Almmentioning

confidence: 99%

“…A major consideration when examining the existing IMI was to determine what would be required to incorporate various tailoring principles to address the point of need with an eye toward future development of IMI. Dyer, Wampler, and Blankenbeckler (2011) identified forms of tailored training, provided examples of tailored training in Army courses, and even offered explanations why selected forms of tailoring might be more applicable to Army training. In our research, we considered a mix of approaches to tailoring IMI.…”

Section: Adapting Imi To Point Of Needmentioning

confidence: 99%

Addressing Point of Need in Interactive Multimedia Instruction: A Conceptual Review and Evaluation

Blankenbeckler¹,

Graves²,

Wampler³

2013

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The Army Learning Model (ALM) emphasizes a learner-centric approach to education and training and application of digital technologies to address learners' points of need. The point of need concept is focused both on the accessibility of information to support the learning process as well as designing learning materials to address individual differences in learners' experiences, background knowledge, and job-specific requirements. In this research we focused on determining how to apply instructional design techniques and tailored training strategies to address different learners' needs in the context of interactive multimedia instruction (IMI). This was accomplished on the basis of an extensive review of existing Army IMI to determine the relevance of various instructional designs and tailored training strategies to address point of need. Starting with a sample of N = 427 IMI modules, we reduced the sample (N = 179 modules) by focusing only on IMI relevant to Combat Arms/Maneuver, Fires, and Effects and Squad/Team Leaders. Findings indicated that much of existing Army IMI was designed to be applicable to the largest possible audience rather than address individual learners' needs. Here, we recommend principles and strategies that may be incorporated into the design of IMI to better address individual learners' needs.

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Tailored Training in Army Courses

Cited by 7 publications

References 15 publications

Bridging the Gap Between Adaptive Training Research and Army Practice

Bridging the Gap Between Adaptive Training Research and Army Practice

Prior Knowledge Assessment Guide

Addressing Point of Need in Interactive Multimedia Instruction: A Conceptual Review and Evaluation

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