UNCUASSIFIED IzmIIIIIIImI 530 COMPUTER MAR CAD-A128 … · Automated Aids, Aviation Weapon System,...

CAD-A128 530 COMPUTER AIDED S SEM FOR DEVELOPING AIRCREW TRAINING 113(CASDAT)(U) VEDA INC ARLINGTON VA N C MARCUE ET AL.

MAR 83 VEDA-113425-82U/PO707 NAVTRAEQUIPC-79-C-0076-UNCUASSIFIED N61339-0O-D-0009 F/G 5/9 NLIzmIIIIIIImIIIIIIIIIIIIIIIIIIIIIIIIIIIIuIIIIIIIIIIIIIIIIIIIIIIIIIIIuIIIIIIIIIIIIII

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MICROCOPY RESOLUTION TEST CHARTI NATIONAL BUREAU OF~ STANDARDS-l193-A

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£9 P REPORT DOCUMENTATION PAGE RZAD 9ITRUCTIONSI.RPR*NM E 8 1 IORZ COMPL[Z'ITING FrORM

NUMR GOVT ACCESSION NO 3 RECIPIET'S CATALOO HUM9mE

NAVTRAEQUIPCEI 79-C-0076-1 ___-____._____

4. TITLE (os Subhif ) S. TYPE OF REPORT PEROO COVIRCO

COMPUTER AIDED SYSTEM FOR DEVELOPING AIRCREW Final ReportTRAINING (CASDAT) Sept. 1978 to July 1982

4. PERFORuMN OnG. REPORT NUMBER40_- 113425-82UIP07077. AUTNORf() 0. CONTRACT OR GRANT NUMSER'(e)

N.C. '4arcue N61339-80.9-O009A.S. Blaiwes DO. 0028R.G. Bird RQ. 0155-1P-33

9. PERFORMING ORGANIZATION NAME AND ACORES$ I0. PROG,,LNROJECT. T,,dACE a ORK UNIT 9UNsER

2 Veda Incorporated A0041755 Jefferson Davis Highway - Suite 708Arlingtnn,, VA ?7202

1I. CONTROLLING OFFICE NAME AND AORESS 12. REPORT OATS

Commanding Officer March 1983Naval Training Equipment Center 13. NUbMER OF PAESOrlando, Florida 32812 153

14. MONITORING AGENCY NAME & AODRISS( dillfeneuI from Cmtrllin.d Office) IS. SECURITY CLAS ( OTIIfle fW)

Unclassified

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~MAY 2 4 1

16. SUPPLEMENTARY NOTS

19. KEY WOROS (Conetae on reoee oide it nee ary md ideely by block iambee.)

Automated Aids, Aviation Weapon System, ISD, Instructional Systems Development,Man-Computer Interface, Systems Approach to Training, Training Development,Instructional Management System.

29. ABSTRACT (Coelime on reve e side It neessar ad I~Of..i by •1"k Mm ar)

-Xhe Naval Training Equipment Center (NAVTRAEQUIPCEN) initiated a research pro-gram to investigate automation and other aids as tools to reduce time andpersonnel requirements of instructional systems development (ISO). This studywas conducted in three phases.

* 1) Determine the theoretical feasibility of using automation to reduce thecost of ISO.

2) Demonstrate feasibility by building a prototype aid to ISO.

3) Develop the prototype CASDAT into a Useful operational systeo,

DO I JAN 7STN 0102-LF 14-V| ISL UNCLASSIFIEDSI4CURIT V CASS11FSC-A ION OF THIS P&G Dol SoleO

SECURITy CLASSIFICATION OF THIS PAGE (When Da. Entered)

(20)Phase one succeeded in demonstrating theoretical feasibility of using cer-

tain aids to ISO by answering four questions: Do families-of tasks exist? Isit feasible to build a task data base? Are generic data bases feasible forother ISO steps? and Could time and cost savings be realized through automa-tion? Demonstration of theoretical feasibility was accomplished by review ofaircrew task data from 14 aircraft ISO efforts previously completed. Familiesof tasks were identified and a generic task list model was derived. Research-ers found that by using the generic task list model, they could build a tasklist data base. Researchers were further able to use that task list database as a basis for developing aids to complete other ISD steps. By virtueof their algorithmic nature, task listing, objectives hierarchy, media selec-tion, syllabus design and lesson specification were identified as ISD stepssuitable for automation. An analysis of aiding systems and their capabilitiesindicated that cost and time savings could be best achieved using a computer/text editor system in conjunction with the generic task model approach.

The second phase of the study resulted in development-of a prototype setof computer based aids. The prototype, the Computer Aided System for Develop-ing Aircrew Training (CASDAT) was installed at NAVTRAEQUIPCEN in April 1980.It provided seven user aiding routines that allowed a system developer toaccomplish five ISD steps: task list development, objectives hierarchydevelopment, media selection, syllabus development, and lesson specification.At that stage of development, CASDAT provided automated aid to the five ISDsteps for two mission phases (preflight and navigation) and three aircrew jobs(pilot, copilot, and radar intercept officer/naval flight officer).

The third phase of the study brought CASDAT to its current stage of devel-opment. The system contains aircrew training data from seven aircrew phasesof flight: pre-mission planning, pre-flight, take-off/departure, naviqation,approach/larding, post-mission debrief, and special procedures. Supportingsoftware routines allow these data to be manipulated over five ISD steps:task list development, objectives hierarchy development, media selection,syllabus design, and lesson specification development.

Taking inputs from a training developer on the features and capabilities ofan aviation weapons system, CASDAT uses a generic task model to define a tasklisting and an objectives hierarchy for that aircraft. After validation bythe developer, these tasks and objectives become the basis for the remainingISO steps aided by the system.

Preliminary data indicate that the system generates quality ISO productsfor aircrew training programs in significantly less time than is requiredA.j using traditional ISD methods. A full-scale field trial of CASOAT isrecommended in order to fully measure its contribution to aircrew trainingdesign.

The future direction of CASDAT awaits government definition of require-

ments, i.e., expansion of CASDAT to more ISD steps, other mission phasesand/or other aircrew jobs.

UNCLASSIFIEDSECURITY CLASNIFICATION 4I19 PAGEL(Whte Dole an

NAVTRAEQUIPCEN 79-C-0076-1

PREFACE

Human factors is strongly influenced by revolutionary technology(e.g., computers) from other disciplines; however, it apparently hasnot yet enjoyed the glamour, support and heuristics that derive frombreakthroughs that are distinctively its own. It is important andinteresting to speculate, therefore, about human factors developmentsthat augur breakthroughs that are revolutionary in magnitude.

Speculation about revolutionary contributions from the humanfactors field appears to be quite scant. The impact of human factorsproducts, however, frequently are not readily apparent, even to thescientists themselves. Methods and concepts from the behavioraland social sciences trickle into common use, making their applicationdifficult to detect. Further, even where such applications areknown, their effects often are difficult to objectively evaluate.This appears to be the case with the instructional systems develop-ment (ISD) methodologies.

* It might make some uncomfortable, therefore, to consider thatsomething as apparently unremarkable as ISO methodology deserves highpraise. Nevertheless, the ISO movement has reached a point where thepotential of the ISO approach is becoming increasingly evident, impres-sive, and deserving of attention. One revolutionary aspect of ISDlies in its ability to organize and mobilize human factors techniquesand information for applied and R&D purposes.

Thi conception of ISO might be dismissed as another case ofwishful thinking, if not for preliminary but significant confirmationsof the concept by a number of independent investigators. Encouraged bythe progress to date, momentum from these pioneering efforts appearsto be increasing. However, the tasks of developing an ISO systemthat for the first time enables orderly, efficient and comprehensiveapplications and enhancements of human factors technology are neitherobvious or simple. Significant programs for improving the ISD processwith computer aids, cognitive approaches, and procedural refinementshave been underway at TAEG and the NAVPERSRANDCEN, as well as theNAVTRAEQUIPCEN. Plans for continuing these efforts are being coordinatedamong these three organizations, and more efforts are needed.

A major contribution of the current project to the overall goalsprojected for ISD is that a system was produced (CASDAT) which enablesapparently the first and only application of a generic data base tothe ISD process. Further, CASDAT is one of a very few systems toprovide specially designed computer-based programs for assisting ISDapplications. In CASDAT, support is provided to the instructionaldeveloper through the automation of five key steps in the instructional

Sdesign process. These five steps include the development of tasklists, objective hierarchies, media selection, training syllabi andlesson specifications. Source data for task, objective and syllabusdevelopment is drawn from a generic data base. This data base containsa standardized form of aircrew task and objective data derived fromprevious ISD efforts on fourteen military aircraft. The generic data

8305 24 0

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base structure in CASOAT applies across all types of aircraft, missions

and flight crew positions and provides a substantial portion, at least70 percent, of the information needed in the development of task listsor objectives hierarchies. Communication programs within CASDAT guideand allow the Instructional Developer to interact with the genericdata base to manipulate, update and create new material to meet therequirements of the aircrew training program being developed.

CASDAT is presently capable of providing instructional data forseven of eight mission phases: pre-launch, pre-mission planning,take-off/departure, navigation, approach/landing, post-mission debriefand special procedures. Further expansion of CASDAT awaits a moredefinitive evaluation of its contributions to ISD. However, a prelim-inary assessment indicates that CASDAT will improve the efficiency ofconducting aircrew training system analysis and design for the fiveISO steps by between 37 and 62 percent. This is a significant improve-ment. Costs for conducting these analyses commonly range between$200,000 and one million dollars.

Some benefits resulting from CASDAT perhaps can be anticipated.Others may only be known through routine use of the system. It isexpected that CASDAT's speed in searching, sorting, typing, etc.,will: (a) decrease ISO man-hour, lead-time and dollar requirements;(b) increase the time available for more creative aspects of ISO,including improving the ISD methodology; and (c) allow ISO applicationswhere time, money or people are inadequate for traditional ISO approaches.

CASnAT is designed to aid the design of new training systems,as well as improve the training system modification process--anunwieldly job and a major concern. By relating student performanceand equipment change information to CASDAT's data base via wordsearches, areas of the training systems can be designed based on commonfeatures of different jobs--as identified by CASDAT's generic database and amplified by word search speed.

In addition to speed advantages, CASDAT also offers managementbenefits. CASDAT manages the ISO process by providing cues, instruc-tion, menus, etc., which lead a person through the ISO procedures.These features decrease the demand on high-level ISO experts whonormally serve these management functions. These management featureswill help ISO team members learn more about ISO procedures as part ofthe process of using the system.

CASDAT standardizes ISO processes by facilitating repeatedapplications of the same procedures by different people. This,in turn, standardizes ISO products and facilitates the identificationof deficiencies in the system, which then can be improved. Becausesome improvements will require R&D, CASOAT can help define R&D issues.Implementation of improvements will be more likely with CASDAT sincethe implementation is automatic. Standardization of ISO outputs willencourage similar training at different sites, which will allow inter-change of personnel, training materials and equipment.

2


Such improvements to ISD should significantly contribute toits usefulness. User misconceptions, however, can impede progress.Some CASDAT users might misuse the system by doing too little,because CASOAT does so much. On the other hand, even where CASOATis used properly, people may misperceive that human control overCASDAT is less than it is, and reject the products for this reason.

A related effort under this project produced an automatedinstructional media selection systnem (AIMS), an endeavor toimprove CASDAT's automated media selection model. CASOAT willbe field implemented along with AIMS in actual training analysisand design applications at the NAVTRAEQUIPCEN in FY 1983.

3

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ACKNOWLEDGEMENTS

This project was conducted by the Naval Training EquipmentCenter under the direction of Dr. Arthur Blaiwes of the HumanFactors Laboratory and Mr. Robert Bird of the Aviation/EW Analysisand Design Branch. The effort was accomplished between September1978 and July 1982. This report is the result of contributionsfrom many people. In particular, special thanks are owed to:

NAVTRAEQUIPCEN

Mr. B. VossMr. B. BoneyCdr. J. FunaroMr. P. SmithMs. D. Moss

VEDA INCORPORATEDMs. A. Gross

Dr. P. SmithDr. F. BreckeMr. P. GilleeceMr. C. CarrerraMr. R. Ace

APPLIMATION INC.

Mr. J. Maxey

During system evaluation, the assistance of the following

persons was solicited and gratefully received.

NAVTRAEQUIPCEN TAEG

Dr. D. Daly Mr. P. ScottMr. R. Camp Mr. R. BrowningMr. J. McConvilleMr. R. IrvineMs. S. WardMs. T. Barcus

ESSEX CORPORATION EAGLE TECHNOLOGY

Mr. B. J. McGuire Mr. P. Brown

4


TABLE OF CONTENTS

Section I

I INTRODUCTION............................ 8

II BACKGROUND .............................. 10

III PHASE I: THE FEASBILITY STUDY .......... 13Procedures and Results ................ 13Conclusions ........................... 28

IV PHASE II: THE PROTOTYPE SYSTEM ......... 31Prototype Evaluation .................. 32Evaluation Results .................... 33

V PHASE III: OPERATIONAL DEVELOPMENT..... 39Requirements .......................... 39Assumptions ........................... 40Constraints ........................... 40System Description.................... 41

VI CONCLUSIONS AND RECOMMENDATIONS......... 71Conclusions ........................... 71

Recommendations ....................... 72Implications for Training Design ...... 74

APPENDIX A TASK LISTING DEVELOPMENT QUESTIONS- 76APPENDIX B GENERIC TASK LIST ................... 80APPENDIX C TASK-OBJECTIVE TAXONOMY ............. 88APPENDIX D GENERIC SYLLABUS .................... 94APPENDIX E SAMPLE RUN OF CASDAT ................ 101

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LIST OF ILLUSTRATIONS

Figure Page

1 24 ISO Steps Identified As Candidates For Automation... 11

2 An Operational Flowchart of CASOAT.................... 42

System Programming Concept Distinguished By Four SetsOf Data ............................................... 44

4 Portion of Typical Task List Generated by CASDAT....... 45

5 Portion of Typical Validated Task List ................. 476 Portion of Typical Objectives Hierarchy Generated

By CASDAT ............................................. 50

7 Portion of Typical Validated Objectives Hierarchy...... 52

8 Portion of Typical Media Selection Listing............. 54

9 Syllabus Generation Process..........................57

10 Sample Portion of Syllabus Wo-, ,eet..60

11 Alternative Media Plans ................................ 62

12 Media Cost Factors ..................................... 63

13 Media Time/Cost Matrix.............................. 63

14 Example Page 1 of the Lesson Specification ............. 66

15 Example Page 2 of the Lesson Specification............. 67

16 Example Page 3 of the Lesson Specification............. 69

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71 i NAVTRAEQUIPCEN 79-C-0076-1

La LIST OF TABLES

Tables Page

I Contractor Professional and Navy SME Effort by ISDSteps and Aircrew Training Program ..................... 9

2 A Comparison of the Generic ,Task Listing Structure Withthe Task Listing Structures Contained in Military ISDDocumentation and From Selected Aircraft ISD Projects.. 15

3 A Comparison of a Generic Mission Phase Structure WithThose of Selected Navy and Air Force Aircraft ......... 16

4 Generic Task Listing Model ........................... 17

Descriptions of Features of Various Data Base Format

Candidates .......................................... 19

6 Data Base Information Processing Storage Requir,' 21

7 Data Base Format Preliminary Evaluation Criteria ....... 22

[ I8 Results of Rating Data Base System Candidates AgainstSystem Selection Criteria ............................ 23

9 Estimates of Percents of Total Project Time Required To10 Perform Development Procedures Within Selected ISD Steps 24

10 Relative Capabilities of Data Base System Formats ....... 25

11 Projected Time Savings Offered by Each of the Data BaseSystem Options for Completing Selected Steps of theISO Process ............................................. 27

12 Estimated Cost Savings for Conducting ISO by Data BaseSystem Format .......................................... 29

13 Time Required to Develop and Validate Task Listing andObjectives Hierarchy for Prelaunch and Navigation MissionPhases Using CASDAT ..................................... 34

14 Projected Time Savings When Developing Aircrew TrainingPrograms Using CASDAT ............................... 35

15 Estimated Cost Savings for Each ISD Step When DevelopedUsing CASDAT ........................................... 37

7


SECTION I

INTRODUCTION

The Naval Training Equipment Center (NAVTRAEQUIPCEN) has procuredmany instructional programs for aviation weapon systems. Aircrewtraining programs procured by NAVTRAEQUIPCEN over the past 10 yearshave included the A-6E, E-2C, EA-6B, SH-2F, F-14 and F-4. Currentlyaircrew training programs are being designed for the CH-46, F/A-18and AV-8B.

NAVTRAEQUIPCEN has found instructional systems development (ISD)technology to be useful when developing large training programs formajor aviation weapon systems. ISO combines the results of researchin human learning with the methodology of systems analysis to providea structure for training design. This structure helps ensure that theresulting training program will be both complete and efficient. Despitethis advantage, there are built-in disadvantages with the ISO process.One indication of the size of merely the "front-end" portion (i.e.,steps including job/task anal s through lesson specification) of anISD effort required to desig, J develop an aircrew training systemshows manhours ranging from 6bb8 for the E-2C to 13006 for the A-6E(Table l).l

NAVTRAEQUIPCEN recognized the costly nature of ISO and initiateda research and development program to investigate ways to reduce timeand personnel requirements of instructional design. A major result ofthis research effort is a system which provides automated aid to theinstructional design process. The system is a Computer Aided Systemfor Developing Aircrew Training (CASDAT).

CASDAT was developed first as a prototype 'o demonstrate thefeasibility of enhancing the cost-effectiveness 'f ISO by automatingportions of the process. Later, it was further developed into anoperational tool for developing aircrew training. In its cut-rent con-figuration it provides automated support for completing five ISD steps;task list development, objectives hierarchy, media selection, syllabusdesign, and lesson specification development. It can be used to designtraining for seven aircrew mission phases (pre-mission planning, pre-flight, take-off/departure, navigation, approach/landing, post-missiondebrief, and special procedures) and three crew positions (pilot, co-

*. pilot and radar intercept officer). In using CASDAT, the trainingdeveloper interacts with the system on a real time basis via a terminalconsisting of a CRT display screen and a typewriter-like keyboard.Based on the developer's real time inputs, CASDAT generates listsdelineating the tasks to be trained and t'e objectives for the training;selects media; develops a prototype syllabus for training; and summa-rizes information needed by the developer to write training lessons.

Prophet, W.W., U.S. Navy Fleet Aviation Training Program Development,

Technical Report NAVTRAEQUIPCEN 77-C-0009-1, Naval Training EquipmentCenter, Orlando, Florida, March 1978. C)

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SECTION 11

BACKGROUND

CASDAT has evolved from an effort by NAVTRAEQUIPCEN to reducethe costs of ISD. Impetus for research in this area came after thegradual maturing of ISD technology had led to general acceptance ofits role in Department of Defer. . training programs. However, systemprogram managers, tasked with funding ISO efforts, pointed to thehigh "up front" costs of ISD and as a result questioned its overallcost-effectiveness.

NAVTRAEQUIPCEN began in 1977 to systematically address theproblem. First, a specification and data item descriptions(MIL-T-29053)2 were produced which standardized design, developmnent,procurement and evaluation of training systems. This should make

good progress toward solving a problem of lack of standardization inISO.

Looking next to automation as an approach to reducing labor costs,NAVTRAEQUIPCEN procured functional specifications for a ComputerAssisted Training System Development and Management Model (CATSDM).3

The objective of the study was to identify functional specificationsfor a series of computer programs and data bases needed to support ISDsteps from problem analysis through system implementation. The resultsof the effort identified 24 individual ISD steps as candidates forautomation (see Figure 1). CATSOM provided the theoretical basis forfuture study in that it mapped the course that needed to be followed.Although quite comprehensive, it left to other research the practicalissues ;izt had to be addressed before automation and ISD could bemelded into a useful and economical combination.

The necessary practical considerations became the subject ofthe current research study to demonstrate feasibility of attainingcost effective ISO by using automation and generic data bases asaids to the process. The problem addressed during this study was theduplication of effort on similiar ISD programs and consequential dupli-cation of costs. As a resu-lt, ISO data common to a number of aircrewtraining applications were developed repeatedly. In effect, someportion of every ISO effort was paid for more than once. In acooperative effort between NAVTRAEQUIPCEN and Veda Incorporated, astudy was undertaken to determine if some investment made in previousISO projects could be recouped by using products from past efforts toreduce the cost of future ISO efforts.

2Naval Training Equipment Center. Military Specifications, TrainingRequirements for Aviation Weapon Systems, MIL-T-29053. Naval TrainingEquipment Center, Orlando, Florida, October 1977.3

Hughes, J., O'Neal, F., Kearsley,F., O'NealH., FeeM., RodiL., andHermans,J., Functional Specifications for Computer Aided TrainingSstems Development and Manaement CTSM) Support Functions. Tech-nical Report NAVTRAEQUIPCEN 77-C-0018-1. Naval Training EquipmentCenter, Orlando, Florida. July 1978.

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The study consisted of three phases:

Phase Purpose Time

I Feasibility Study Determine the theoretical September 1978 -

feasibility of using auto- May 1979mation to reduce the costof ISD.

II Prototype Development Build a prototype system October 1980 -

to verify the feasibility May 1981of using automation toreduce the cost of ISD.

III Operational Development Expand the prototype system September 1981 -into a useful, operational July 1982tool to aid the ISD process.

Each phase of the study is described in the following sections ofthis report. Section III describes the procedures used to determinethe feasibility of using an automated data base to reduce the costs ofISD. Section IV describes the prototype system which was developedto verify feasibility. Section V describes the fully operationalcomputer aided system for developing aircrew training (CASDAT).

I 1

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NAVTRA'1tJIIVCLN /9-C-0U/0- I

SECTION III

PHASE I: THE FEASIBILITY STUDY

NAVTRAEQUIPCEN tasked Veda Incorporated with investigating thefeasibility of using automated aids and general data bases to reduceISO costs. Specifically, the feasibility study was designed toinvestigate whether data bases could be created to support criticalsteps in the ISO process. Further, the study investigated thecontribution to this purpose of using aircrew training program datadeveloped during previous ISO efforts. Additionally, could aninstructional developer be provided with a system of computer programs,which aid in the editing and manipulating of data, in order to savetime and money?

The study effort was divided into two parts, each of which wasstructured to answer specific questions. This served to direct theactivities of each part. The specific questions, by part were:

Part 1: Do families of tasks exist among aircrew training data fromdifferent aircraft types?

Part 2: If task families exist, is a general task data base feasibleto aid ISD?

If a general task data base is feasible, are general databases feasible for other ISD steps?

What are the potential savings in resources and time when

a general data base system is applied to steps in the ISO

process?

These questions were stated so that the answer to each determinedwhether or not the next question would be asked. The procedureestablished whether or not work progressed to subsequent questionsIof the study, thus allowing NAVTRAEQUIPCEN to make go, no-godecisions at several crucial points. Following a review of ther results of this study, NAVTRAEQUIPCEN made the decision to developa computer-based prototype aid to ISD (Phase 2). This section ofthe report will describe the procedure and results of the feasibilitystudy.

I PROCEDURES AND RESULTS

PART I PROCEDURES AND RESULTS. The first part of the study addressedthe question: Do families of tasks exist? The purpose of thispart was to identify a common framework of task families whichcould be ordered into a data base and accessed and manipulated to

r support one or more steps of the ISO process. A preliminary reviewof available Navy aviation training data revealed broad similiaritiesin aircrew tasks across various aircraft types. This observation

r, was expected since flight training in general and military flighttraining in particular is highly standardized. A more in-depthreview of these same data, however, indicated a wide range of

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41

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NAVTRAEQUIPCEN /9-C-0076-1

variability in the terminology, data organization, type of contentand level of detail. It was concluded that these data, in theirpresent form, could not be used in subsequent analyses to deter-mine the existence of families of tasks. These data had to berestructured into a common format in order to facilitate thesearch for task families.

The task data were organized into a generic structure, i.e., a hier-archy for analyzing and displaying existing aircrew training data in acommon form. The generic structure was developed by comparing the existingtask listing data from previously completed aircrew training analyses, aswell as from military instructions and directives (MIL-T-29053A, NAVEOTRA105A and AFP50-58). The result was a generic task listing structurecomposed of seven elements. These seven elements are shown in Table 2to illustrate the variability found in these data.

Onice the generic task listing structure was established, projectresearchers reviewed each level of the generic task listing structureto standardize the data within each level. At the mission phase level,mission phase data from available aircrew training analyses were collapsedinto eight generic phases. The results of this analysis are shown inTable 3. Similar analyses at the task and subtask levels produced ad-ditional generic task families. Because of the increased detail at theselevels of task listing, the number of generic statements produced wasincreased. The product of this analysis was the generic task listing'I model shown in Table 4. Task listing data contained in the model aredisplayed at the mission phase, task, and subtask levels of the tasklisting hierarchy.

Researchers validated the generic task listing model by compar-ing it with task data from nine individual aircraft across mission,mission phase, task and subtask levels. These nine, F-14, F-4,E-2, P-3, A-6, SH-2F, A-10, F-16 and F-18 were selected becausethe analyses had been done using the mission, mission phase, andtask organizations. This comparison identified the presence orabsence of a given task for a particular aircraft with the samegeneric task identified in the model. A review of the resultsindicated a very high level of comparability between these genericstatements and those from individual aircraft task listings.

An additional step was taken to verify the generic task listingmodel. Researchers were concerned about whether the generic modelwould be useful in generating a task listing for a given aircraft,independently of any existing task listing for that aircraft. Toensure that the model would be useful in generating a full rangeof tasks for one specific aircraft. it was necessary to developa series of questions that would aid in providing necessary taskdata in the task listing development process. These questions arecontained in Appendix A and serve to help create and organizeinformation required for the final product. When this model wasused to derive a task listing, tasks contained in the new tasklisting were compared with those listed in an existing task list.It was found that the generic task listing model together with

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Table 3. A COMPARISON OF A GENERIC MISSION PHASESTRUCTURE WITH THOSE OF SELECTED NAVY ANDAIR FORCE AIRCRAFT

HISSm01 =_v 7- -& E P3 (TAIX) A-20 7-16 )IKISSIOI. PE1M_____________ _____

pre-sission Proauaslon Naone Pre-WiSSin, 0ign lao Pro-mtasie Pfe-cissioaMasnt Pleasing Planing rtrato Pteparati Planning Planning

rf4 BriefingBrieff lbrief Mems

Pra-takeoff Pro-Launc. Pro-launch Prf-lanch Pro-ckkhoff Pro-takeoff pre-takeoff Pro-launchProcedures Proers

Takeoff/ Takeoff I Takeoff/ Takeoff Takeoff Takeoff TakeoffI Arcra!tDeparture Departure Post-launch ClMb Departue Departure Lauach

Departure

Navigation FaiV18atiQO Italgtiod lavlgatia. Cruise Out loroute tavt Insrmen

procedures Flyiug

Tactics Conduct Surveillance Tactics Tactics Miesio" Combat A/C Taccics

ssacm. Tacticsecort Tactics

Desent Iscover Approach/Approach Approach/ Aproch/ Reover i a p- APprechl Procedures LendingLanding landitg Labdin preach d Lnding Ldn

Lading ProceduresHissed Lif.

Pont- Pot-i.t.sion Pont-Lisim Pet Lsht Poot- After la ing Post Flight Post-PiAsioaoiggins Debrief Debrief Procedure Leading & APost flght Procedures Debtief

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the task analysis questions could produce a task list whichmatched approximately 75 percent of the tasks listed in theoriginal document.

PART II PROCEDURES AND RESULTS. Part II of the study addressedthree questions:

a. If the task families exist, is a general task data basefeasible for ISD?

b. If a general task data base is feasible, are generaldata bases feasible for other ISD steps?

c. What are the potential savings in resources and timewhen a general data base system is applied to steps in the ISOprocess?

Instructional programs for Navy aviation are designed in response totwo categories of training situations: (1) training requi.red tooperate an entire training system whether new or existing, and (2)training required for some portion of an existing training system.In the first situation, training must be developed for an entirerange of crew duties and aircraft missions. In the second situation,training must be selectively altered for an existing program toarrommodate such changes as equipment modification, expanded aircraftmission; or alterations in crew complement.

At this point, the general data base concept was not sufficientlydeveloped to be regarded as an answer to every kind of trainingproblem. Therefore, a decision was reached to investigate the

technical feasibility of establishing a task listing data base forthose situations where training is required for the operation of awhole aircraft weapons systems, regardless of whether it is emerging

or existing. A number of important factors entered into this decision.The preponderance of available training data was from this trainingenvironment. Additionally, more personnel, time and money are involvedin these programs, making it more likely that a general data base

.1- would have a greater impact. Finally, the problems to be solved indeveloping an emerging system training program are more complex thanencountered in modifying an existing training program. That is, thereare typically more skills and knowledge to be acquired by the studentover a wider range of learning environments: classroom, flight trainers.and actual aircraft. If the data base concept were found feasibleas an aid to ISO for an emerging training system development effort,it would also be feasible for modifying an existing training program.

I . ,

The next major step was to determine the format of the data basesystem. Candidate data base formats were selected that were compatiblewith ISO objectives. These system formats are described in Table5. Criteria were identified for the evaluation and final selectionof the system format with the most potential for meeting present andfuture ISO requirements. A strategy was developed to apply these criteria.

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The information processing/storage loads required for each ISDstep were determined in sufficient detail to assess their effectsupon each candidate system. Information such as numbers of taskstatements, word/character counts, and total storage requirementsfor a generic data base approach to the eight mission phases wascompiled. This information is shown in Table 6. Next, a list ofsystem features of the desired generic data base was identifiedand evaluated by the project staff. Functional variables such asfinal system costs, personnel requirements, support resources,portability, and system capabilities were considered for both database implementation and use (see Table 7). Sources of costing datawere obtained from equipment manufacturers and research reports.These variables and features were assigned a weight to reflectthe relative importance of each to final system selection. The

data loads identified earlier were applied to each candidatesystem format. Finally, each format was evaluated in terms ofweighted system features and functional variables to arrive ata prioritized list of format candidates (see Table 8). Ratingsfor each candidate system on each system feature and functionalvariable (i.e., the selection criteria) are presented in Table 8.

When the functional analysis was completed for th list ofdata base format candidates, a cost-benefit analysis was performedfor each. This analysis was conducted in the following manner:

a. Based on researcher experience with ISO and availabledata from Prophet (see Table 1) and others, the percentage ofeffort fo'r each ISO step was assessed. In addition, the develop-ment procedures or functions common to all ISO steps were delineatedand the percentage of effort for each was estimated. The resultsare shown in Table 9.

b. Next, the candidate data base formats were rated using a scaleof I (low) to 4 (high) to determine their relative capabilities inaiding development procedures. As shown by Table 10, the computer texteditor format scored highest in all procedure categories. For comparisonpurposes, the score of 1 was assigned to current practice and was usedas a baseline.

-.. c. The next step was to project time savings which could beexpected when using each computing system for performing ISD. Inorder to accomplish this, percentage figures were assigned to eachrating, based on expected reduction in time required to perform eachISD step. After analyzing each computing system, it was assumed thatthe greatest possible time savings which could be expected was 80 percent.

"1 The following is the scale used to estimate time savings expected fromeach computing system:

Rating from Table 10 = Expected percentage time reductioncompared to baseline

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In using this scale, researchers were able to assess the percentagereduction in time using the ratings shown in Table 10. Therefore,the time requirements for an ISO effort shown in Table 9, werereduced by the percentages assigned as a result of the analysis inTable 10.

For example, the 11 percent of total ISD time projected forperforming task listings by the document system (see Table 11) wasderived by a three-step process: (1) the percent of project timeestimated for performing each development procedure of task listings(from Table 9) is reduced (i.e., multiplied) by the percent of timereductions expected for the same development procedures as a result ofusing the document system (see Table 10); (2) the products resultingfrom the multiplications performed in Step I are added to obtain thetotal percent time savings expected for performing all the developmentprocedures for task listings with use of the document system; and (3)the total percent time savings for the document system is subtractedfrom the percent of time estimated for performing task listings bycurrent methods, to obtain the estimated percent of total ISD timeto perform task listings by the document system.

Actual computations for these three steps for the foregoingexample are as follows:

% OF TIME FOR %OF TIMETASK LISTINGS BY REDUCTIONS WITH % TIMECONVENTIONAL METHODS DOCUMENT SYSTEM SAVINGS

Collecting Information 4.00 X 39 = 1.60

Authoring Product 6.00 X 8 .48Encoding 1.00 X 0 = 0Editing .75 X 0 0Verifying Product 1.00 X 0 0Producing Final Product .25 X 13 _.03

TOTAL TIME SAVED FOR TASK LISTINGS 2.11%

Time required for task listings with current method 13.00%

Time saved for task listings with document system 2.11%

Time required for task listings with document system 11.00%

The other estimates (in Table 11) of the time required for per-forming ISD steps by the document system, word processors and computertext-editors were computed by the same method.

Estimates were made of cost savings that would accrue from applyingeach data base system format to an instructional development project.A project budget of $200,000 was assumed as a conservative estimate ofcosts for front end analyses for a full aircrew ISO effort followingcurrent ISO practices. Percentages of man-hour savings for each database system were then applied to the assumed project to arrive at anestimated cost savings for conducting ISO for each system format. An

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examination of the results of these calcUlations in Table 12 suggestedthat the computer text-editor system provides the most savings($124,000.00) of the three candidate system formats. Somewhat less

savings would result from the use of a word processor system ($74,000.00)or a document system ($23,000.00).

The analyses conducted in this part of the project were intendedto address the technical feasibility of establishing an automated systemto support the ISO process. It was clear from the analyses that of the

three system formats deemed worthy of consideration for providing auto-mated aid to ISO, the computer text-editor system appeared to offer the

most advantages. Of the three system candidates, a computer text-editorsystem could most readily be programmed to manipulate, rearrange, andupdate data based information to produce new training programs, whichreflect new insights or new requirements. As part of this analysis,it was further indicated that the costs of conducting ISD would be reducedif the instructional developer were provided with the computer basedsystem containing on-line, interactive statements which guide him throughthe various steps in the ISO process, thus reducing many of the redun-dancies and inefficiencies inherent in present ISO methodology. There-fore, the total process could be completed in a shorter period of timeby fewer and less skilled ISO personnel.

CONCLUSIONS

The investigation into the feasibility of establishing an auto-mated aid to ISO proceeded systematically through both parts byproducing affirmative answers to the four questions. Task familieswere identified at the Mission, Mission Phase, Task, and Subtask levels.This effort resulted in the development of a generic task listing model.This model represented a wide variety of aircrew task listing data froma number of aircraft types, having the same underlying rationale, organi-zational structure, type of content and level of detail. Not onlywas the model a powerful tool in generating a comprehensive task listingfor a given aircraft, but it facilitated future research in the develop-ment of a prototype automated aid to ISO.

theA general data base for ISO was shown to be feasible. This area ofthe investigation was in essence divided into two parts. The first part

*addressed the technical issues of feasibility and focused on the formatfor the data based system. Three system options were identified as aresult of evaluating the functional requirements of designing, developingand managing a data base of aircrew training data and those requirementsof the training environment. These three systems were an aided documentbased system, a word processor system, and a computer text-editor system.Of the three systems, the computer text-editor system possessed morecapabilities needed to support an aircrew training program development.effort. It possessed the memory capacity essential for storing largeamounts of training data and interactive capabilities for user aids.It permitted random storage and retrieval of these data as well as on-line review and edit capabilities. The principal shortcoming of thissystem was the amount of time required to establish the data base system.This cost was negligible, however, when compared with the anticipatedbenefits of the system over long-term use and with subsequent improve-ments to the system.

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The second part of answering the feasibility issue for selecting anautomated aid to ISD was to assess the potential cost savings of formatsystems to support the process. The results of this analysis clearlyindicated that the computer text-editor system would provide the greatestpotential cost savings benefits. This would result from the reductionof redundancies and inefficiencies in the use of aircrew training datawhile developing various steps in the ISD process. Moreover it wasthought feasible that the computer text-editor system could be programmedto contain instructional development guidelines to guide the user throughthe development process. This feature would further reduce ISD costs byobviating the requirement of having a full-time instructional psychologistavailable who typically would provide the same information during develop-ment. Thus, the computer text-editor system was determined capable ofproviding effective, efficient instructional development support at alower cost and with fewer ISD personnel than the current expensive, labor-intensive methodology.

Because of the positive results of this feasibility study,NAVTRAEQUIPCEN undertook to demonstrate feasibility by building a proto-type system which could provide an automated aid to ISD. Section IV ofthis report describes this prototype Computer Aided System for DevelopingAircrew Training (CASDAT).

I

I-

30

NAVTRALUIOCEN 19-C-00/6-1

SU(TION IV

PHASE II: THE PROTOTYPE SYSTEM

The CASDAT prototype was built in order to verify and demonstratethe principles theoretically derived during the feasibility study.CASOAT's purpose was to demonstrate that an automated aid to ISD could,indeed, result in cost savings during the training design process.I Furthermore, it was designed to demonstrate that an automated aid couldbe designed based upon a data base created from exisiting aircrew train-ing data. For demonstration purposes, researchers selected a portionof the recognized ISO steps and a portion of the possible subject matterwith which to demonstrate cost and time savings as a result of automation.This computer aiding of a "slice" of the aircrew training design processcould be demonstrated and compared to the efficiency and effectiveness ofmore traditional aircrew training design practices.

Five ISO steps were selected to be included in the CASDAT prototype.4

These five ISD steps, task list, objectives hierarchy, media selection,syllabus design and lesson specifications, were selected from 24 candidateISO steps identified from a previous investigation. 5 They were selectedbecause of such criteria as manpower requirements, skill level require-ments or compatibility with automation. Media selection, for example,required a large amount of manpower to assess media requirements of eachlearning objective within a training course. At the same time it isconducive to automation because of the algorithmic nature of the selectionprocess.

Twu mission phases, prelaunch and navigation, were selected from theeight mission phases defined in the generic task listing model to pro-vide aircrew data to be manipulated over the five ISD steps. Researchersrecognized that if the CASDAT software programming could manipulate pre-launch and navigation data sufficiently to generate task lists, objectivehierarchies, media selection, syllabus and lesson specifications, it wouldindicate the feasibility of manipulating other aircrew data.

tThe prototype CASDAT was designed to be used by either a trainedj instructional developer or a subject matter expert with a minimum of

instructional design background. Taking inputs from the user on thecharacteristics of the aircraft, CASOAT generated a task list and object-ives hierarchy for the user's particular aircraft. This became the user'sdata base which was modified and expanded by the system through each of theISD steps.

4Veda Incorporated. Establishing The Feasibility Of A General Data Base

. For Instructional Systems Development. Interim Report for ContractN61339-78-C-0142, Veda Incorporated, San Diego, CA, May 1979.

5Hughes, J., O'Neal, F., Kearsley, F., O'Neal, H., Fee, M., Rodi, L.,and Hermans, J. Functional Specifications for Computer Aided TrainingSystem Develoment and Management (CATSDM uort Functions. TechnicalReport NAVTRAEQUIPCEN 77-C-0018-1. Naval Training Equipment Center,Orlando, FL, July 1978.

31


A computer text-editor system was selected after having been provenmost cost-effective during the feasibility study. The prototype soft-ware package was written in FORTRAN for the PDP-ll/34 computer system.

The prototype CASDAT will not be described in detail because it wasvery similar to the full-scale CASDAT which is described in Section V.

PROTOTYPE EVALUATION

As a prototype, CASDAT was incomplete. Additional work was requiredto transition the system from an experimental concept to an operationaltool. To this end, NAVTRAEQUIPCEN undertook two separate efforts toevaluate the prototype version of CASDAT and to provide recommendationsfor improving the system to bring it closer to the status of an operationaltool. During the first of these efforts, Appli-Mation Incorporated wastasked with evaluating the system's user interface, i.e., the set ofinteractions that occur between the training developer and CASDAT asthe system is used to assist the developer in completing a trainingdevelopment effort. The second effort was an evaluation of CASDAT con-ducted by NAVTRAEQUIPCEN to assess the utility of the CASDAT concept,and to make recommendations for further enhancement. When evaluation ofthe prototype system showed that the system did, in fact, generate qualityISO products in significantly less time than is required using traditionalISD methods, additional development of CASDAT was recommended.EVALUATION PROCEDURES. NAVTRAEQUIPCEN's internal evaluation was conducted

in order to achieve two major objectives:

a. Demonstrate the cost/time savings of CASDAT as compared tomanual instructional systems design.

b. Determine future development needs of the CASDAT system.

In addressing the first objective, the evaluation attempted to com-pare two task listings and objective hierarchies for the same aircraftsystem; one using the CASOAT system, one using manual procedures. Fouraircraft were used: F-4, F-14, SH-2F and CH-46. All had previouslyhad ISD performed using conventional methods. The evaluation was struc-tured to measure the development time differential between CASDAT and amanually developed baseline following the procedures specified inMIL-T-29053(A). Data recorded included:

a. time elapsed for each ISD step

b. user interface problems

c. estimate of accuracy of CASDAT data

The second objective was met through analysis of the data gatheredand review of the needs of potential users of an operational CASDATsystem. Specifically, training design and development specialists andmanagers within NAVTRAEQUIPCEN were polled to identify areas within theirpurview that could be aided by CASOAT.

32

NAVi RA( QO i I-QUI.N /9-C-006/- I

EVALUATION RESULTS

COST/TIME SAVINGS. Test results indicated that a user aircraftsubject matter expert (SME) with marginal ISD knowledge could generateand validate the task list and objective hierarchy for two missionphases (prelaunch and navigation) in about two hours. Table 13 providestime data collected for developing task lists and objective hierarchiesfor four aircraft using CASOAT. It was estimated, based on evaluatingSME's experience with traditional ISO approaches to the same weaponsystem, that performance of the same tasks by conventional ISO methodswould require 168 hours; a savings of 99 percent. Furthermore, theCASDAT generated task lists and objective hierarchies for the two missionphases were consistently 75 percent complete. That is, 75 percent of thetasks and objectives in the final, validated task listings and objectivehierarchies were provided by CASDAT.

The data collected from two mission phases were used to estimatesavings for an entire aircrew training program. This was done very con-servatively to allow for differences between the test situation and anactual ISO. For example, because the evaluation was not conducted in anactual training environment, training designers may not have been as care-ful (i.e., used as much time) to validate tasks and objectives as theymight have if they had actually been responsible for developing trainingfor an aircraft. In contrast, the two mission phases within the prototype

f .CASDAT were two of the more simple phases for developing training. Con-ventional development of the tactics mission phase, for instance wasexpected to take considerably more time. Thus, considerable time savingscould be expected in developing task lists, objective hierarchies, mediaselection, syllabus, and lesson specifications using CASDAT.

Table 14 shows the expected time savings for each of the five ISDsteps using CASDAT. Time figures shown in the table for traditional ISOwere taken from NAVTRAEQUIPCEN data on the F-14 aircrew training effort;expected CASDAT time figures were estimated for a comparable training

tdesign effort. Time estimates were made by assuming that the prototypeCASDAT contained approximately one-twelfth the data a full-scale CASDATwould contain. Therefore, the estimated time required to perform eachISO step using CASDAT for all eight mission phases, was twelve times1 ' the time required for the two mission phases. An estimated 37 percentsavings 7 was derived by dividing the total man-months (104.5) predictedfor performing these ISO steps with CASDAT by the total man-months

(166.5) in the baseline (F-14) effort and subtracting this number from 1001percent.

6 Veda Incorporated, Training Program Work Report. Naval TrainingEquipment Center, Orlando, Florida,October 1980

7The 37 percent savings is less than the 62 percent savings projectedin an earlier section of this report. This discrepancy is due to anunusually large amount of time required for lesson specifications forthe F-14 project and a relatively small advantage of CASOAT for this step.

33L_

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Analysts were very careful not to overestimate the time savingsto be gained from CASOAT. For example, in the evaluation testmentioned previously, SMEs reported that it took two hours to generateand validate a task list and objective hierarchy. If this weremultiplied by 12, the time estimates in table 14 should read 24 hours,or .14 man months. However, analysts chose to project that SMEs inan actual training environment, would use something closer to one-manmonth. A similar conservative estimate was made to compute time savingsduring syllabus generation. Theoretically, with the objectives validatedand media selected, CASDAT should be able to produce a syllabus in amatter of minutes. Again, analysts chose to be very conservative intheir estimates of time savings, assuming that SMEs would do a greatdeal of study of the syllabus and several individuals would be in-volved in its validation and final approv; ,

Cost savings were estimated by multiplying the development timeestimates from table 14 by an average cost per man month of $6,000. Table15 shows that an F-14 sized training program costs approximately $999,000for a conventional ISD application. This compares to $627,000 for ISDoperations if developed using CASDAT, resulting in a savings of $372,000.

USER INTERFACE EVALUATION. Both Appli-Mation Incorporated (see a reportby Maxie, 19808) and NAVTRAEQUIPCEN human factors specialists evaluatedCASDAT from the users' standpoint. Evaluators were asked to use CASDATand identify user problems or additional needed system capabilities.Several refinements to CASDAT were identified as being especially desir-able. They are summarized below.

Additional Flexibility. The prototvNQ, CASDAT was programmed for a lock-step process. The user could not ick and forth easily between ISDsteps. Further development of CASDAI could modify this to allow theuser to access various ISD steps at will to make changes and reviewmaterial.

Easier Validation of Tasks and Objectives. The prototype CASDAT requiredthe user to validate each task and objective on-line by answering yes orno to the question: Is this task or objective valid? This process couldget extremely tedious, especially if it were to be done for at- entiresyllabus - not just the two mission phases that resided in the prototypeCASDAT. It was suggested that in future development, CASDAT could berefined to allow validation by exception. Then tasks and objectivescould be added or deleted by number. All CASDAT-generated tasks andobjectives could be assumed valid unless otherwise indicated by the user.

Enhanced Media Selection for Psychomotor Skills. CASDAT was programmedusing the media selection algorithm as specified in an early version ofMIL-T-29053A. Since incorporation into the specification, the media

8Maxey, Jeffery L., User Model Development and Human Factor Analysisof the Computer Aided Siystem for Developing Aircrew Training. NavalTra~ning Equipment Center, Orlando, FL, September 1980.

36

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selection algorithm has been questioned for its ability to specifypsychomotor training media. CASDAT's usefulness to both media selectionand the training device procurement process could be greatly enhancedif additional programming were added to enable selection of specifictrainer device requirements.

As a result of the evaluation of the prototype system, the decisionwas made to develop it into an operational system. Section V describesthe operationally capable CASDAT system.

i

' 0

38


SECTION V

PHASE III: OPERATIONAL DEVELOPMENT

The purpose of this effort was to enhance the previously developedprototype computer aided system for developing aircrew training (CASDAT)by making it a useful, operational system. The prototype CASDAT systemconsisted of a series of integrated computer programs necessary to provideautomated aid to five instructional systems development (ISD) steps:task list development, objectives hierarchy development, media selection,syllabus design, and lesson specification development. In addition,the prototype CASOAT contained a limited amount of aircrew training data.

The purpose of this phase of the project was to add enough aircrewtraining data to make CASDAT much more useful to an instructional designeffort. Earlier research under this project showed that all aircrewtraining data could be organized into eight categories, representingphases of an aircraft mission. Data from two of the eight mission phases,preflight and navigation, had been incorporated into the prototype CASOAT.The goal of this effort was to incorporate data representing five additionalmission phases into the existing CASDAT system.

At the completion of this effort, CASDAT contained aircrew trainingdata representing seven of the eight mission phases:9

a. pre-mission planning

u. preflightc. take-off/departured. navigatione. approach/landing

f. post-mission debriefg. special procedures

Supporting software routines allowed these data to be manipulatedover five ISD steps:

a. task list developmenta' b. objectives hierarchy development

c. media selection

d. syllabus designj e. lesson specification development

REQUIREMENTS

CASDAT was built as an aid to the .'tructional developer. It was,and is, to be used as an interactive device, providing draft ISD productsto a user who can then modify and improve them for his own purposes.

9Tactics data have not yet been incorporated into CASDAT

39


CASOAT was designed as a tool which could save the insttuctional developertime and labor in various aspects of an ISO effort such as formattinginstructional products, tracking tasks and objectives through each ISOstep, and providing first draft versions of ISO products. CASDAT relievesthe user from some of these mundane, and time consuming tasks. On theother hand, the user's portion of the job--to verify, and improve CASDAToutputs--remains the most critical. CASDAT can save the instructionaldeveloper much time and anguish in creating the first draft of task list,objectives hierarchy, media selection, syllabus, and lesson specifications.It is, however, the user who transforms these data into products specificto the instructional design needs of a specific training system.

ASSUMPTIONS

It is assumed that the user knows something about instructionalsystems design. The user need not be an ISO expert, but should be famil-iar with ISO terms and recognize the use of each step in the ISO process.

The design of CASOAT is based upon the assumption that all aircrewtraining programs require training of similar tasks. This was proven tobe true in a previous study which compared task lists and syllabi acrossfourteen aircrew training programs.lO These generic tasks are embeddedin CASDAT's programming.

Tasks are made more specific by tying them to equipment. The assump-tion is made that specific aircrew tasks are dictated by the requirementsto operate equipment. Therefore, CASDAT programing allows generic taskssuch as "configure systems for takeoff" to be broken into more specificJ tasks such as "configure flight control system for takeoff."

CONSTRAINTS

The ISO products created by CASDAT follow the guidelines presented inmilitary specification MIL-T-29053 and associated data item descriptions.llIn addition to the formats specified, the media selection algorithm speci-fied in an early version of MIL-T-29053 has been incorporated into CASDAT.

The task listing and objectives hierarchies created by CASOAT arefocused on the fleet readiness squadron (FRS) level of training. Fleettraining and undergraduate (i.e., training connand) level objectives are

* "not necessarily included in CASOAT at this time.

The tasks and objectives created by CASDAT are generic in nature.Specific actions and procedures that support the tasks and objectivesare aircraft-specific and, therefore, were not included in CASDAT.

10Veda Incorporated. Establishing The Feasibility Of A General Data BaseFor Instructional Systems Development. Interim Report for ContractN61339-78-C-0142, Veda Incorporated, San Diego, CA, May 1979.11 0Naval Training Equipment Center. Military Specifications, TrainingRequirements for Aviation Weapon 5ystems, MIL-T-Z9053. NAVTRAEQUIPCEN,Orlando, Florida, October 1977

- -40

NAVTRAEQUIPCEN 79-C-0076-I

Thus, although CASDAT will create a task which states 'configure weaponcontrol system," it is for the user to specify the actual proceduresrequired to configure the system.

The CASDAT program is designed to run on the NAVTRAEQUIPCENN-712 PDP 11/34 system under RSX11-M V3.2. The programming languageis FORTRAN.

SYSTEM DESCRIPTION

Casdat was designed to be used either by a trained instructional

developer or a subject matter expert with a minimum of instructionaldesign background. CASDAT is not a totally automated instructionaldesign system which provides the developer with a predetermined finishedproduct. The user must validate and tailor the CASDAT output at eachstep of the ISD process to reflect the peculiarities of the system forwhich instruction is being designed.

By asking questions of the user, CASDAT generates a data base. Thisdata base is then used and modified by both CASDAT and the user duringeach ISD step until the final syllabus and lesson specifications areproduced. Figure 2 illustrates this process. This approach is madepossible by the systematic nature of ISD itself.

ISD was built upon systems analysis techniques which specify thateach step in an analysis problem has an input, process and output. Further-more, the output of the first step in the analysis serves as the inputfor tho next step, and so on through as many steps as are necessary tosolve the problem. This provides for a continuous flow of informationthrough each step in the ISD process and allows CASDAT to work upon thesame data base throughout each ISD step. In simplistic terms, CASDATaids the ISD process as follows:

a. CASDAT asks questions of the user and generates a task listingbased upon the answers given.

b. The user corrects, adds to, modifies the task listing.

c. CASDAT generates an objectives hierarchy based upon thevalidated task listing.

d. The user corrects, adds to, modifies the objectives hierarchy.

e. CASDAT asks questions of the user in order to select media fortasks and objectives.

f. The user modifies media selection as necessary.

g. CASDAT uses objectives hierarchy and media selection to createa syllabus.

h. The user modifies the syllabus as necessary.

41


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i. CASDAT uses the syllabus and media data to create lesson

specifications.

j. The user modifies and completes the lesson specifications.

The CASDAT software package was written in FORTRAN for the PDP-11/34computer system. It is portable in that it can be utilized on any computerwith the following attributes: FORTRAN compiler, overlay capability,32K-16 bit word user space, disk I/O with random access capability, fivemegabyte disk, line printer, CRT and keyboard. The package consists ofsystem programming for each of the five ISD steps, programs for generatingdata bases and archives for the storage of data bases that have beengenerated by the interaction of the user with the generic models and theISD algorithms. The package allows either the generation of a totallynew data base for a given aircraft and crew position, or the modificationof existing data bases.

CASDAT generates a data base for the users' particular needs. Theuser then manipulates and refines the data base in order to design therequired syllabus. The following paragraphs discuss each step in theISD process as it is aided by CASDAT.

TASK LIST DEVELOPMENT. The aircraft-specific task list becomes the user'sdata base which is manipulated and refined throughout each ISD step. The

- . aircraft-specific task list is generated through interaction of the follow-ing:

a. The generic task list model represented by generic task statements.For example, "respond to emergency" or "Fly a vector ." The task statements,which consists of verbs and objects without equipment description, aretransparent to the user. The generic task list model is presented in

Appendix B of this document.

b. A menu of aircraft characteristics such as, aircraft mission,t weapons loading and avionics.

j: c. A set of questions which allows the user to select from the menuof aircraft characteristics.

d. A data base creation and management structure used to create the

aircraft-specific data base. This allows data from a, b, and c above tointeract and create an aircraft-specific task list. For instance, afterthe CASDAT user answers the questions as to aircraft mission, weaponsloading, avionics, etc., CASDAT data base management structure matchesthe equipment with the generic task listing to create an aircraft-specifictask: e.g., "Respond to fuel transfer system emergency" or "Fly a vectorusing TACAN." Figure 3 illustrates the system programming concept using

e these data.

Once the aircraft-specific task list is generated, a printout isproduced for the user. Figure 4 presents a portion of a typical task listgenerated by CASDAT. The user can revise the task list in any of thefollowing ways:

43

KAVTRAEQUIPCEN 79-C-0076-1

ICharacteristicsDevelopmentQuestions

Taskri Objctve Da TinngLesoSList ist M erah Selecatior ylbsSeiia

~~~~~~~~~~oTask ListOb.He.SlcinSlauSp.

Report~~~~H ReoyRpr eotRpr

Four Sts of DataBas

IS TP

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F-4S TASK LIST

CREW P05K SEQ. NO. TASK

2.2.2 PERFORM ORDNANCE PRE-FLIGHT INSPECTIONS

2.2.2.1 PERFORM PRE-FLIGHT INSPECTION OF AIM-92.2.2.2 PERFORM PRE-FLIGHT INSPECTION OF AIM-92.2.2.3 PERFORM PRE-FLIGHT INSPECTION OF 2.7-FFAR

2.2.23 PERFORM WCS PRE-FLIGHT INSPECTIONS

2.2.3.1 PERFORM PRE-FLIGHT INSPECTION OF RADAR2.2.3.2 PERFORM PRE-FLIGHT INSPECTION OF GUNSIGHT

2.3 PERFORM INTERIOR PRE-FLIGHT INSPECTIONS

2.3.1 PERFORM BEFORE-ENTERING COCKPIT INSPECTIONS2.3.2 PERFORM BEFORE-ELECTRICAL POWER CHECKLIST2.3.3 PERFORM AFTER-ELECTRICAL POWER CHECKLIST2.3.4 PERFORM EJECTION-SEAT INSPECTION

2.4 PERFORM ENGINE-START PROCEDURE

2.4.1 PERFORM BEFORE-STARTING ENGINE CHECKLIST2.4.2 PERFORM STARTING-ENGINE CHECKLIST2.4.3 RESPOND TO ENGINE-START EMERGENCIES

2.4.3.1 RESPOND TO ENGINE HUNG-START ENERF 2.4.3.2 RESPOND TO ENGINE HOT-START EMER

2.4.3.3 RESPOND TO ENGINE FIRE-ON-START EMER2.4.3.4 RESPOND TO ENGINE WET-START ENER2.4.3.5 RESPOND TO ENGAGED-STARTER ENER2.4.3.6 RESPOND TO RUNAWAY ENGINE-ON-START EMER

2.5 PERFORM SYSTEMS CHECK/SET-UP

2.5.1 PERFORM FLIGHT-CONTROLS CHECK/SET-UP2.5.2 PERFORM AVIONICS SYSTEMS CHECK/SET-UP

- 2.5.2.1 PERFORM CHECK/SET-UP OF DATA-LINK2.S.2.2 PERFORM CHECK/SET-UP OF UHF2.S.2.3 PERFORM CHECK/SET-UP OF KY-282.5.2.4 PERFORM CHECK/SET-UP OF TACAN2.5.2.5 PERFORM CHECK/SET-UP OF ADF

* 2.5.2.6 PERFORM CHECK/SET-UP OF IFF2.5.2.7 PERFORM CHECK/SET-UP OF RADAR2.S.2.8 PERFORM CHECK/SET-UP OF GUSIGHT2.S.2.9 PERFORM CHECK/SET-UP OF VISUAL

Figure 4. Portion Of Typical Task List GeneratedBy CASDAT

45

I. - ..... .f.


a. assign tasks to aircrew members

b. add new tasks

c. replace existing tasks

d. delete tasks

Once the user finishes validating and modifying the task list, a finalprintout is produced for the user. Figure 5 presents a sample validatedtask list. In addition, CASDAT produces a draft objectives hierarchyprintout. The following matrix describes how the user and CASDAT worktogether to create the task list.

USER ACTIONS SYSTEM ACTIONS

The user types in name, date, The system retains the user'sand aircraft identifier. name, date and aircraft identifier

to be used in the header ofreports.

The system uses the aircraftidentifier to determine the statusof the training program; i.e.,new or existing within CASDAT.

I"' the training program is par- The system determines from thetially c.omplete, the user will be first record of the data baserequired to tell the system which (a header record) what phase thephase is to be entered, e.g., task training program is currently in.Svalidation, objective validation, The system will tell the user

media selection, syllabus gener- what phase he is in and whatation, lesson edit or lesson phase he has completed. The userspecification. can enter the current phase or re-

enter a completed phase. Thesystem will not allow the user toskip phases or enter them out ofsequence.

If the training program is new, the If the system cannot find theuser will be required to answer requested aircraft name in thea series of questions about the aircraft "ID" table a data baseaircraft system. These questions for the requested aircraft willconsist of: be generated. The data base is

generated by linking the generic* The number of aircrew positions data base with the defined charac-

and their designations, e.g., teristics of the aircraft.pilot, copilot and RIO.

* The features or applications ofthe aircraft's weapon controlsystem, e.g., infrared, laser,camera, sonabouv.

46


F-4S TASK LIST

CREW POSN SEQ. NO. TASK

PR 2.2.2 PERFORM ORDNANCE PRE-FLIGHT INSPECTIONS

PR 2.2.2.1 PERFORM PRE-FLIGHT INSPECTION OF AIM-9PR 2.2.2.2 PERFORM PRE-FLIGHT INSPECTION OF AIM-7PR 2.2.2.3 PERFORM PRE-FLIGHT INSPECTION OF 2.75-FFAR

PR 2.2.3 PERFORM WCS PRE-FLIGHT INSPECTIONS

R 2.2.3.1 PERFORM PRE-FLIGHT INSPECTION OF RADARPR 2.2.3.2 PERFORM PRE-FLIGHT INSPECTION OF GUNSIGHT

PR 2.3 PERFORM INTERIOR PRE-FLIGHT INSPECTIONS

PR 2.3.1 PERFORM BEFORE-ENTERING COCKPIT INSPECTIONSPR 2.3.2 PERFORM BEFORE-ELECTRICAL POWER CHECKLISTPR 2.3.3 PERFORM AFTER-ELECTRICAL POWER CHECKLISTPR 2.3.4 PERFORM EJECTION-SEAT INSPECTION

PR 2.4 PERFORM ENGINE-START PROCEDURE

PR 2.4.1 PERFORM BEFORE-STARTING ENGINE CHECKLISTPR 2.4.2 PERFORM STARTING-ENGINE CHECKLISTPR 2.4.3 RESPOND TO ENGINE-START EMERGENCIES

PR 2.4.3.1 RESPOND TO ENGINE HUNG-START EMERPR 2.4.3.2 RESPOND TO ENGINE HNOT-START EMERPR 2.4.3.3 RESPOND TO ENGINE FIRE-ON-START EMERPR 2.4.3.4 RESPOND TO ENGINE WET-START EMERPR 2.4.3.5 RESPOND TO ENGAGED-STARTER EMERPR 2.4.3.6 RESPOND TO RUNAWAY ENGINE-ON-START EMER

PR 2.5 PERFORM SYSTEMS CHECK/SET-UP

PR 2.5.1 PERFORM FLIGHT-CONTROLS CHECK/SET-UPPR 2.5.2 PERFORM AVIONICS SYSTEMS CHECK/SET-UP

PR Z.5.2.1 PERFORM CHECK/SET-UP OF DATA-LINKPR 2.5.2.2 PERFORM CHECK/SET-UP OF UHFPR 2.5.2.3 PERFORM CHECK/SET-UP OF KY-28PR 2.5.2.4 PERFORM CHECK/SET-UP OF TACANPR 2.5.2.5 PERFORM CHECK/SET-UP OF ADFPR 2.5.2.6 PERFORM CHECK/SET-UP OF IFFR 2.5.2.7 PERFORM CHECK/SET-UP OF RADARPR 2.5.2.8 PERFORM CHECK/SET-UP OF GUNSIGHTPR 2.5.2.9 PERFORM CHECK/SET-UP OF VISUAL

Figure 5. Portion Of Typical Validated Task List

47


TASK LIST DEVELOPMENT (continued)


* The ordnance carried by the For example, if the aircraft isaircraft, e.g., gun, depth defined as a fixed-wing aircraft,charge, missles. the system will only build upon

those generic tasks that are link-* The aircraft's wing structure, ed to the fixed wing character-

e.g., vector-thrust, helicop- istic. The generic tasks thatter, fixed wing. are linked to helicopter will be

bypassed.* Whether or not the aircraft is

carrier capable.

e The avionics suite of the air-craft, including which are usedfor communication, navigation,and identification, e.g., data-link, INS, UHF.

* The personal survival equip- The system will print out thement carried on the aircraft, generated task listing. Figuree.g., helmet, g-suit, para- 4 presents a typical task listchute. generated by CASDAT.

Prior to validating the task list,the user should do an off-linereview of the generated task list.

While in the task list validationphase the user can:

* assign aircrew members to the Once the task has been validatedtasks for an aircrew mdtber, the system

will put an indicator into thedata base record. This indicatoris in the form of a P, C and/or

-. R indicating whether the task is.A validated for pilot, co-pilot and/j or Radio Intercept Officer (RTO).

* add new tasks The system will add the task to thedata base where the task falls intothe task hierarchy along withpointers indicating that it is anew task. The system informs userof invalid task statements bychecking new tasks against a menuof acceptable terms.(See Appendix C)

o T replace existing system will replace the oldr e ntask statement of the data base

record with the user-entered task___statement.

48

I.


TASK LIST DEVELOPMENT (continued)


* delete tasks (this is accom- The system will indicate in theplished by not validating the data base record that no aircrewtask for any of the aircrew member performs this task.members)

* exit the task list validation at If the task list validation isany time completed, the system recognizes

this and alerts the user. Where-ever the user stops, CASDAT takesnote and reminds the user of thatpoint the next time he or shesigns on.

* request a hardcopy printout of The system will print on the line-the validated task list printer all validated tasks and

the aircrew members assigned toeach task. Figure 5 presents anexample validated task list.

In addition the system willgenerate an objectives hierarchywhich will be printed for the userat this time.

OBJECTIVES HIERARCHY DEVELOPMENT. The objectives hierarchy is generatedby CASOAT through the use of a subset of the generic task list model. Foreach task in the generic model, learning objectives are specified. Foreach CASDAT-generated task which the user validates, the associated

* objectives are printed in the CASDAT-generated objectives hierarchy. The- user must add objectives for user-created tasks, and may add to, or modify

CASDAT-generated objectives. Once the user has completed objectives vali-dation, a completed task and objectives hierarchy is printed. A sampleportion of a CASDAT-generated objectives hierarchy is presented in figure 6.Figure 7 presents a portion of a typical validated objectives hierarchy.

Currently, the generic task list model residing in CASDAT is capableof generating approximately 2000 tasks and an additional 3000 supportingobjectives. Of course, a single aircrew training program would notcontain the entire set of tasks and objectives. In addition to theCASDAT-generated tasks and objectives, CASDAT can store and track the

Sfull set of tasks and objectives the user may wish to add to his specificdata base.

The following matrix describes how the user working with CASDAT canvalidate the objective hierarchy:

49


F-4S OBJECTIVE HIERARCHY

SEQUENCE NO. OBJECTIVE

2.? PERFORM EXTERIOR PRE-FLIGMT INSPECTIONS

2.2.1 PERFORM PRE-FLIGHT A/C EXTERIOR INSPECTIONS

2.2.1.0.1 STATE LOCATION OF INSPECTION POINTS FOR PRE-FLIGHTA/C EXTERIOR INSPECTIONS

2.2.1.0.I.i IDENTIFY LOCATION OF INSPECTION POINTS FOR PRE-FLIGHTA/C EXTERIOR INSPECTIONS

2.2.1.0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FOR PRE-FLIGHTA/C EXTERIOR INSPECTIONS

2.2.1.0.3 STATE REQUIRED ACTION FOR EACH ITEM OF PRE-FLIGHTA/C EXTERIOR INSPECTIONS

2.2.2 PERFORM ORDNANCE PRE-FLIGHT INSPECTIONS

2.2.2.1 PERFORM PRE-FLIGHT INSPECTION OF AIM-9

2.2.2.1.0.1 STATE LOCATION OF INSPECTION POINTS FOR PRE-FLIGHTINSPECTION OF AIM-9

2.2.2.1.0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FOR PRE-FLIGHTINSPECTION OF AIM-9

2.2.2.1.0.3 STATE REQUIRED ACTION FOR EACH ITEM OF PRE-FLIGHTINSPECTION OF AIM-9

2.2.2.2 PERFORM PRE-FLIGHT INSPECTION OF AIM-i

2.2.2.2.0.1 STATE LOCATION OF INSPECTION POINTS FOR PRE-FLIGHTINSPECTION OF AIM-i

2.2.2.2.0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FOR PRE-FLIGHTINSPECTION OF AIM-7

2.2.2.2.0.3 STATE REQUIRED ACTION FOR EACH ITEM OF PRE-FLIGHTINSPECTION OF AIM-7

2.2.2.3 PERFORM PRE-FLIGHT INSPECTION OF 2.75-FFAR

2.2.2.3.0.1 STATE LOCATION OF INSPECTION POINTS FOR PRE-FLIGHTINSPECTION OF 2.75-FFAR

2.2.2.3.0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FOR PRE-FLIGHTINSPECTION OF 2.TS-FFAR

2.2.2.3.0.3 STATE REQUIRED ACTION FOR EACH ITEM OF PRE-FLIGHTINSPECTION OF 2.75-FFAR

2.2.3 PERFORM WCS PRE-FLIGHT INSPECTIONS

2.2.3.1 PERFORM PRE-FLIGHT INSPECTION OF RADAR

2.2.3.1.0.1 STATE LOCATION OF INSPECTION POINTS FOR PRE-FLIGKTINSPECTION OF RADAR

Figure 6. Portion of Typical Objectives Hierarchy GeneratedBy CASDAT

5 0

50



Prior to entering this phase, theuser should do an off-line reviewof the generated objectiveshierarchy.

While in the objectives validationphase the user can:

* assign aircrew members to the Once the objectives have been valiobjectives dated for an aircrew member, the

system will put an indicator intothe data base record. This indi-cator is in the form of a P, Cand/or R indicating whether theobjective is validated for thepilot, co-pilot or RIO.

* add new objectives The system will add the objectiveto the data base where it fallsinto the objective hierarchy alongwith pointers indicating that itis a new objective. The systeminforms user of invalid object-ives(s) against a menu of accept-able terms. (See Appendix C).

* replace existing objectives The system will replace the oldobjective statement of the database record with the user enteredobjective statement.

* delete objectives (this is The system will indicate in theaccomplished by not validating data base record that no aircrewthe objectiver for any of the member performs this objective.aircrew members)

* exit the objectives validation If the objectives validation isat any time completed, the system recognizes

this and alerts the user. Where-ever the user stops, CASDAT keepstrack, and reminds the user ofthat point the next time he or she

-, signs on.

* request a hardcopy printout of The system will print on the line-the validated objectives printer the objectives hierarchyhierarchy. and the aircrew members assigned

to each objective. Figure 7 pre-. -sents an example validated object-

I ives hlerarchy.

51


F-4S OBJECTIVE HIERARCHY

CREW POSN SEQUENCE NO. OBJECTIVE

PR 2.2 PERFORM EXTERIOR PRE-FLIGHT INSPECTIONSENVIR: FCOND: GIVEN AIRCRAFT

PR 2.2.1 PERFORM PRE-FLIGHT A/C EXTERIOR INSPECTIONSENVIR: FCOND: GIVEN AIRCRAFT

PR 2.2.1.0.1 S.ATE LOCATION OF INSPECTION POINTS FOR PRE-FLIGHTA/C EXTERIOR INSPECTIONS

ENVIR: ACOND: GIVEN AIRCRAFT, DAY OR NIGHT

PR 2.2.1.0.1.1 IDENTIFY LOCATION OF INSPECTION POINTS FORPRE-FLIGHT A/C EXTERIOR INSPECTIONS

ENVIR: ACOR.: GIVEN AIRCRAFT. DAY OR AIGHT

PR 2.2.1C0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FOR A/C

EXTERIOR INSPECTIONSENVIR: ACOND: FROM MEMORY

PR 2.2.1.0.3 STATE REQUIRED ACTION FOR EACH ITEM OF PRE-FLIGHT A/C EXTERIOR INSPECTIONS

ENVIR: ACOND: FROM MEMORY

PR 2.Z.2 PERFORM ORDNANCE PRE-FLIGHT INSPECTIONSENVIR: FCOND: GIVEN AIRCRAFT

PR 2.2.2.1 PERFORM PRE-FLIGHT INSPECTION OF AI-9ENVIR: FCOMD: GIVEN AIRCRAFT

PR 2.2.2.1.0.1 STATE LOCATION OF INSPECTION POINTS FORPRE-FLIGHT INSPECTION OF AIM-9


PR 2.2.2.1.0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FOR PRE-FLIGHT INSPECTION OF AIM-9


PR 2.2.2.1.0.3 STATE REQUIRED ACTION FOR EACH ITEM OF PRE-FLIGHT INSPECTION OF AI--9


PR 2.2.2.2 PERFORM PRE-FLIGHT INSPECTION OF AIM-7ENVIR: FCORD: GIVEN AIRCRAFT

PR 2.2.2.2.0.1 STATE LOCATION OF INSPECTION POINTS FOR PRE-.4 FLIGHT INSPECTION OF AIN.7

ENVIR: ACORD: FROM MEMORY

Figure 7. Portion of Typical Validated Objectives Hierarchy

0

52


MEDIA SELECTION. During media selection, CASDAT aids the user in select-ing media for each validated objective. CASOAT prompts the user toidentify learning type, behavior type, display requirements, etc. foreach objective. CASOAT then selects primary and secondary media choicesfor each objective. CASDAT currently contains an algorithm which wasspecified in an early version of MIL-T-29053 and focuses primarily onselecting media for academic objectives. Using this algorithm, mediaselection is accomplished by answering five questions:

a. What is the level of behavior expected of the student in

this objective?

1. Familiarization

2. Remember

3. Use

b. What is the level of content being taught in thisobjective?

1. Familiarization

2. Fact

3. Concept

4. Rule/procedure

5. Principle

c. Is the minimum critical set of instances the student needsto see small or large?

1. Small

2. Large

d. What is the minimum display requirement?

j. ~1. Verbal and/or symbolic and/or static simple pictorial

2. Verbal and/or symbolic and/or static complex pictorial

.* 3. Dynamic pictorial

4. Interactive

e. Is the memorization component of this objective large or small?

* 1. Small

2. Large

Once media selection is complete, CASDAT generates a printout. Asample portion of media selection printout is provided in figure 8.

~53


F-4S MEDIA SELECTION

MEDIA KEY:A/C AIRCRAFT CAI COMPUTER AIDED INSTRUCTIONMIL MEDIATED INTERACTIVE LECUTRE VT VIDEO TAPEUS WORKSHEET wB WORKBOOKSIM SIMULATOR RAS RANDOM ACCESS SLIDE WORKBOOKST SLIDE TAPES-N - AT R RAS RANDO- ACCESS SLIDE WORKBOOK.....CREW POSN SEQUENCE NO. OBJECTIVE

PR 2.2 PERFORM EXTERIOR PRE-FLIGHT INSPECTIONSPRIMARY MEDIA: A/CSECONDARY MEDIA:

PR 2.2.1 PERFORM PRE-FLIGHT A/C EXTERIOR INSPECTIONSPRIMARY MEDIA: A/CSECONDARY MEDIA:

PR 2.2.1.0.1 STATE LOCATION OF INSPECTION POINTS FOR PRE-FLIGHTA/C EXTERIOR INSPECTIONS

PRIMARY MEDIA: STSECONDARY MEDIA: NIL

PR 2.2.1.0.1.1 IDENTIFY LOCATION OF INSPECTION POINTS FORPRE-FLIGHT A/C EXTERIOR INSPECTIONSPRIMARY MEDIA: STSECONDARY MEDIA: NIL

PR 2.2.1.0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FORPRE-FLIGHT A/C EXT.AIOR INSPECTIONS

PRIMARY MEDIA: CAISECONDARY MEDIA: RAS

PR 2.2.1.0.3 STATE REQUIRED ACTION FOR EACH ITEM OFPRE-FLIGHT A/C EXTERIOR INSPECTIONS

PRIMARY MEDIA: STSECONDARY MEDIA: MILPR 2.2.2 PERFORM ORDNANCE PRE-FLIGHT INSPECTIONS

PRIMARY MEDIA: A/CSECONDARY MEDIA:

PR 2.2.2.1 PERFORM PRE-FLIGHT INSPECTION OF AIM-9PRIMA RY MEDIA: A/CSECONDARY MEDIA:

PR 2.2.2.1.0.1 STATE LOCATION OF INSPECTION POINTS FORPRE-FLIGHT INSPECTION OF AIM-9


PR 2.2.2.1.0.2 IDENTIFY DISCREPANCIES FOR EACH POINT FORPRE-FLIGHT INSPECTION OF AIM-9

PRIMARY MEDIA: CAISECONDARY MEDIA: RAS

PR 2.2.2.1.0.3 STATE REQUIRED ACTION FOR EACH ITEM OFPRE-FLIGHT INSPECTION OF AIN-9


Figure 8. Portion Of Typical Media Selection Listing

54


i The following matrix describes the media selection process:


The media selection phase allowsthe user to:

* identify the resources, e.g., The system will select the available re-slide tape, workbook, CAI which sources from the resources which are avail-are available at the training able through the media selection algorithm.installation. Example: media choices might be CAI, slide

tape and workbook; but if the installationdoes not have CAI, workbook and slide tape

*" " become the only choices.

o input answers to a series of The system will assign primary and secondaryquestions '5 maximum) that deal media to each objective based on the in-with learning considerations puts to the media selection algorithmfor each academic objective described in Paragraph 6.4 of MIL-T-29053(A).

e exit the media selection at The system will put an indicator into theany time data base of where the user stopped. If

media selection is completed CASDAT alertsthe user that he can go to syllabusdevelopment.

* request a hard copy printout of The system will print on the lineprinterthe media selected for each all objectives, their aircrew assisgnmentsvalidated objective and primary and secondary media selections.

• iFigure 8 presents a typical listing.

55


SYLLABUS GENERATION. CASDAT generates a syllabus for the users' air-craft. The syllabus consists of a sequence of lessons, each representedby a lesson number, lesson title and lesson media. Each objective assign-ed to the lesson is identified by number, text, aircrew member, environ-ment (academic, trainer or flight) and by specific media assigned tothe individual objective. This information is provided on a syllabusworksheet which the user can use to edit the syllabus. The user canchange parts of lessons (e.g., title, media, objectives), split lessoninto multiple lessons, combine two or more lessons, or delete a lesson.The following paragraphs explain how this is accomplished.

CASDAT generates a syllabus by sorting objectives into lessons. Theobjectives are first sorted by topic, then by aircrew position, andfinally by environment (academic, trainer and flight). Sequencing oflessons is accomplished using a predetermined sequence of topic areas.Therefore, as objectives are sorted into a topic area, they are simul-taneously being sequenced. Within the topic area, lessons are sequencedb. training environment. Academic lessons are trained first, then thetrainer lessons and then flights. This process is illustrated in Figure9.

In order for this process to work, the designers of CASDAT generateda generic aircrew syllabus. Most aircrew syllabi are designed using apredictable sequence of topic areas. For example, most aircrew syllabistart out with a familiarization phase consisting of such topics asaircraft systems, avionics systems and weapon system. The syllabi con-tinue through flight proficiency, mission execution (or tactics), andspecial operations (e.g., carrier qualification). The generic syllabuswas designed by comparing existing topical sequences and creating asequence of phases (e.g., familiarization), topics (e.g., aircraftsystems)and titles (e.g., flight controls). This generic syllabus is includedin Appendix D.

CASDAT designers coded the key words used in the course objectivesso that CASDAT could assign objectives to topics and lesson titles withinthe generic syllabus. EaCh objective contains a verb, modifier and object.For example:

Perform Ejection-seat Inspection

verb mod ifer object

The verbs, modifiers and objects which CASDAT currently recognizes arelisted in Appendix C. These were each assigned to one or more topicarea and lesson title within the generic syllabus. This is shown inAppendix D. CASDAT reads each objective in the objective hierarchydeveloped by the user via CASDAT for his aircraft and assigns it to atopic area using a word search for verb, modifier and object. Specif-ically, the process is performed as follows:

a. CASDAT creates a file containing all validated objectives.b. Next, the generic syllabus is read for phase (eg., familiar-

ization), topic (e.g., communications procedures) and title (e.g.,normal communications).

56 --i


Noue of

objectives aot~ o

topio

JectivesI Loss

Generati sonPrcs

I 57su


Upon getting a title, the objectives file is read. If-the verb, modifierand object of an objective matches those of the lesson title, the objectiveand its subordinate/enabling objectives are assigned to the lesson title.

c. If the verb, modifier and object of the objective do not matchthose of the title, CASDAT continues to the next objective. Each objectiveis read and compared with the various titles until all are assigned atitle.

d. All objectives have now been assigned a title. Within the title,all objectives are now sorted by aircrew member. All pilot objectivesare sorted together; al. radar intercept officer (RIO) objectives aresorted together; and all copilot objectives are sorted together.

e. The objectives for each aircrew member are further sorted bytraining environment, i.e., academic, trainer and flight. It is at thispoint in the process, that lessons are created. For each aircrew member,three types of lessons (representing the three environments) are possiblewithin a title area.

pilot academic normal communicationspilot trainer normal communicationspilot flight normal communications

RIO academic-- normal conmunications

RIO trainer normal communicationsRIO flight normal communications

eNo more than twenty objectives are grouped together into a single lesson.! Therefore, there may be two or more of the same type of lesson within atopic area. For example, there may be two academic lessons on normal

commurication for the pilot.

A coding system was created to label the lessons. An alphanumericcode indicates the phase of training, the aircrew member, the trainingenvironment and the sequence of training within the phase of training.An example lesson code and title is:

FAPA 20 fuel system

The lesson reference number can be interpreted as follows:

FA refers to phase of training; in this case, aircraftfamiliarization. The other phases and their abbrevi-ations are indicated in the generic aircrew syllabus(Appendix D).

P refers to aircrew member for whom the lesson will betaught, in this case, the pilot. Others are:

C - copilotR a radar intercept officer

58


A refers to the training environment, in this Case,academic. Others are:

T = trainerF = flight

20 refers to the sequence of the academic lessons within thefamiliarization phase. The numbers normally start with 20and progress in increments of 20. Therefore, a normalsequence of numbers would be 20, 40, 60, etc. The titlesare sequenced in the same order that they occur on thegeneric syllabus. Some typical titles and their sequencenumbers are:

FAPA 20 Fuel System

FAPA 40 Power Plant System

FAPA 60 Hydraulic System

FAPA 80 Electrical System

FAPT 20 Fuel System

FAPT 40 Power Plant System

FAPT 60 Hydraulic System

FAPT 80 Electrical System

I FAPF 20 Fuel System

FAPF 40 Power Plant System

FAPF 60 Hydraulic System

FAPF80 Electrical System

f. Finally, media are assigned to lessons. Trainer and flightlessons are assigned a trainer or aircraft accordingly. An academiclesson is assigned the media common to the most objectives within thelesson. "Primary and secondary" media have been assigned to individualobjectives during media selection. After these objectives have beenassigned to a lesson, the media previously assigned to each objective aretallied for all objectives in the lesson. The most frequently usedmedium is assigned to the lesson. The second most frequently used mediumis assigned as the secondary medium option.

g. The syllabus worksheet is printed. The syllabus worksheet containsa listing of all lessons within the syllabus. For each lesson, theprintout lists lesson number, title, primary and secondary media. Each( objective assigned to the lesson is identified by number, text, aircrewmember, environment and specific media assigned to the objective duringmedia selection. Figure 10 shows an example portion of the syllabusworksheet.

59


SYLLABUS WORKSHEET

***FAPA 20 NORMAL COMMUNCATIONS

VT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.6.1.0.1 PR A STATE REQUIRED ACTION FOR EACH ITEM OF BEFORE-TAXI CHECKLISTST-SLIDE TAPEMIL- MEDIATED INTERACTIVE LECTURE

2.6.2.0.1 PR A STATE PROCEDURES FOR FIXED-WING FIELD TAXIVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.6.2.0.2 PR A STATE APPROPRIATE RESPONSE TO PLANE CAPTAIN HAND SIGNALSVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.6.3.0.1 PR A STATE PROCEDURES FOR FIXED-WING CARRIER-DECK TAXIVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.6.3.0.2 PR A STATE APPROPRIATE RESPONSE TO PLANE CAPTAIN HAND SIGNALSVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURES2.6.4.1.0.1 PR A STATE CUES AND ALERTS FOR FAILED-BRAKE EMER

ST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECUTRE

2.6.4.1.0.2 PR A STATE CORRECTIVE ACTIONS FOR FAILED-BRAKE EMERVT-VWEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.6.4.2.0.1 PR A STATE CUES-AND-ALERTS FOR FAILED-NGS ENERST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.6.4.2.0.2 PR A STATE CORRECTIVE ACTIONS FOR FAILED-NGS EMERVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.6.5.0.1 PR A STATE THE STEPS REQUIRED TO ACCOMPLISH TAXI COIMUNICATIONSCAI-COMPUTER AIDED INSTRUCTIONWB-WORKBOOK

4.5.5.1.1.0.1 PR A STATE PROCEDURES TO COMMUNICATE WITH GROUND STATIONS USINGDATA-LINK

VT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

4.5.5.1.2.0.1 PR A: STATE PROCEDURES TO COMMUNICATE WITH GROUND STATIONS USING UHFVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

4.5.5.2.1.0.1 PR A STATE PROCEDURES TO COMMUNICATE WITH OTHER AIRCRAFT USINGDATA-LINK

VT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECUTRES

4.5.5.2.2.0.1 PR A STATE PROCEDURES TO COMUNICATE WITH OTHER AIRCRAFT USING UHFVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURES

Figure 10. Sample Portion Of Syllabus Worksheet

60-=-Z


At the conclusion of syllabus development CASOAT generates a mediacost report. This is automatically produced for the user. It computesrelative costs of producing the primary and secondary media plans forthe training syllabus. Relative costs, not real costs, are computed.This is because actual costs change over time and among geographiclocations. The training analyst can use the media cost report to geta comparison of the cost between the two media plans generated by CASOAT.Three tables are produced in the media cost report. The first of these,"Alternative Media Plans" presents in summary form, the number and percentof lessons employing each medium used in the two media plans. Figure 11presents an example table.

The second table, the media cost factors, is shown in Figure 12.Production time and cost factors are presented for each type of mediumin terms of relative values, (i.e., how much more time/cost it takes toproduce one medium over another). These values were determined byCourseware Incorporated and explained in detail in the Training SupportRequirements document produced by them.12 Time/cost factors are itemizedfor each job classification required to complete authoring and productionof each medium type. Time/cost factors are specified for author, instruc-tional psychologist, script writer/editor, and production. A total time/cost factor is also given. The factors are constants; they do not changewith media mix or with real production costs; and they are relative. Forexample, a time/cost factor of twenty indicates that the time and cost toproduce that particular medium is twice that to produce a medium receivinga factor or ten. A user interpreting the media cost factors in Figure 12would see that authoring a slide tape (ST) and authoring a workbook (WB)would take approximately the same amount of time and money. Authoring acomputer aided instruction (CAl) lesson would take slightly more time.Looking at the "total" column, a completed slide tape program will takeapproximately twice as much time and money as a completed mediated inter-active lecture (MIL). A MIL and WB lesson will take approximately thesame time and money to complete.

To complete the third table, media time/cost matrix, the time/costfactors are multiplied by the percentage of lessons employing eachmedium, and then totaled for each time/cost factor. A sample matrixis presented in Figure 13. This table shows the relative costs of the.1 two media plans generated by the syllabus. The user can see how muchrelative time is required of each job category to produce each media plan,as well as a total relative value. In Figure 13, the primary media planis approximately 25 percent more costly than the secondary media plan.

12Hughes, John A. and Lindsey, James A. Trainer Support RequirementsDocument. Courseware, Inc.

61

[F_______________

NAVTRAEQLJIPCEN 79-C-0076-1

PRIMARY SECONDARYMEDIA PLAN MEDIA PLAN

*LESSONS TOTAL LESSONS TOTAL

*j1. AC 18 37.5 18 37.5

2. Sim 12 25.0 12 25.0

3. VT 5 10.4 0 .0

4. MIL 0 .0 16 33.3

5. ST 11 22.9 0 .0

6. WB 1 2.1 0 .0

7. WS5 0 .0 0 .0

8. CAI 1 2.1 1 2.1

9. RAS 0 .0 1 2.1

TOTAL 48 10% 48 100%

Figure 11. Alternative Media Plans

62


TIME/COSTS PRODUCTION TIME/COST FACTORS

MEDIA AUTHOR IP SW/ED PROD TOTAL

1. AC 10.00 1.00 .00 20.00 19.00

2. SIM 10.00 1.00 .00 20.00 19.00

3. VT 10.00 1.00 15.00 27.00 30.00

4. MIL 10.00 1.00 .00 16.00 17.00

5. ST 8.00 3.00 7.00 37.00 35.00

6. WB 8.00 1.00 2.00 20.00 17.00

7. WS 3.00 .50 .50 3.50 5.00

8. CAI 10.00 1.00 .00 20.00 19.00

9. RAS 13.00 2.00 3.00 50.00 41.00

Figure 12. Media Cost Factors

PLAN/CAT AUTHOR IP SW/ED PROD TOTAL

PrimaryMedia Plan 950.00 145.83 320.83 2462.50 2377.08

SecondaryMedia Plan 1006.25 102.08 6.25 1929.17 1879.17

)(

tI Figure 13. Media Time/Cost Matrix

* I6-*I 63


The system actions and user interaction required for syllabus developmentare briefly described below:


There is no user action required The system will assign objectivesduring syllabus generation. to lessons by matching the object-

ive statement taxonomy (verb, modi-fier and object) with genericsyllabus taxonomy (allowable verb,modifier and object shown in Appen-dix D). After the taxonomy match is

made, the objectives are furtherbroken down into lessons by aircrewmembers and environment (academic,flight, trainer).

Upon completion, a hard copy print-out of the syllabus will be printedon the line printer. Each lesson

The user should do an off-line title, its lesson number, primaryreview of the generated syllabus. and secondary media for the lesson,

and the objectives assigned to the

During syllabus validation, the lesson (including the types of the

user can: assigned objectives) are includedin this report.

9 delete lessons The system will delete the indi-cated lessons from the syllabus

e displav lessons The system will provide an on-linereview of all parts of the lesson,e.g., lesson number, title, mediaand assigned objectives.

* change a part of a lesson, e.g., The system will substitute based ontitle, media for the lesson, the user inputs. The lesson fileobjectives etc. will be updated to reflect this

change.

* split a lesson into multiple The system will create multiplelessons lessons from one lesson. The sys-

* tem will take the information givento it by the user to assign titles,media and objectives to each of themultiple lessons. The lesson thatwas split will be deleted from thesyllabus.

* combine two or more lessons The system will combine the objec-into one tives of a number of lessons into

one lesson. The lesson title and

media will be specified by the user.

64


SYLLABUS DEVELOPMENT (continued)


e request a hard, copy printout The system will print on the line-of the validated syllabus printer each lesson number, its

title, the media for the lesson,and the objectives assigned tothe lesson. At the conclusion ofthe syllabus printout, media costsummaries are printed.

LESSON SPECIFICATIONS. The lesson specifications supplied to the user by

CASDAT are outlines of each lesson. They provide guidelines to the lessonauthor; they contain no lesson content. For each lesson within thesyllabus, several pages of authoring guidelines are provided:

a. Page 1 (shown in Figure 14) contains the lesson number and title,

primary and secondary media, and prerequisite information map. The

prerequisite information map lists the five lessons which the student

should have completed before taking the subject lesson and the fivelessons which he will attend after completing subject lesson. The lesson

addressed by the lesson specification is identified in the prerequisiteinformation map by an asterisk located to the left of the lesson number.

Lessons are listed in the same order as they occur in the syllabus work-sheet.

b. Page 2 (shown in Figure 15) lists the lesson objectives. The

objectives are listed in the sequence in which they should be taught inthe lesson. Objectives are identified by number, text, and conditions.The classification of each objective is also listed.

The classification of each objective is determined during media

selection and referenced at this time to aid the lesson author. Each

objective classification refers to a level of content and level of

behavior represented by the objective. In conjunction with this,

" ,different authoring rules apply depending on the classification of the

objective. This is described in MIL-T-29053B. A summary of the authoring

requirements for each objective classification is provided by CASOAT

and is included in this document on pages 146-153. The following is a

list of possible objective classifications.

Classification Level of Content Level of Behavior

A Familiarization Remember

B Fact Remember

C Concept Remember

D Concept Use

E Rules/Procedures Remember

F Rules/Procedures Use

G Principles Remember

H Principles Use

65

IF' ........ .... .... .... ... .... -... ..-- i ii -


*** LESSON SPECIFICATION *

LESSON REFERENCE NUMBER: FAPA 100 AUTHOR: JOE SMITHLESSON TITLE: FLIGHT GEAR

PRIMARY MEDIA: ST-SLIDE TAPESECONDARY MEDIA: MIL-MEDIATED INTERACTIVE LECTURE

PRE-REOUISITE INFORMATION MAP:

FAPA 20 NORMAL COMMUNICATIONS

FAPA 40 TACAN AND NAVID SYSiEMS

FAPA 60 POWER PLANT OPS AND EMERGENCIES

FAPA 80 FLIGHT GEAR

* FAPA 100 FLIGHT GEAR

FAPT 20 NORMAL COMMUNICATIONS

FAPT 40 TACAN AND NAVID SYSTEMS

FAPT 60 POWER PLANT OPS AND EMERGENCIES

FAPT 80 FLIGHT GEAR

FAPT 100 FLIGHT GEAR

Figure 14. Example Page 1 Of The Lesson Specification

66


LESSON SPECIFICATION *

LESSON REFERENCE NUMBER: FAPA 100 AUTHOR: JOE SMITH

LESSON TITLE: FLIGHT GEAR

LESSON OBJECTIVES

SEQ # OBJECTIVE CODE OBJECTIVES OBJ. CLASS

1 2.1.15.0.2 STATE INSPECTION POINTS OF TORSO- B FACT-REMHARNESS

COND: GIVEN FLIGHT GEAR2 2.1.16.0.1 IDENTIFY DOWNING DISCREPANCIES OF D CONCEPT-USELIFE-VEST

COND: GIVEN FLIGHT GEAR3 2.1.16.0.2 STATE INSPECTION POINTS OF LIFE- B FACT-REM

VEST

COND: GIVEN FLIGHT GEAR4 2.1.17.0.1 IDENTIFY DOWNING DISCREPANCIES OF D CONCEPT-USE

SURVIVAL-RADIOCOND: GIVEN FLIGHT GEAR

5 2.1.17.0.2 STATE INSPECTION OF SURVIVAL-RADIO B FACT-REM

CONO: GIVEN FLIGHT GEAR6 2.1.18.0.1 IDENTIFY DOWNING DISCREPANCIES OF D CONCEPT-USE

EXPOSURE-SUITCOND: GIVEN FLIGHT GEAR

7 2.1.18.0.2 STATE INSPECTION POINTS OF EXPOSURE- B FACT-REMSUIT COND: GIVEN FLIGHT GEAR

IFigure 15. Example Page 2 Of The Lesson Specification

$(

i 67


c. Page 3 (shown in Figure 16) lists the primary'and secondarymedia for the lesson, and the personnel, media, facilities andevaluation support required for each.

The following matrix shows the user and system actions during lessonspecification development.


The user requests lesson The system will generate the lessonspecifications from CASDAT. specification and print on the lineThere is no other user action printer each lesson and its attri-required to produce the lesson butes, including pre-requisite in-specifications. The user uses formation map, lesson objectives,the lesson specifications as an lesson media-and resource worksheetaid in authoring the lessons. and authoring aids. The lesson

specification format and authoringaids are based on the requirementsof MIL-T-29053B.

*Appendix E provides examples of the products generated by the system,in context of a sample run of CASDAT.

USEK AIDS. One of the major concerns in developing CASDAT was to facili-tate user interaction with the system, particulary SMEs with little orno ISD experience. For this purpose, tutorial information is availableto the user at critical points. When uncertain about specific responsesrequired, a user can obtain tutorial information from CASDAT simply bytyping in a question mark. Appendix E is structured as a sample run ofCASDAT. The information shown is what the user sees on the CRT whileusing CASDAT. The sample run starts with the user signing on. It con-tinues by showing CRT displays asking for user inputs at each ISO stepand sample user inputs. At most critical points in the process, the userhas typed in a question mark so that the reader of Appendix E can seewhat the tutorial is at each point. A sample report is provided at thecompletion of each ISD step. This will show the reader what the outputof each ISO step looks like as it would be printed on the line printer.

A user's manual has been developed for CASDAT.13 The reader interestedin additional information about CASOAT is urged to read this document.

SPECIAL FEATURE. CASOAT is also capable of performing key word searches.The user can type in any word, and CASDAT will search for tasks orobjectives containing that word. CASDAT will print out a list of tasks

13 Ace, Ronald. Computer Aided System for Developing Aircrew Training(CASDAT) User's Manual. Veda Incorporated. 30 May 1982.

L il 68


f* LESSON SPECIFICATION *

LESSON REFERENCE NUMBER: FAPA 100 AUTHOR: JOE SMITH

LESSON TITLE: FLIGHT GEAR

LESSON MEDIA AND RESOURCE WORKSHEET

PRIMARY MEDIA:

SLIDE/TAPE

PERSONNEL: NONE

MEDIA: SLIDE/TAPEWORKBOOK

FACILITIES: CARREL (U)CARREL (S)

EVALUATION: SELF TEST

J4 -SECONDARY MEDIA:

MEDIATED INTERACTIVE LECTURE

PERSONNEL: INSTRUCTOR PILOTINSTRUCTOR NFO

~MEDOI A: CHALKBOARD

OVERHEAD TRANSPARENCIES35MMSLIDESWALLCHARTPHOTO PANELLECTURE GUIDESTRUCTURE NOTES

FACILITIES: CLASSROOM

EVALUATION: GRADE SHEET

Figure 16. Example Page 3 Of The Lesson Specification

69


and objectives and their sequence numbers which contain the wordrequested by the user. This capability is very useful if, forexample, there is a change to the aircraft. If there is a changein the aircraft heads-up display (HUD) for instance, CASDAT canidentify all listed tasks and learning objectives affected by thechange. On the other hand, if designers are considering changeto the aircraft, they can readily identify the extent that trainingwould be affected if the change were implemented.

)U

i

4

*1t

!" 0

(7


SECTION VI

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

Evaluation of the CASDAT system has shown that it has face, content,

and construct validity. During evaluation of the prototype system,subject matter experts from several aircraft types (i.e., F-4, F-14,CH-46 and SH-2F) were able to create task listings and objectivehierarchies for their aircraft in significantly less time than wouldbe required under traditional ISD methods. In addition, the ISOproducts generated by CASDAT during this and an earlier evaluation

were found to be at least 75 percent complete.

It is difficult to say exactly how complete the current version of

CASDAT is, or exactly how much time can be saved by using CASDAT for

aircrew ISD. Evaluations conducted thus far have been informal. Rig-

orous control over the users' activities was not practical and no

evaluation has been performed on the current, more complete version of

CASDAT. However, based on this partial and informal evaluation of

CASDAT combined with a logical analysis of CASDAT's capabilities, onecan point with confidence to some expected advantages of using CASDAT.

These include:

a. Training analysis is less labor intensive and, therefore, lessexpencive.

b. Training product standarization is improved.

c. Data manipulation is more efficient and flexible.

* d. Data redundancy is reduced.

e. Responses to training program changes are more timely.

i* f. SME and instructional technologist requirements for training

design are reduced.

I g. Assessment of effects of operational equipment change on a

training program is more timely.

At this point in its developmental process, CASDAT could provide

specific use to DoO training development agencies, as follows:

L a. Aid the instructional designer in the design of an emergingaircrew training program.

b. Aid the instructional designer in the modification of an(existing aircrew training program.

c. Aid the training manager to quickly assess the impacP onthe training system of planned or proposed weapon system modifications.

,. 71

7 1


d. Aid the training system evaluator to quickly evaluate an

existing training system and recommend areas for change.

e. Aid the training device manufacturer to assess the trainingtasks and objectives to which his device must be designed.

RECOMMENDATIONS

It is recommended that a full-scale field trial of CASOAT be

conducted. This trial could be accomplished by using CASBAT todesign an aircrew training program for a military aircraft. Thistraining program could be designed for an existing or emerging,complete or partial training system. The critical criterion is thatthe trial include a real design effort, aimed at producing trainingmaterials that would be Incorporated into an operational trainingcommunity. This full-scale, field trial would produce more definitivedata on the quality of CASOAT's products and its time-saving capabil-ities. In addition, this evaluation would provide additional insightinto the need for user interface enhancements that, then, could beincorporated into CASDAT.

Future research and development on CASOAT needs to address theutility of the system to the operational community. In efforts toincrease CASDAT's operational utility consideration must be given to(1) how the system can be used and (2) the needs of the DoD trainingcommunity. Three stages of system development have been planned:

a. Additional Mission Phase

b. Additional ISO steps

c. Other jobs

System refinements, such as user interface requirements will be addressedand evaluated at each phase. The following discusses each stage of CASOAT

development.

ADDITIONAL MISSION PHASE. The generic task list model identified* eight mission phases that comprise the aircrew job. Currently

CASOAT contains alrcrew data relating to all but one of thesephases, tactics. In order to make CASDAT a more useful operationalsystem, aircrew data must be added for tactics, including thevarious aircraft missions:

a. Air-to-air

b. Air-to-ground

c. Anti-submarine warfare

d. Airborne early warning/electronic warfare

e. Reconnasaince

72


f. Mine countermeasures

g. Electronic surveillance

h. Search and rescue

i. Logistics/transport

j. Troop assault/delivery

k. Air refueling

These additions would provide significant advantages to futureDepartment of Defense (DoD) training development efforts for aircrewtraining. For the first time CASDAT will be able to aid an instruc-tional developer in the design of an entire aircrew training syllabus.Once these data are added, CASDAT would be a completed aid to aircrewISO for five ISD steps - task list, objective hierarchy, mediaselection, syllabus, and lesson specifications.

ADDITIONAL ISD STEPS. Twenty-four ISD steps have been documented asbeing appropriate for automation. Looking at the requirements of theDoD training community, some of these ISO steps are more useful thanothers. Additional ISO steps which seem to have the most utility toDoD training and procurement requirements at the present time are:

a. problem analysis

b. training support requirements analysis

c. enhanced media selection focused on training devicefunctional requirements.

When these ISO steps are incorporated into CASDAT programming,CASDAT will be able to manipulate aircrew training data over sevenISO steps.

OTHER JOBS. After the developments identified in the foregoing aresuccessfully completed, the feasibility of the concept should besufficiently demonstrated to suggest that other job areas couldbenefit from this type of an ISD aid.

CASDAT can be designed to provide similar aids to ISO for other typesof operator jobs (e.g., sonar operators), maintenance jobs, and leadership/management jobs. Research and development will be needed to select jobareas suitable for CASDAT applications. Suitability will be based on thecommonality inherent in the data bases of a particular job area, since

this determines the extent to which an area can be served with a genericdata base. Priorities for extending CASOAT to other Job areas also need( to be based on operational requirements for training development. CASDATshould be developed for job areas which need it most.

73


An obstacle to the extension of CASDAT to other job areas is thatappropriate ISD data for specific jobs may not exist in some importantareas. In these cases, ISD data would have to be generated for specificjobs before generic data bases could be developed and tested for thewhole area.

IMPLICATIONS FOR TRAINING DESIGN

Implications of the CASDAT project for training are far-reaching andhighly significant. Because the capabilities of the device are general,many of its applications will evolve only with repeated use, and CASDAT'scontributions will be best known in this way. Most benefits to training,however, would seem to derive from the increased speed and standardization,and improved management qualities that CASDAT lends to ISD operators.

The increased speed of ISD operations via CASDAT leads directly to adecrease in man-hour requirements and consequently to dollar savings.Faster ISO operations also allow highly skilled ISD personnel to spendmore of their time with more creative aspects of ISO. Instead of perform-ing routine tasks such as collecting information and following routinealgorithms, they can apply their skills to higher level problems. Forexample, because various combinations of media and syllabi can be gener-ated in minutes and hours via CASDAT, instead of days, weeks or monthsrequired by traditional manual methods, instructional designers canexperiment with changes in system input parameters and even change theISO methodology itself and explore the effects of such changes on systemoutputs. Thus, CASDAT's speed can lead to improvements in the productresultinn from the ISD effort as well as improvements to the CASOATsystem.

Increased ISO speed will also enable ISO procedures to be applied tomore training problems, since time, money and/or personnel shortagestypically result in less systematic approaches to the development oftraining systems.

CASDAT's speed can also contribute importantly to the evaluation,maintenance and improvement of existing training systems. Relationshipsbetween operational equipment modifications and training program designcan be determined through rapid access to the data bases. Similarly,student performance data can be quickly related to relevant portions ofthe data base. In these ways, training problems that otherwise would

* go undetected or undefined can be remedied in a timely fashion.

Finally, CASDAT's speed will enable rapid searches of the data basesfor specific jobs to determine relationships and uniquenesses among thejobs. This information can be used as basis for developing generalizedtrainers and for the design of instruction at basic level schools.

CASDAT's management qualities will allow many ISO tasks to be performedby relatively low-skilled personnel. This will save money. It will alsoallow ISO to be completed where the higher levels of ISO expertise, thatnormally would be required, are unavailable. The management features Ccan provide an on-the-job training ground for imparting technical ISOskills to ISO team members.

74

A


Improved training products are also expected, due to the organizationand standardization of ISD operations provided by CASDAT. Deficienciesin currently available data bases and procedures should become morereadily apparent with repeated applications of standard procedures andcan be continually improved based on these applications. These improve-ments, in tur., will be passed on to all future applications. This willhelp assure, for example, that the task listings are generated from thebest possible source materials. In the same way, the media pool canbe continually improved and introduction of a new medium into the CASDATsystem will help assure its consideration in all subsequent ISD appli-cations. Thus, CASDAT can serve to improve not only the testing andimplementation of new training technology, but it can also help researchand development efforts by identifying technological weaknesses whichneed to be improved. Standardization of ISD procedures also will encouragesimilar training at different sites, which allow interchange of personneland training materials and equipment.

CASDAT can fail to reach its anticipated potential for a variety ofreasons having to do with funding constraints and technological barriers,problems common to research and development efforts. A danger perhapsmore unique to CASOAT is that the users will attempt to "overuse" thesystem by accepting CASDAT's products too uncritically, and not properlyperforming their editing and revision functions. If this occurs, theproduct will suffer and CASDAT will get the blame. Human creativity isan essential ingredient in ISO and this is even more true with CASOAT.

Another potential problem is that some people will assume that CASDAT'sproducts are produced mechanically, with little human thought and control,

even where the system actually is used properly and effectively. Thismisperception of the CASOAT process could predispose ISO consumers toI erroneously reject CASDAT's contributions, without giving them due con-~sideration.

75

* ---°-- ..


APPENDIX A

TASK LISTING DEVELOPMENT QUESTIONS

(USED TO VERIFY GENERIC DATA BASE FEASIBILITY)

1. What is the aircrew complement?

Indication of the aircrewman focuses all subsequent task listingdevelopment activity. Task listings for each individual aircrewmember can be selectively retrieved by selecting the desiredaircrew position for a given aircraft type. When the tasklisting is assembled into a single hierarchy, both functionaland temporal relationships can be expressed. Thus, the taskloading for an individual aircrew member becomes immediatelyapparent.

2. What are the tactical missions of the aircraft?

Specification of all projected missions provides at least Task levelstatements for the Mission Phase and Subtask level statements forpremission planning (e.g., content of planning activities, typesof publications used, etc.), prelaunch, (e.g., types of ordnance topreflight), and navigation, (e.g., navigational objectives such aspenettation to a target, maintenance of a cap pattern, etc.). Sub-tasks within the Mission Phase can be generated through correlationswith other branching questions, such as "type of WCS" (question 10)or other avionics (question 9) and certain "common sense" subtaskadditions. For example, if one task is to search for a target,a nominal subtask would be to search for it visually.

3. Will the aircraft be required to launch from an alert/scramblecondition?

If the aircraft will be required to launch from a scramble or alertcondition, then an additional prelaunch phase must be generated todescribe the special procedures associated with this condition. Suchchanges are well defined for either case, so generation of new tasksis relatively simple.

4. What ordnance, or weapons, will the aircraft carry?

Listing all of the ordnance which the aircraft is capable of carryingwill generate the delivery tasks or the premission planning phase andthe ordnance preflight tasks during prelaunch, as these are primarilydictated by the nature of that ordnance. Delivery tasks and sub-tasks are, likewise, generated for the mission phase, although theywill not be as complete due to the number and varied conditions underwhich they are employed.

76


5. Is the aircraft equipped with an ejection seat system?

If an aircraft has an ejection seat system, then prelaunch tasks mustinclude preflight tasks of associated equipment (e.g., oxygen mask,G-suit, etc.) and the seat itself. If there is no ejection seat,various other equipment procedures may be generated, depending oninformation from another question (question 7)--type of aircraft;depending on the type of aircraft, there may be no seat inspectionbut instead a preflight of group survival equipment and personal

* headsets, as is the case for the P-3C.

6. How many engines and of which type does the aircraft have?

The number of engines will determine the number of starting proceduresgenerated for the task listing and will also dictate the presence ofpartial/single engine flight procedures. The type of engines willaffect the subtasks and steps associated with any start procedure.When correlated with question 7, aircraft type, blade engagement tasksmay be appended to the start procedures. When correlated to question17, military service, cartridge start procedures may be added to AirForce aircraft.

-- 7. What is the basic nomenclature (i.e., type) of the aircraft?

Such information as fixed wing, variable geometry, helicopter, orvect.red thrust will help to generate tasks for virtually all phasesof the task analysis. Helicopters must show tasks for hovering, aswell as running, takeoffs and must perform autogyro approaches.Variable geometry aircraft must have procedures for flight withmalfunctioning wing programs. Vectored thrust aircraft must havetask sets for performing tactical flight maneuvers using vectorthrust augmentation.

8. Is the aircraft equipped with an INS?

The inertial navigation system is separated from other avionicssystems due to the distinct tasks associated with this equipment.If an aircraft is equipped with an INS, then aligr tent proceduresand updating procedures must be added to t'ie task listing. Corre-lation with (question 11) carrier capability, further adds the tasksfor on-deck alignment with ship sources. If tne aircraft will berequired to scramble start (question 3), then rapid alignment pro-cedures must be included. With just this information (as avionics,

j to follow) a task listing can be generated to the subtask level; ifspecific equipment (e.g., the AN/ARN ) can be entered into thedata base, then the task listing can Begenerated all the way to thestep level.

S (

i 77


9. What is the avionics suit of the aircraft?

Tasks and subtasks can be generated regarding activation, BIT checks,and basic system usage (e.g., navigate using TACAN, navigate usingADF, BIT check the data link, etc.). Basic correlations between systemsmay also be possible (e.g., update INS with TACAN). Again, if specificmodels of equipment are known in the data base, the addition of certainlower-order subtasks is possible (e.g., perform air-to-air ranging withTACAN--If the particular model of TACAN has this feature) and the tasklisting may even be generated to the step level.

10. What are the features/applications of the aircraft WCS?

Although weapon control systems are probably the most specific typesof aircraft equipment, knowledge of certain basic features, pluscorrelation with other task listing development questions (e.g., 2)mission and 4)ordnance) can yield a capability to generate at leastsome tasks and subtasks for prelaunch, navigation, and mission re-quirements. A preliminary list of WCS question elements would in-clude such information as:

1) Type of systems: GunsightCamerasInfraredSonarECM systems--active/passiveRadar

TISEOMAD/JEZEBELData Link

2) Use of systems: Associate each piece of equipment(above) with all applicable missions.

Not all aircraft missions will use the WCS installed, but the associ-ation step (question 2) above will assist in the generation of sub-" Itasks unique to each system. For example, a radar may be used for

intercepts, bombing, and navigation, while TISEO would only be usedfor intercepts. Thus, the radar system must show three sets of sub-tasks in the task analysis and the association operation would supplyat least the first subtask for each "task tree."

11. Is the aircraft capable of carrier operations?

If the aircraft is to be carrier launched, selected mission phaseswill have to be repeated for the task listing in order to account forthe specialized carrier procedures found in each phase. These phasesare, a)prelaunch (including yet another set of procedures if theaircraft uses a scramble start, (question 3), b) takeoff/departure,c) approach/landing, and d) post mission. Addition of these tasksis relatively simple, as such procedures are broken down in the Navy

78


CV NATOPS manual by jet, prop, and helicopter, providing an easy

generation task through correlation with questions 6 and 7.

12. Is the aircraft capable of SATS operations?

The Navy/USMC SATS system is a short airstrip with modified catapultingand arresting equipment. It is intenoed for operation in remote areasfollowing rapid setup by ground troops. If an aircraft is intended foruse with this system, additional tasks must be added to the basic tasklisting in exactly the same way as carrier procedures. Tasks sufficientto complete these portions of the hierarchy can be generated by a genericbase, but use of the SATS system is practically nonexistent and it mayprove most efficient to delete this question entirely.

13. Is aircraft intended for formation flight?

If the aircraft is capable of formation flight, additional tasks forthis must be added for takeoff, navigation, mission phases, approachand landing. Correlation with military service can further modifythe task analysis by grouping formation flight tasks in a separatecategory for USAF aircraft (in keeping with this service's practice).

14. Is the aircraft equipped with a tailhook?

If the aircraft has a tailhook, then landing tasks for arrestmentsmust be generated. Having a tailhook is not the same as beingcarrier capable, (e.g., USAF fighters, mos-t of which have tailhooks).

15. Is the aircraft capable of hot refueling?

A basic refueling task set may be added to the initial list if theaircraft will be hot refueling as part of expected operations. Ifincluded, this task set occupies a discrete time slice, much thesame as a mission phase.

16. Is the aircraft capable of airborne refueling?

If the aircraft can refuel airborne, an additional set of generictasks can be added to the task listing for this activity. Likequestion 15, this set is a discrete "time slice."

79


APPENDIX B

$ GENERIC TASK LIST

800

rF

1.1 collect 1.2 tmission M si~s

data data

1.1.1 Select 1.21.2.1 computeappropriate Gather icapubs required ara

datadatai 1 L

Select Gather compute

- aircraft data pubs - aircraft data - station-oa

- navigation pubs - weather data - center-of-

- tactical pubs - tactical data - drag index- special-purpose pubs - navigation data

- intellegence data

- ordnance data

Ye

MISSION PLANK

1.0 Perform

MissionFlanningProcedures

wiutermissiondata

Compute 1.2.2 Compute 1.2.3 Compute 1.2.4 Copuaircraft takeoff and navigation Taci-data landing data data Data"

Pill IZICompute _ Compute Compute

os-loading data - conventional takeoff - departure navigation data - air-to-r-of-gravity data distance - cruise navigation data - air-ta-index data - vertical takeoff - descent navigation data - logisti

capability - approach data - BAR data- aircraft hover - ASM data

capability - 9W data- vertical landing - inc= da

capability - =W data- conventional landing m

capability assault- conventional landing air-ref

distance

* ..~i

INO-

1.3 Perform 1.4 Record missionnavigation planning dataplanning

compute 1.3.1 Perform navigation FTactical planning using ___ 1.4.1 Prepare mission1.1

Tatal planning dataData,- data-link

- INS _ _ _ _ _ _ _ _ _ _

UHF1- HF- HrCA

e ___- AC Prepare Prepare

-t-ruddlvr aa- radar-chrdaa-bi-to qro nd del ve y d ta- visual procedures - c avia t io datata- i-ta-air delivery data - nO aciaio log data - brimis~i5dt aticallo data - airSdata-HU- a

data - compass - tadata - Loran C

data - satellitedata -oejcounter-seasurts data - ome

-rnieit da at - dead reckoning computer-r~uelnq ata- IMdS

- 3TIDS

.36


1.4 Record mission 1.5 Performplanning data briefing

activities

1.4.1 Prepare mission Prepare 1.5.2 Conductplanning data mission mission brief

brief

Prepare Prepare Conduct

- chart data - chrt ata- mission objective brief- navigation log data - briefing aids - missin obet brief- tactical log data - aircraft data - oeatng are brief

- takeoff and landing data - weapons procedures briefnaviatio d4~- comuanicatione plan briefntacitia data - weather brief- navigation brief

- operational emergency brief

- intellegence and specialinstructions brief

- rules of engagement brief

Q8

2.1o

2 ~.1.2 peuD* erforn exteriorI . I I. inspection Of

et,"pa SerfrM extrio- --- a--- -inspeation of

- a~ograte- flig ht gear:

- survival gear - oe lat"t4 . . appropriate - -a----

survival gear_ _ lanin gea srteo

book mystes.-nfight control

syston

- ewiriintacnro

- esap/egress system

c 14 . -

".t'4

2.2Perform exteriorpreflightisptos

2.2.2 2.2.3 2.3.1Perform exterior Perform exterior Perfors)ef ore-

inspection of inspection of air- entering cock- IaxpGaibles craft mission system pit inspections

Perform exterior Prfor eterior Inspectlepectcs ofinspection of

-~i- ra-red - aircraft cockpitga laa "a"-es~ system

&it.*wqrvnd misile air-to-airrarrocks"- air- to-ground radar

-torpedo soa- or sensorss ines - osih

- ifff S

-flares" sononucy- -mo T10B/WBU

fuel tank refuel bkM C- A - -boist/rescus, system

_____________________ -cargo extraction system- mine counter Reamuree system- 21/21- ANNCS/AZ smite- troo carrier equipment- ZUKVD

Perform interior Permor engine,

2.3.2 2.3.3 .4.1 ..Perform before- Perform after- Perform 2i4.2electcal power" olerctrical before-staring Perfornm statuspectionm , power inspections engine inspections engine pr'o=- _ '

ne j Perform systemsI dieck/set-up

2.4.2 2.5.1 2.5.2

startin Respand Perform flight I Perform avionicspoeueto engine-start controls check/ systems check/

emergencies sot-up go5t-up

PerformRespond to -check/set-up

of- engine hung start- engine hot start - FM- engine fire on star - 5TD

- engine wet start - asp- engine engaged starter - V"- runaway engine start - up

- AM- K-26-JTIDS

- 1F-radar

-INS

- T~AM

- ompass- Zrma C- satellite

a mega- appler-dead reckoning o~-visual procederes

a ata-Link

PRELAUNCHPerform prelaunch.procedures

2.S.3 2.5.4 2.6.1utics Perform aircraft Perform Perform

mission systems expendables field

check/set-up check/set-up tx

Perform Perform Perform ___

check/set-up check/set-upof of -__ hoa shor

ground taxi- infra-red - gun - heoeshorebas- laser - air-to-air missiles hover taxi

-camera - air-to-ground missiles - fixed-wing-air-to-air radar - rockets field taxi-air-to-ground radar -bos

- AD- depth-charge-Jezebel - torpedo-sonar - sonar-sensors-guflsight - sines-381 - chaff- 5011bacy - flares

TIO/TVBU-refimi boosm fuel-UMkS-hoistrescue system-cargo extraction system-mine counter measures system

-AN&=/A3V suite@aoutee troop carrier eqimnt

- 3OVDUO

If 110 1" .;m O

2.GPerformtaxi

2.G. 2.G.3 2.6.4Pefr Respond Perform 2

Fdcrre to taxi taxi__ aiemergencies coemnicatiuis le

Perform Respond to of

Nreb d - hao carrier - 'failed braketaxi desk taxi -ece aWrebased - halo carrier - failed NGS

taxi deck hover emergenciesWin taxi

taxi - fixed vingcarrier docktaxi

2.7Perform before-takeoffchecks/set-up

.7.1 t 2.7.2form Perform takeoff

dables arming checks/set-up

arming 2.7.2.1Perform fieldtakeoff checks/set-up

r-to-air missiles-to-wo nd missilesata 2.7.2.1.1 2.7.2.1.2

Configure Configuredepth-charge aircraft for aircraft mission

srendor takeoff systems for takeoff

fak Perfor Perform

-etrf o takeoff oI-task canfiguratir configuration

of of

- fuel syst - Jafra-red- poMmr plant system - laser- hydraulic system - caumra- electrical system - air-to-air radar- landing ear syste - air-to-groumd radar- caSt lt/Arresting book -MD

MJesebel- flight control system sonar- emvcotamtal o rol system guns.h- eg ;/ system -e

me. aircraft systm -06"My

refuel b-..

hoist/resmm ecargo etracto System

- mne coater inesmm system- ti/TA

trep carrier eqeinLetBOW*=u

4f

2.7.2.2Perform carriertakeoff checks/set-up

2.7.2.1.3 2.7.2.2.1 2.o7.i2.u2.Cot gr ofgr aircraft miss ionavionics arrf o ytm ofor takeoff -jcarrier takeoff carrter fao f

Lare takof

omtakeoff PerformIgaration Perform takeoff takeoff

- configuration conifiguzration0

noof of ___

1D- fuel system - infra-redU - power plant system - laser-

YEW - hydraulic ;,y stem - cameraup - electrical system - air-to-air radar£0, - landing year system - air-to-ground radar-U-2S - catapult/aressting hook -PAnims system Jezebelin - flight control system B omarred". - environmental control system - mih

=0 - escaem egress system I=IM- soc. aircraft systems - eomobICopose

-retoel boomzerau C

- oist/tems systemsatellite

- argo =exation Systmm~m - mim ouaster measmies system

AM redhomap M-MV ter - AZB/A= suite,Yi~l M~~ze -trow arrior evirat

rVAD-A128 530 COMPUTER AIDED SYSTEM FOR DEVELOPING

AIRCREW TRAINING(CASDAT)(U) VEDA INC ARLINGTON VA N C MARCUE ET AL.

NCA. SIID MAR 83 VEDA-I13425-82U/P0707 NAVTRAEQUIPC-79-C-OO76i-I

UNCLASSIFIED N61339-NA-D-0009 F/G 5/9IIIIIIII~I~ImhIImhIIIIhhIlIIIIIIIIIIIIIIIIIIIIIIIIIIIuIIIIIIIIIIIIIIIIIIIIIIIIIIhl

I2.

.M

iiiL~1.8

flu ..

i

MICROCOPY RESOLUTION TEST CHARTNATIONAL BUREAU OF STANDARDS-1963A

, I.

NVMWUVM 79-C-0076-1

takeff ositonPositiostoo

2. 7.2. 2.3 2.7.3.2.Conf igure Performavionics catapultf or carrier houtakeoff

Perform takeoffconfigurationof

- FRS

- WD7

-H?ADr

-KY-28

-JTXDS

-I"

-radar

- TAMa- VOl- Cosqs- lrnC

- atel litek~steuOiga

-doppler

-data-Ijjk

Ha

3.1 SINOP,tedinoff

3,1.2~- I~f@UuPerfoarm

takeoff takeoff

~~Perform Pfr 3'

fil eria takeoff takeoff~ulfedrli verticle takeoff - Ship Vertical

shr il tak.eoff takeoff-field nnne ntional takeoff - ahp ram-field crosswind takeoff takeoff-field aborted takeoff - ship 4mck-lauach-field fomtion takeoff takeoff

With

4

A.;

r ~ i m,*

3* 0..* epn

Comuniat topg Perfom tamf

groud with otherII Ifor aircraft for - 6491 dx - forward I listftakeoffI - M91Mc fPAMot, transition

- at terbuzior failure - takeoff altitxAe-electriMol failuare transition-blown t*fm - hover transition- h)aul* failure - accelerated

* with other :fli~gt tol. failure tastoaircraft hl *_

- Iw

-a

van.

-- -- - -- -;

E

3.2.2Coaniguresystems fordeture

rL

3.2.2.1 3.2.2.2 3.2.2.3Configure Configure aircraft Configure,aircraft for mission systam for avianics fatdepature departure departure

Perform departure Perform departure Perform departurexoufiguratiam ocnfiguration oonfiguration

of - of of -

- fel sytem 6- infra-.ed - no- pm.er plant system - laser - RM

- yaua system caomera - Orn- eleotzlel system air-to -air radar -- Isg gear system - air-to-Wound radar -- eaplat/arresting - NhD - A,

bea system . ebl - 16-28- nita.to system - ser - m's

emrlxin al control system - t -IeL. semm system - m - rZr

~~so.Z /" aso"syts smbaS, . .. . - . y x ma O /T , 3 5 ,-- resbl bern - u8-. boit/~re~ernsw -

al em otjm 3 ,5mm lemon CAM'ss a a,.a .

T -- --.

a WIMNAU

3.2l

3.2.3Perf ormclimboutprocedurs

MaVi - pis -

or - u -ADM-AVEr - AD? - JTIDS- mDI - JTIDS - radar-rider - radar - iNs

8 IN NSa - TACAN-TAMa - TACAN - VCR

- OR- TOR - compss

- om - Cmas- Loran C-Loran C - Loran C - satellite

- satellite - satellite - Cam-, I - oea- dowper

- dople - dowper - dead rekn1B computer-dead reckoning noputer - dead reckoning cosopter - vismal proc~e1S5-vismal rocedare - visual procedures - MW_

I" - M - data-link

-data-Link a-lk

L aaln

POW

NAVTRAEQIPCEN 79-076-1

3.2.4Perfordeparturecommunicationsf

3.2.3.3 vev3.42Fly formation CmuiaeCmmctusing wt rudwt te

- HUD

- VuF_ _ _ _ __ _ _ _ _ _

arCooummicate Comnicate3TID with ground with other

*TD tations aircraftraa using aging

-TACAN - U -

-VOR - var - vur-Compass - 7 -Har- Lran C - D - AW

saelt KY-28 - Mr-23- - hITIDS -JTIDS

-dopplet - U - YOU-dead reckoning computer - stellite - eatelte

erM prisal ocdures - Visual proedures w isna" Proceaures- L - data-link - dta-lnk- ata-link

83'

4e2.

4.1 4.2

Comt iglr. Nanuvernavigation aircraft forsyst navigationI _ _ I ,

Coot igarefor navigationusing---.--

i 4.2.1 4.2.2WD Fly a navgation Fly a

eF woursi/hiadhnv

- onuaa

.atelt

radar

TACAN Fly a • xeIlyavco

vot heading withWompass

mItinC - BUDsatellite a

dopler p1F 1Wded reddmd oeputar AM ev-ml pro~arem1 pMne Y

laml8 "sA

-o , oran at~tI~te one"~t

4 W -4 8 0 4,

* AVIGATION4.0.3

Frly a 4.2.4navigation rly a navigation arcpoinlt-to-poinit

FIT a point-to- IT an a-z; us -4.inge

iWit

pointnusia;

WO - D fo navigation

-l U. - U.-. '1,nreuig

o " Y? -- -4 .

or mit

renew r rWith

- if -i 0ul~g-.-

- -- -ilwIN.- Station usa

- a ~

t em 10 a - 1- atellmsa .il"i

de m mww- @a~N40 WAWA" low~m **Mao"mB msS*dVjj~ g . l~~~~m

WA "Iwo

I I.4.3Perform 4.4

navigation Respond to avigationsystems system malf3tions

evaluation - IEvaluate aircraft Respond to malfunctions

of

- FNs FMs- HUD - HUD

ton - U-FUHF

catios - VHF - VHF

- HF -HF- ADF - DF- JTIDS - JTIDS

- radar - radar

- rns - INS4.2.5.2 - TACAN - TACAN

Comnicate - VOR - VORwith other air- - compass - compasscraft for - Loran C - Loran C

navigation - satellite - satellite

oncuga - osuggadoppler - doppler

-dead reckoning 4 outar - dead reckoning comPuter. ... viil with- visual proceduresCommum.ate with . - MLS,

other aircraft - data-link - dat-linkusing -

-UN?

- VElP

- Am'

- .7210

- satllitea- ,isal procedure- data-l1As

3 R,

NAVTRAEQUIKPEN 79-C-0076-1

navigation Respond tnaitonRespond to

sytmsystem malfunctions navigationevaluation emergencies

ucte aircraft Rlespond to malfunctions sdto___

PHS r~s- SCS failureBUD - HUD - generator failureUD - UD - engine oil level lowVHF- F - engine fire overheat,up - HF - smoke/f umes

ADP- ADP - fuel transfer malfunctionJI - AUFD - hydraulic system failure

radar - radr - loss of cabin pressure

INS - ISTACAN - TACANWaR - VORcompass - ompassLoran C - Loran CSatellite - satelliteoinga - omegadoppler - doppler

dedreckoning 4 oquter -dead reckoning computerviazl pzoce: os- Visual procedures

MS. - Iq~sdata-lnk - data-link

84

4,-

! ' Per for

L descent

6.1.1Configure systemsfor descent

1* .1.3Configure aircraft Configure

Configr e acaft msson system for avionicsdescent for descent

Perform descent Perform descent Perform descentconiguaation configuration configurationof of of

- fuel system - infra-red -FMS- por plant system - laser -MUD

hydraulic system - camera -UHF- electrical system - air-to-air radar - VHr- landlag gear system - air-to-ground radar - RF- castlt/art"etig book - W-

system " esebel - Y-28- lo1t astrol system - somar - JTIDS- eavizsu...tal control - gunsit, -

1tel -K - radarI eeo/ewe systm soeobucl - Ing

- mia _ireraft system - rO/Yo - TACAMrefuel boom -VOt

hoist/rescue stem - coosscargo extraction system - Loran CSL oe nter measures system - satellite- MV/tl - am".AiAW/A suite L dplertzeoo rrer equiposat - ea rahnea

6.1.26..Fly enroute Configure

descent systemsfor approach

6.2.1.1 6.2.1.2Configure Configure aircraft

* aircraft for mission systems forapproach approach

Fly enroute Perform approach Perform approachdescent configuration configurationusing of ____of___

- FMS - fuel systems - infra-red- HUD - paver plant system - laser- UHF - hydraulic system - camera- VHF - electrical system - air-to-air radar- H? - landing gear system - air-to-ground radar- ADr - catapult/arresting - MAD- JYIDS hook system - Jezebel- radar - flight control system - sonar- INS - environmental control - gunsight- TACAlI system - E8K- O - escape/egress system - sonobuoy- codpas - misc, aircraft syste - TISZO/TVSU- Ljran C - refuel boom- satellite - hoist/rescue system

-omga - cargo extraction system-doppler - mine counter measures system-dead reckoning computer - /h-visual procedures - AWACS/AIW suite

tar jai - troop carrier equipment-data-link L7- 3CM/D

|T

I-

6.2Performapproachprocedures

6.2.2 6.2.3 16.2Establish/depart Penetrate to

holding fix approachaltitude a

6.2.1.3Configureavionics forapproach

Perform approach Establish/depart Penetrate to Execute f

configuration holding approach approach

of using _ _ altitude usingusing __

- FMS - FMS - FMS

- BUD - HUD - FMS - UHDuk - - HUD -UHF

- VHF - VHF - UHF - VHF- UF - HF - VHF - EF

- DFADF - HF - ADF- KY-28 - JTIDS - ADF - JTIDS

- JTIDS - radar - JTIDS - radar- 1FF - INS - radar - INS- radar - TACAN - INS - TACAN- INS - VOR - TACAN - VOR- TACAN - compass - VOR - compass- VOR - Loran C - compass - Loran C- compass - satellite - Loran C satelli- Loran C - omega - satellite - omega

satellite - doppler - omega - doppler- omega - dead reckoning computer - doppler - dead r- doppler - visual procedures - dead reckoning computer - visual- dead reckoning computer - MLS - visual procedures - MLS- visual procedures - data-link - MLS - data-i- MLS - data-link

- data-link

.3

APPROACH AND LANDING

Landing proceduresi

4 6.3.1

to Configureaircraft for

oh landing

6.1.1 6.3.1.2 6.3.1.3

Configure aircraft Configure aircraft Configure

for landing mission systems avionicsfor landing for lan

Perform landing Perform landing Perform landingconfiguration configuration configuration

of of of

- fuel system - infra-red - FNS- power plant system - laser - HUD- hydraulic system - camera - UHF- electrical system - air-to-air radar - VaF- landing gear system - air-to-ground radar - M?- catapult/arresting hook - MAD - ADF

system - Jezebel - KY-28- flight control system - sonar - JTIDS- environmental control - gunsight - IFF

SystAm - 3SN - radar- escape/egress system - sonobuoy - INS- mise. aircraft system - T1SMO/TVSU - TACAN

- refuel boom - VOR- hoist/rescue system - comass- cargo extraction system - Loran C- mine counter measures system - satellite

Ing couter - Tr/TL - omegaares, - AWICS/AW suite - doppler

- troop carrier equipment - dead reckon- 3OV/3I - visual pra

- data-link

6.46.3 Respondj

Perform landing approachd

procedures landingOmer nc

6.3.2 6.3.3

field Perform ship

landing landing

Perform Perform Respond to

- field vertical landing - ship vertical landing - engine fai

- field decelerating transition landing - ship waveoff - hydraulic

- field hover landing - ship arrested landing - electrical

- field rolling landing - ship bolter landing - fuel mlf

- field slow landing - ship barricade landing - landing

- field brake slow landing - blown tire

- field conventional landing - hung or

- field crosswind landing - brake fail

- field waveoff - radio out- NGS fail- flap fail

-no flap

oa0uter

r.

6.5Perform approach/landingcommunications

6.5.1 6.5.2

Perform descent Perform approach

communications communications

6.51.1 6.5..2 6.5.2.1 6.5.2.26...I6512Coamnicate Commnic

Comunicate Communicate withwith ground ith oth-

with ground other aircraft for th for aircraft

stations for descent descent approach f approach

Perform descent Perform descent Perform approach Perform app

commincations commications communications c icati

with ground with other with ground with otherre stations using _ aircraft using stations aircraftare using using -

- UH - U

ilure - VBF - VHF - U - URF

- Hy - ADF - VEF - VHF

- AW - XY-29 - ur - Hr- KY-28 - JTIDS - ADF - ADY

- MTfDS - VOR - KY-28 - KY-28

- VOR - satellite - JTIDS - JTIDS

- satellite - visual procedures - VOR - VOAR

- visual procedures - data-link - satellite - satelli

- data-link - visual procedures - visual- data-link - data-I

IAVRAM~IPKEN 79-C-0076-1

6.5Perform approach/landingcommulnications

6.5.2 16.5.3Portform approach Perfo0rm landingcommnications ]commnications

.5.2.1 6.5.3.1 6.5.3.2

icate Comunicate comunicate OMiceth ground with other with grudwt te

tions for aircraft for

stations for arrf o

p roach approach

landingladn

approach Perform approach Perform landing Perform landingications comumnication. comunficationls t Comflterround with other with ground rwitohr

aircraft stations airxcaft

- using ____using using -

- UHF - VuH - V"F

-VHF -vHF - VHFII- BF - Hr - Er

-Ir- D - ADP1-286 KY-28 - Y-28 - X-28kIOS -JTIDS - JTIDS - JTIDS

DR- VOR - VOR - VOR

itellite - satellite - satellite - satelliteLsala procedures - visual procedures - visual procedures - visual p, da&res

Bta-link - data-link - data-link J- -data-link

T 7

slstem forpost-lanail

7.1.1.2 7.1.1.37.1.1.1 Confipar. I ointlevcoa- 19mr aircraft aircraft ALusiom j WIGGLOSfor pout-lauding system far post--uue for

Performs loIanding Perforim post-uadiag, Poerr powst-0,411-11Coti gratom, cflpirtion ctiarstiow. ofof of -

- tual systemm - lufra-red W- Powe plait system - laser - u- hyrtalie systemi - cmra - YIP- electrical eysem - air-to-air radar -- land"* goat system - atr-to-gromd radar - AD,

- omtapmt/zrw~tiag - um. - Vt-2

hfit NJ . ss~ bm ;sbi awl"P

sys44te 0090 SytlZ

- swefewoes system wsCAmof- m. aIrceraft systems - Yh33oIYV3 -

______________ - refuel below mem- holst/esous eysem seem C- cay. OE aim systemt

aim Citer measuresWN

- uwasam its.I .- ttemuarrer aquilmaat

ktp

77.1.27.3Perform dears Parotf m

- taxi

7.1.3.27.1.70-3*1Perform

Perfocm field taxi carrier

potr on Perform et Pefor pas

-rcdiv fir-fotS- fized-viagae taecrrexic tx

- bombs field taxi

-towpede

-mines

Sliare"

- jAL,- fuel-teaks

taxicoa"ChiatioflU

3* * 9 7.1.5.2to tai wih grund ommmcaewithPerform flight 7

statons or theraircaftcontrols shut-down

to ofIiaewt oomct ihPr

ion - US a

I.. - VE

-AD? --P

- TmD -TD

-Satellite - satellite

-Visual procedures - vrisual procedure

-dats-Uflk - dsta-link A

1 erf armpost-landingactivities j

7.1.5Performsysteasahut Gown

15S.2 7.1.S.3 ,eo715.fam xpndblsPefom irratPerform avionics Perform enfomemedbls~msinytem system shutdown shutdown

om I

shutdown Perform shutdown Perform shutdown7**of 7of 7.1S.

Perform6 sh - infra-red - VMS shutdownai r i ssiles - laser - EOD

4-to-gaud missiles - oera - UEFeta - air-to-air radar - V"a - aLr-to-ground radar - F

go-- Jesebel-

- Tso/r -JT--gmnsiht - I"

f M 3 - radar

1-tmb -refuel boom - =- hoist/rescue system - comas- rgo extraction system - Loren C- mime counter measures system - satelUte- TV/NI - 0559

- AI=/Am site -susdpple- troop carrier equipw t - dead refoma- oCVD3= - visualgodeams

- data-ULmk

I I i .in

POST MIS$I

' 7 " 0 ]VW azl

7.1.6Verform i-teriorpoet-f ligbt

7.15. 1 7.1.5.7 7.1.6.1

Perform engine Respond to post- Perform bef ore

davu asrgencies ieete

aregle - ground emergencies IpectimgJne - engine fire cockpt

.400-

3~a- -

ON

7.1.7Perform exteriorpoet-flightinspections

7.1.7.1 7.1.7.2 7.1.7.3

Perform exterior Perform pst-flight Perform

-inspection of inspectiou of *x- aspe a

aircraft pendables aytemsI I -7.1.6.1.2 Perform exterior Perform post-flight Perform post-f

Imapect inspection of inspection of - inspection of

SNOWS, - fuel systems - gun - infra-red- power plant system - air-to-air missiles - laser- hy raulic system - air-to-ground missiles - camera- electrical system - rockets - air-to-air r- landing gear system - bbs - air-to-g -- catapult/arresting hook - depth-charge - ID

system - torpedo - esebelflight control system - 8onar-sensors

- emviommntal control system - min" agnsight- esape/egrees system -- - chaff - M- misc. alrrft system - flares - MMl

- Jamr - ZMD/Mu- fuel-tanks a- refe boom

L- bcist/

- mim. o~t- W/r

- trum

9- w. - 4

* 0..,

p .._

i __i il ii L I

7.2.1Verforsk sainte-nance debrief

7.21., 7.2.1.2Prepare maintenance Conduct maintenanceforms debrief

Ut r7.2.1. .1 7.2.1.2.2 .2.1.I.3-SDebrief aircraft Debrief avionics Dblamission systems teas Sel

Debrief -. Debrief Debrief

- infra-red - rm-- lemur - NOD - air-to-ir al- cmaRL - Uw - aix-to-- air-to-air radar " - rockets- 4i-to-ground radar . - bobs- NRD - - depth-Charge

-Jeseb el - t'-orpdo4 - .TZIDS - nmr-s rs- 9 1 .5 1 V t - r u , - 3 1 s

- - radar aa- f-ais 'eesbes - - flat"

-" YI3t!YSD - !honC&-z eta" bomoi - fuel-tanks

- oxp entretiom systam - orsa C

M G M- a amm e e m se -

- trep O ier eq ymwmt - edwam omoStermow- Visual

4 sils

A 1-.1;A".

MAvrRASNICEN 79-C-006.4

7.2Conductdebrief

onduct debrieof f light

7.2.1 7.2.2

prepare mission Conduct 'asindebrief debrief

7.2. 1.2.4Debriefaircraft

Debrief Conductdebrief

- fuel systems of- power plant system

as - hydraulic system - i i -ojetives

- electrical system -operational area- .lAnu4ug gear system -weapons procsdnzs

- catapult/arresting hook - coinincatiosystem -weather

- flight control system - navigation- environmental control system - operational emergencies

- escape/egress system - intelligene and special

- misc. aircraft systems operations- rules of engagement

6.1.1 8.1.2

Perfrm efueingFly refueling

I reu el in form ation

S I I"

8.1.1.2 61.2.2

=Perform ship Fly formation Fly] f

rendesuous with tanker vtl1 ship

.Iowa-

9.1.3Cant j~e systemfor air refueling

tion (onf igure fortanker airrefueling

Conf igure aircraft Conf igure aircraft Configure avioics fo Cosati

for tanker air re- m ission systemn f or tanker air reuln;forfueling tanker air ifueling!

U. -Of of U

-INO 000% systf laser-

U lna" "M wrem Oph4-~m

bok spasm -5m1-U

mo iwassmi inmel- lR- U

- U~e. assawagt UNDWsm* MAW

ad"& miom "as -k

- w mesas sm -sasam

mn us .reg aromea laws Ca i.m -ssaa "a "NAi.

A________________ -at saAIWM

"No m=*Wdaw wevnaf

8.1.4Performair refue

Configuare for Performship air tanker air

-refueling rfulinlg

8.1.3.2.2 1 8.1.3.2.3aircraft Coa igure aircraft Conf igmare avionics f or'

air refueling mission system for ship air refueling

ship air refueling__

&N- &m -w

a41800.. mawawBroome a-tgoa - W

grw WON~m ri

* ap or~m afsQu mo emame Sk"-usto

-w sum

aIOVO - W -_________________a"_ Bamboo

Casdlact.air refueling

8.1.4.28...lerfors Reconfigurs fromship air tanker air refuelingrefueling,

3econfigure aircraft Reconfigure aircraft Reconfigure avionics

fr-- tanker air insion, system from. frnm tanker airrefueling tanker air refuelingeuln

-1 T

MIft. a"Mnf - -j. smi

mesmolli~wssis- seaI~ss n M

my - - - gt 9 - Cn" mosr "Mseefioo-mmi eios * f-~emmenw "" -o roomWes &"af "Oe oow -

__ __ __ _ __ __ __ _ M

sed,01 usb"SWVG @roonow ~ ~ ~ V oo* omm

'4U o

SPECIAL OPERATIONS

Configure systemVOe air refueling

8..1.

8e.for. S eert

RcofigUZo from tank

ship air refueling clpr

ca Reconfiqure aircraft Reconfigure aircraft Reconfigure avionicsfrom ship air z ission systems from from ship air

refueling ship air refueling refueling

- tons s -1- p , - inyrEma - 0-- ga- b i mr gY - .,u raPax - ,

- *1lain opma - mm

- iia a gm- -Iba

-rlIaE hS sk- lamaba u.-as

- -/ - Jv~is

- aM s .uot ar W.

- inwUrn weedsl arain-

- .,- ope- - -

- aloe. wotael ffvt AM-nm"agatt bolm bas-M

my meowraa. at=t

-M ot o .eRML grows a s- wjewoq swam

WA - ONE"'

AMOAW "%*- deataum

-4, w~wrek"

jI

6.1.6 6.1.7

Perform Poreclisclearing air retooling

- .- .ictiin

8. 1.6.'2 6.1.7.1 8,1.7.2 8.1.7.3Peform ship Comnicate onitecrlclarng-r- wt'oheoarcaf Si

_- i ...... .

wO -- w- u -u - u-,, - u-u~

*- ,-JL - ,amJaO - ,1-

- em tJ - u*SmL~t -aOl- I - - q-1 - -

- -LA - 4taLlmb -

Idr'i

3pn to air I Confiure forrefueling emrgencies ba reusln

With -UVS bwa-a Configure aircraft Cafipgo aircraftafor bot refueling Miso watem for

- hot reftelinq

Imfumv VwW -OO *r-ei U.

0- ZwwemLO "Rem, =own"

- IU~t L uguIm

-~~d~ auage/.pa agan00mai ama. memomm *foamm

__________________MIN -

8.2CoM&Bctbat refueling

, I

8.2.2 82Perform 8.2.3hot refueling PeorIm

cxmni4cat ions bat rfeng

2.1.3 8.2.2.1scat 8.2.2Com2uic

wci for th ground CounicaterstAtns for with grOund

refueling. hot reueling rew

--- .... t. b v CLmt. V*

,Iffew aa- pi ,rw

-n1mg - -3*1~,mg eoue

-AL-

- UNad - dnI-Sd

- m-Wa W

- ml. -su.

o to 8.2.51"9 Recorifigmare after

Les hot refueling

8.2.5.1 8.2.5.28.S3RReooafigwr

Reconfigure aircraft mission *~aircraft after ainc system a e fe o eulntu mrece hot refueling )2ot refueling afeJa eaei

- real inrstas -ar-

- 9GW Plwt nSIP laver-m- bkT&mLLO aqutes 6010 -of

- ectorial Sgtms i-Oirdr - a-d 19. eruyt.. ~-tgwrar - o

- atapalt/arrentia9 book - e - w

-]~ eftlsse slake IN U-

- geICOMatal metrl woosam S

Ewma. aircrft myetem -

- x- -sg - iss

%no "WM m ot-e"mftm - tmlw9

j -il A

MMTrAViqfPCEN 79-C-0076-1

.3.

leaaafigure after Peepond to

hot refueling doum air craft

8.2.5.1 .8.2.5.2 .o3

Pwocf i gur kOwflfigae eonigr

aircraft after &i=ste ater vonc sse

hot efueing ot refueling

G"atm - -- 9

-No U_ 20*0~B - - m

Ge -M Dream00 t r a--

frw room

a.5 ~ -Aw it wa n

"EM bo lot , zbeeivsa I - uwp

UV OI% OM" Mw


APPENDIX C

TASK-OBJECTIVE TAXONOMY

88


VERBS

"p

1. Perform

2. Collect

3. Select

4. Gather

5. Compute

6. Record

7. Prepare

8. Conduct

9. Select/Prepare

10. Inspect

11. Respond

12. Configure

13. Recognize

14. Position

15. Establish

16. Comnunicate

17. Fly

18. Maneuver

19. Evaluate

20. Establish/Depart

21. Penetrate

22. Execute

23. Reconfigure

89


MODIFIERS

1. Mission-Planning 38. Air Refueling 75. Before-Takeoff

2. Appropriate 39. Nay-Planning 76. Arming

3. Aircraft Data 40. Chart 77. Takeoff

4. Navigation 41. Nay-Log 78. Field-Takeoff

5. Tactical 42. Tactical-Log 79. Normal

6. Special-Purpose 43. Briefing 80. Carrier-Takeoff

7. Required 44. Briefing-Aids 81. Carrier-Aircraft

8. Aircraft 45. Mission-Objective 82. Catapult

9. Weather 46. Operating-Area 83. Takeoff/Departure

10. Tactical 47. Weapons-Procedures 84. Field

11. Intelligence 48. Comm-Plan 85. Field-Formation

12. Ordnance 49. Operational-Emerg 86. Ship

13. Mission 50. Rules 87. Ground-Stations

14. Station-Loading 51. Prelaunch 88. T/O-Comm

15. Center-Of-Gravity 52. Personal 89. Other-Aircraft

16. Drag-Index 53. Flight 90. Departure

17. T/0-And-Landing 54. Survival 91. Forward-Flight

18. Conventional-T/O 55. Exterior 92. Takeoff-Attitude

19. Vertical-T/O 56. Interior 93. Hover

20. Aircraft-Hover 57. Before-Entering 94. Accelerated

21. Vertical-Land 58. Escape 95. Climbout

22. Conventional-Land 59. Before-Electrical 96, Rendezvous

23. Landing-Distance 60. After-Electrical 97. Formation

24. Departure-Nay 61. Engine-Start 98. Departure-Comm

25. Cruise-Navigation 62. Before-Starting 99. Course/Heading

26. Descent-Navigation 63. Starting-Engine 100. Vector

27. Approach 64. Systems 101. Point-To-Point

28. Air-To-Ground 65. Flight-Controls 102. Arc

29. Air-To-Air 66. Avionics 103. Nav-Comm

30. Logistics 67. Check/Set-Up 104. Malfunctions

31. SAR 68. A/C-Mission-Sys 105. Approach/Landing

32. ASW 69. Expendables 106. Enroute

33. ESM 107. Approach

34. Recce 71. Helo 108. Holding

35. AEW 72. Helo-Carrier-Deck 109. Final

36. Mine-C/M 73. Fixed-Wing 110. Landing

37. Assault 74. Taxi 111. Flap

90

NAVTRAEQUIPCEN 79-C-0076-1 MODIFIER (Cont)

112. No-Flap 150. Ground-Crew

113. Descent 151. Abnormal

114. Descent-Cowm 152. Down-Aircraft115. Approach-CoRmm

116. Landing-Con

117. Post-Mission

118. Post-Landing

119. Oearm

120. Post-Flight

121. P/M-Comm

122. Shut-down

123. Engine-Shut-Down

124. Before-Shut-Down

125. Interior-Post-Flt

126. Before-Exiting

127. Cockpit

128. Escape-System

129. Exterior-Post-Fit

130. Maintenance

131. Debrief

132. Speciai

133. Air

134. Refueling

135. Tanker

136. T/0-Config

137. Depart-Config

138. Descent-Config

139. Approach-Conflg

140. Landing-Config

141. Post-Land-Config

142. Air-Refueling

143. Clearing

144. Communications

145. Air Refuel-Commr

146. Hot

( 147. Hot-Refuel-Config

148. Hot-Refuel

149. Hot-Refuel-Comm

91________-. --

-, -.


OBJECTS

1. Procedures 38. Flight-Cont-System 74. Troop-Carrier-Eq

2. Data 39. Environ-Cont-Sys 75. ECM/DECM

3. Pubs 40. Escape/Egress Sys 76. System

4. KY-28 41. Expendables 77. Procedure

5. Data-Link 42. Gun 78. Emergencies

6. INS 43. AA-Missiles 79. ECS-Failure

7. UHF 44. AG-Missiles dO. Generator-Failure

8. VHF 45. Rockets 81. Eng-Oil-Level-Low

9. HF 46. Bombs 82. Eng-Fire/Overheat

10. TACAN 47. Depth Charges 83. Elim-Soke/Fumes

11. ADF 48. Torpedo 84. Fuel-Transfer-Mal

12. IFF 49. Sonar-Sensors 85. Hydraulic-Sys-Fail

13. Radar 50. Mines 86. Loss-of-Cabin-Pres

14. Visual-Procedures 51. Chaff 87. Engine-Hung-Start

15. VOR 52. Flares 88. Engine-Hot-Start

16. FMS 53. Jammer 89. Eng-Fire-on-Start

17. HUD 54. Fuel-Tanks 90. Engine-Wet-Start

18. Compdss 55. A/C-Mission-Sys 91. Engaged-Starter

19. LORAN-C 56. Infra-Red 92. Runaway-Egg/Start

20. Satellite 57. Laser 93. Failed-Brake

21. Omega 58. Camera 94. Failed-NGS

22. Doppler 59. A/A-Radar 9.5. Engine-Fire

23. D/R-Computer 60. A/G-Radar 96. Engine-Flameout

24. MLS 61. MAD 97. After-Burner-Fail

25. JTIDS 62. JEZEBEL 98. Electrical Fail

26. Activities 63. Sonar 99. Blown-Tire

27. Brief 64. Gunsight 100. Hydraulic-Fail

28. Equipment 65. ESM 101. Flight-Cont-Fail

29. Gear 66. Sonobuoy 102. High-AOA

30. Inspections 67. TISEO/TVSU 103. Engine-Fail

31. Aircraft 68. Refuel/Boom 104. Hyd-Failure

32. Fuel-System 69. Hoist/Rescue-Eq 105. Elec-Failure

33. Power-Plant-System 70. Cargo-Extract-Eq 106. Fuel-Mal

34. Hydraulic-System 71. Mine-C/M-Eq 107. Landing Gear-Fail

35. Electrical-System 72. TF/TA 108. Tire-Blowout

36. Landing-Gear-Sys 73. AWACS/AEUj-SIite 109. Hung-Ordnance

37. CAT/Arr-Hook-Sys 92

NAVTRAEQUIPCEN 79-C-0076-1 OBJECT (Cont)

110. Brake-Failure 146. Fix

111. Radio-Out 147. Altitude

112. NGS-Failure 148. Landing

113. Smoke/Fumes-In-C/P 149. Waveoff

114. Fuel-Fire 150. Post-Landing

115. Eng-Fire 151. Post-Mission

116. Ground-Emer 152. Shut-down

117. Eng-Fire-Shutdown 153. Postflight

118. Emer-Breakaway 154. Debrief

119. Disconnect-Inop 155. Forms

120. Receptacle-Fail 156. Refueling

121. Check/Set-Up 157. Mission-Objective

122. Taxi 158. Operational-Area

123. Ground-Taxi 159. Weapons-Procedures

124. Hover-Taxi 160. Communications

125. Field-Taxi 161. Weather

126. Carrier-Deck-Taxi 162. Navigation

127. Communciation 163. Oper Emergencies

128. Arming 164. Intelligence

129. Takeoff 165. Rules

130. Planning 166. Rendezvous

131. Cockpit 167. Formation

132. Carrier-Takeoff 168. Air-Refueling

133. Position 169. Clearing-Procedure

134. Hookup 170. Tanker

135. Transition 171. Ship

136. Departure 172. Hot-Refueling

137. Navigation 173. Operations

138. Course/Heading

139. Vector

140. Point-to-Point

141. Arc

142. Evaluation

143. Malfunctions

144. Descent

145. Approach

93


APPENDIX D

GENERIC SYLLABUS

94


GENERIC SYLLABUS STRUCTURE

Phase I:Familiarization Phase (FA) Verbs Modifiers Objects

AIRCRAFT SYSTEMS

Fuel Systems 3 79 32

Power Plant System 3 79 33

Hydraulic System 3 79 34

Electrical System 13 79 35

Landing Gear System 13 79 36

Catapul t/Arresting HookSystem 13 79 37

Flight Control System 13 79 38

Environmental Control System 13 79 39

Escape/Egress System 13 79 40

Misc. Aircraft Systems

AVIONICS SYSTEMS

Flight Instruments

Cockpit Displays System

FMS 13 79 16

HUD 13 79 17

UHF 13 79 7

VHF 13 79 8

HF 13 79 9

ADF 13 79 11

KY-28 13 79 4

JTIDS 13 79 25

IFF 13 79 12

Radar 13 79 13

INS 13 79 6

TACAN 13 - 10

VOR 13 79 15

Compass 13 79 18

Loran C 13 79 19

Satellite 13 79 20

Omega 13 79 21

Doppler 13 79 22

Dead Reckoning 13 79 23

Visual Procedures 13 79 14

ILS 13 79 24

Data-Link 13 79 595

-7 .


Familiarization Phase (FA) Verbs Modifiers Objects

AIRCRAFT MISSION SYSTEMS

Infra-Red 13 79 56

Laser 13 79 57

Camera 13 79 58

Air-To-Air Radar 13 79 59

Air-To-Ground Radar 13 79 60

MAD 13 79 61

Jezebel 13 79 62

Sonar 13 79 63

Gunsight 13 79 64

ESM 13 79 65

Sonobuoy 13 79 66

Tiseo/Tvsu 13 79 67

Refuel Boom 13 79 68

Hoist/Rescue System 13 79 69

Cargo Extraction System 13 79 70

Mine Counter Measures System 13 79 71

TF/TA 13 79 72

AWACS,'AEW Suite 13 79 73

Troop Carrier Equipment 13 79 74

ECM/DECM 13 79 75

EXPENDABLES

Gun 13 79 42

Air-To-Air Missiles 13 79 43

Air-To-Ground Missiles 13 79 44

Rockets 13 79 45

Bombs 13 79 46

Depth-Charge 13 79 47

Torpedo 13 79 48

Sonar-Sensors 13 79 49

Mines 13 79 50

Chaff 13 79 51

Flares 13 79 52

Jammer 13 79 53Fuel-Tanks 13 79 54

96


Phase II: Verbs Modifiers Objects

FLIGHT PROFICIENCY PHASE (FP)

Aircraft PerformanceCharacteristics

Standard OperatingProcedures

Performance Chart Planning 3,4,5,7 17,18,19,20,21 3,222,23,40,3,8,12,14,15,16

Navigation Planning 3,4,5,1,7 4,24,25,26,27,39, 25,3,2.130,5,41 7,8,9,12,14,20

Flight Planning Procedures 1,2,3,4,5,6, 44;8,17,45,46,48, 1,2,3,130,26,7,8 49,1,2,6,7,9,13, 27

4,43

Exterior Inspection 9,3,7,1 52,2,53,54,55 55,56-75,28,29,30,31,32-41,42-59

Interior Inspection 1,10 56,57,8,58,59, 30,31,7660

Ground Procedures 1 67,68,69,8,71, 42-54,122,123,73,74,61,62,63, 124,125,127,77,64,65,66 30,121,4-25,56-75

Ground Emnrgencies 11 61,74,51 78,87-92,93,94

Pre-Launch Procedures 1,12,14,15 68,8,66,136,51, 32-40,56-75,4-25,75,69,76,77,78, 133,1,121,128,8 42-54,129

Takeoff/departure procedures 1,16,12 90,91,92,93,94, 19,15,16,20,25,64.8,68,83,84, 135,136,32-40,1.77,87,88,89,66, 129,77,127,5,7,95,137 8,9,4.11,56-75,

4-25,

Takeoff/departure emergencies 11 77 78,95-102

Navigation Procedures 1,12,18,17,16, 87,103,89,4,8, 140,141,127,19 99,100,101,102 142,1,76,4-25,

127,138,139

Navigation Malfunctions 11 4,104 143,4-25,78,79-86

* ,. Approach Procedures 1,12,17,20, 89,115,138,139, 127,144,4-25,21,22,16 107,108,109,113, 77,145,146,147,

87,114,106,64.8. 144,32-40,56-7568,66

97

NAVTRAEQJIPCEN 79-C-0076-1

Verbs Modifiers Objects

Landing Procedures 1,12,16 105,87,116,89, 4-25,127,77,140,110,64,8, 148,32-40,68,66,84 56-75

Approach/Landing Emergencies 11 105,111,112 78,103-112

Post-Mission Procedures 1,12,16 119,87,121,89, 56-75,4-25,77,141,117,118, 42-54,1,26,150,64,8,68,66 32-40,127,151

Post Mission Ground Procedures 1,8,12,16,23 66,123,124,146, 4-25,30,77,156,8,120,64,65,69, 172,122,152,122,68,147,148, 92-54,56-75,32-40,87,149,15u ~ 127

Post Mission Ground Emergencies 11 120,148 78,93,94,113,114,115,116,117

Interior Inspection 1,10 125,126,127, 30,153128

Exterior Incpectlon 1 129,55,120, 42-54,55,56-75,55 30,153,32-4010

41

Post-flight debrief 1,7,8 130,131,13 42-54,56-75,157-165,154,155,

- 4-25,32-40

Day flight procedures 1 117,132,1,51183,4,105 1

Night flight procedures 1 117,132,1,51,83,4,105 1

All Weather Operations 1 117,132,1,51, 1

83,4,105

Formation Procedures 1,17,16 85,96,97,89, 144,145,148,151 ,129,136,137

Operational Emergencies 11 740,748,10251 79-120, 78

98


PHASE III: MISSION EXECUTION (ME)

MISSION INTRODUCTION

Introduction to Air-to-Air Mission

Introduction to Air-to-Ground Mission

Introduction to ASW Mission

Introduction to RECCE Mission

Introduction to Mine Countermeasures

Introduction to ESM Mission

Introduction to SAR Mission

* Introduction to Logistics/Transport Mission

Introduction to Assault/Delivery Mission

Introduction to Air Refueling Mission

AIRCRAFT MISSION SYSTEMS

System Introduction

System Modes

System Computations

System Test Procedures

Di splays/Symbology

WEAPONS

Weapons Description

Weapons Capabilities/Limitations

MISSION EXECUTION

Doctrine

Tactical Mission Planning 7,8,3.1.2, 9,10,11,12,13, 3,1,1,26,274,5 5,6,1,2,7,28,

31,32,33,34,35,36,37,38,42,43,47,50,8,29,30

Search/Detect

Acquisition/Identification

Prepare to Execute/Employ

Execute Mission/Employ Systems

Evaluate/Assess Situation

Counter Threats

99

NAVTRAEQUIPCEN 79-C--0076-1

MISSION JUDGEMENT

Wingman Considerations

Environmental Considerations

Threat Considerations

Phase IV: Special Operations Phase (SO)

Verb Modifier Object

Air Refueling 8,1,17,12, 89,145,144, 18,118,119,120,23,16,11 64,68,66,8, 171,127,170,

143,133,134, 32-40,56-75,135,86,142 4-25,156,166,167.

168,77.,169

Carrier Operation 1,12,15 66,82,86.142, 132,32-40,4-25,72,73,80,81. 122,124,126,121,68 56-75,133,134,

129,148,149

Abnormal Operations 11 151,152 173,77

100

NAVTRAEQIJIPCEN 79-C-0076-1

APPENDIXE

SAMPLE RUN OF CASDAT

101


!,F

COMPUTER AIDED SYSTEM FOR DEVELOPING AIRCREW TRAINING

WELCOME TO CASDAT

CASUAT IS A SERIES OF COMPUTER PROGRAMS THAT WILL AID YOU INDEVELOPING FIVE COMPONENTS OF AN AIRCREW TRAINING SYSTEM. THESE FIVECOMPONENTS ARE PART OF THE INSTRUCTIONAL SYSTEMS DEVELOPMENT PROCESS(ISD) AND INCLUDE TASK LIST AND OBJECTIVE HIERARCHY DEVELOPMENT,MEDIA SELECTION, TRAINING SYLLABLS AND LESSON SPECIFICATIONDEVELOPMENT. IF' YOU WOULD LIKE MORE INFORMATION ABOUTTHESE ISD COMPONENTS, PLEASE REFER TO MIL-T-29053E.

TO INITIATE DEVELOPMENT OF THE FIRST COMPONENT IN 'THIS PROCESS,THE TASK LIST, IT WILL EBE NECESSARY TO PROVIDE CASDAT WITH THEIDENTIFICATION OF THE TYPE OF AIRCRAFT INVOLVED. IF" THISAIRCRAFT IS NEW TO CASDAT, YOU WILL BE ASKED TO PROVIDE CASDATWITH ADDITIONAL AIRCREW AND AIRCRAFT DATA.

WHEN ENTERING DATA INTO CASDAT, WAIT FOR THE PROMPT ('"'), ENTERTHE DATA, THEN PRESS "CARRIAGE RETURN" KEY. IF MORE THAN ONEENTRY IS MADE, PRESS THE "CARRIAGE RETURN" KEY AFTER EACH ENTRY.AFTER THE FINAL ENTRY HAS SEEN MADE, WAIT FOR THE PROMPT ANDTHEN PRESS THE "CARIAGE RETURN" KEY.

IN SOME CASES, THE CRT MAY SCROLL FASTER THAN YOU WISH. TO STOPTHE CRT FROM SCROLLING, HOLD THE CONTROL (CNTL) KEY DOWN WHILETYPING IN A "S". TO RESUME CRT SCROLL, HOLD THE "CNTL" KEY DOWNWHILE TYPING IN A "0".

IF HELP IS NEEDED IN SELECTING THE APPROPRIATE RESPONSE TO ACOMPUTER INITIATED OUESTION, TYPE IN A "?" AND DEPRESS THE

7 "CARRIAGE RETURN" KEY.

C REMEMBER TO WAIT FOR THE PROMPT E:EFORE ENTERING DATA, ANDTO PRESS THE "CARRIAGE RETURN" KE Y AFTER EACH DATA ENTRY.

102


GIVE DATE (MM/DD/YY)1'09/01/82

GIVE NAME (20AI):-ACE

GIVE AIRCRAFT ID'>TEST1

TRAINING PROGRAMS FOR THE FOLLOWING AIRCRAFT ARE IN PROGRESSF8-111 FB111 F-111 F1ll F4 TEST

DO YOU WANT TO DEVELOP A TRAINING PROGRAM FOR TESTI ? Y/N>Y

WHAT IS THE COMPLEMENT OF THIS AIRCRAFT?

1 PILOT2 CO.-PILOT3 RIO

YOU HAVE SELECTED THE FOLLOWING AIRCREWPILOTRIO

IS THIS COkRECT? Y/N

WHAT ARE THE FEATURES/APPLICATIONS OF THE AIRCRAFT MISSION SYSTEMS?

1 INFRA-RED2 LASER3 CAMERA4 A/A-RADAR5 A/G-RADAR6 MAD7 JEZEBELa SONAR9 GUNSIGHT

10 ESM11 SONOBUOY12 TISEO/TVSU13 REFUEL-BOOM14 HOIST/RESCUE-EQ1 15; CARGO-EXTRACT-EQ16 MINE-C/M-En17 TF/TA1 AWACS/AEW-.SUITE19 TROOP-CARRIER.--EQ20 ECM/DECM

103


92 0

YOU HAVE SELECTED THE FOLLOWING AIRCRAFT MISSION SYSTEMSA/A-RADAR

* GUNSIGHTECM/DECM

IS THIS CORRECT? Y/N

WHAT ARE THE EXPENDABLES OF THIS AIRCRAFT?

1 GUN2 AA-MISSILES3 AC-MISSILES14 ROCKETS5 BOMBS6 DEPTH-CHARGE7 TORPEDO8 SONAR-SENSORS

MINES

10 CHAFF11 FLARES12 JAMMER13 FUEL-TANKS

>2

>12

YOU HAVE SELECTED THE FOLLOWING EXPENDABLESGUNAA-MISSILESCHAFFFLARESJAMMER

IS THIS CORRECT? Y/N• -Y

WHAT IS THE WING STRUCTURE OF THIS AIRCRAFT?

1 VECTOR-THRUST2 HELICOPTER3 FIXED-WING

104

NAVTRAEQU IPCEN 79-C-0076-1

3 F IXE ,..W1:NG:>1

YOU HAVE SELECTED THE FO)LLOW IN; WING TYPEVECTOR- THRUST


IS THIS AIRCRAFT CARRIER CAPAE:LE? Y/N

WHAT IS THE AVIONICS SUITE ASSOCIATED WITH THIS AIRCRAFT?

1 DATA-LINK2 INS3 UHF

VHF5 HF6 KY-ZO7 TACANa ADF9 IFF

10 RADAR

11 VISUAL-PROCEDURES12l VOR13 FMS1l4 HUD

15 COM1ASS16 LORAN-C17 SATELLITEle OMEGA19 DOPPLER20 D/R-COMPUTER

1 MLS

22 JTIDS

> 10

YOU HAVE SELECTED THE FOLLOWING AVIONICSDATA-LINK (RADAR


WHICH OF THESE AVION ICS ARE US3ED FOR C[OMMUNICATinN?

: DAT A~1.TNK,

2 RADAR

'j :": . 105

1.... . . .. . . . ......


YOU HAVI SEL..CTED THE FOLLOWIN( AVTONICS FOR COMMUNICATIONI ~1)> A T A- LIM1N -"

IS THIS CORREC'I? Y/N

WHICH OF THESE AVIONICS ARE USED FOR NAVIGATION?

I DAT A-LINV,2 RADAR

YOU HAVE' SELECTED THE FOLLOWING AVIONICS FOR NAVIGATIONRADAR

IS THIS CORRECT? Y/N..Y

I

FLEASE PAUSE WHILE: YOUR DATA-EASE IS E:EING GENERATED

106

Lim- -t-A i


TEST GENERATED TASK LIST DATE; )6i il .2-------------------------- AUTHOFP ;.M -

SEOUENCE NO TASK.

6. 2. 1. 1 CONFIGURE AIRCRAFT FOR APPROACH

6. 2. 1. 1. 1 PERFORM APPROACH-CONFIG OF FUEL-SYSTEM6. 2. 1. 1. 2 PERFORM APPROACH-CONFIG OF POWFR-PLANT-SYSTEM6. 2. 1. 1. 3 PERFORM APPROACH-CONFIG OF HYDRAULIC-SYSTEM6. 2. 1. 1. 4 PERFORM APPROACH-CONFIG OF ELECTRICAL-SYSTEM6. 2. 1. 1, 5 PERFORM APPROACH-CONFIG OF LANDING-GEAR-SYS6. 2. 1. 1. 6 PERFORM APPROACH-CONFIG OF CAT/ARR-HOOK-SYS6. 2. 1. 1. 7 PERFORM APPROACH-CONFIC OF FLIGHT-CONT-SYSTEM6. 1. 1. 8 PERFORM APPROACH-CONFIG OF ENVIRON-CONT-SYS6. 2. 1. 1. 9 PERFORM APPROACH-CONFIG OF FS.PEiEGRESS-SYS6. 2. 1. 1.10 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF FUEL-SYSTEM6. 2. 1. 1.11 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF FOWER-PLANT-SYSTEM6. 2. 1. 1.12 RECOGNIZE NORMAL AND ABNORMA7 OERATION OF HY11RAULIC-SYSTEh6. 2. 1. 1.13 RECOGNIZE NORMAL AND ABNCRMAL OPERATION OF ELECTRICAL-SYSTEM6. 2. 1. 1.14 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF LANDING-GEAR-SYS

6. 2. 1. 1.15 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF CAT/ARR-HOOK-SYS6. 2. 1. 1,16 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF FLIGHT-CONT-SYSTEr.6. 2. 1. 1.17 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF ENVIRON-CONT-SYS6. c. 1. 1.18 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF ESC4PE/EGRESS-SYSI

6. 2. 1. 2 CONFIGURE A/C-MTSSION-SYS FOR APPROACH

6. 2. 1. 2. 1 PERFORM APPROACH-CONFIG OF !NFRA-RED6. 2. 1. 2. 2 RECOGNIZE mORMAL AND ABNORMAL OFERArION OF INFRA-RED

6. 2. 1. 3 CONFIGURE AVIONICS FOR APPROACH

6. 2. 1. 3. 1 PERFORM APPROACH-CONFIG OF I'aT - lN~.6. 2. 1. 3. 2 RECOGNIZE NORMAL AND ABNORMAL OCThATION OF DATA-LINK

6. 2. 2 ESTABLISH/DEPART HOLDING FIX

6. 2. 2. 1 ESTABLISH/DEPART HOLDING USING DATA-LINE

6. 2. 3 PENETRATE TO APPROACH ALTITUDE

107

* I _ _ _ _ _ _ _ _


YOU HAVE COMPLETED THEDATA EASE GE:NERATION

WHERE DO YOU WANT TO GO?

1 - DATA ASE GENERATIONS..TASK LIST VALIDATION

3 - EXIT

TASK LIST VALIDATION PHASE

BASED ON THE AIRCRAFT AND AIRCREW INFORMATION PROVIDED TO CASDATDURING 'THE PREVIOUS STEP, THE SYSTEM HAS GENERATED A PRELIMINARY

TASK LIST. THIS TASK LIST, WHILE SPECIFIC TO THE AIRCRAFTSELECTED EARLIER, REQUIRES FURTHER DEVELOPMENT. THIS MEANS THATTASK STATEMENTS CONTAINED IN THE PRELIMINARY LIST MUST BE VALIDATED

FOR EACH AiRCREW POSITION AND EACH MISSION PHASE (PHASE OF FLIGHT) OFTHE AIRCRAFT. CURRENTLY, CASDAT WILL DISPLAY THREE AIRCREWPOSITIONS: PILOT,CO-PILOT AND RIO; AND SEVEN MISSION PHASES:PRE-MISSION PLANNING, FRELAUNCH, TAKEOFF/DEPARTURE, NAVIGATION,APPROACH/LANDING, POST-MISSION, AND SPECIAL PROCEDURES.

TASK STATEMENT VALIDATION IS A PROCESS OF DETERMINING WHETHER

A TASK BELONGS IN 'THE LIST OR WHETHER NEW TASKS SHOULD BE ADDEDTO IT. THIS IS ACCOMPLISHED ONE AIRCREW POSITION AT A TIME, AND

ONE MISSION PHASE AT A TIME. THEREFORE, YOU WILL BE: ASKED TOSELECT WHICH MEMBER OF THE CREW AND WHICH MISSION PHASE YOU WISHTO VALIDATE FIRST, ONCE SELECTE:D, CASDAT AUTOMATICALLY

VALIDATES AL.L TASKS IN THE SELECTED PHASE FOR THAT AIRCREW MEMBER.

YOU CAN THEN ADD TASKS, DELETE TASKS OR MODIFY TASKS.

ON COMPLETION OF TASK LIST VAIDATION, CASDAT WILL. GENERATE AN

OEJECTIVES HIERARCHY BASED ON THE VALIDATED 'TASK LIST.THEREFORE IT IS CALLED "FRE-VALIDATED ° . DURING OEJECTIVESHIERARCHY YOU WILL BE ABLE TO ADD, DELETE, OR MODIFY THE

OBJECTIVES ON THE PRE-VALIDATED OBJECTIVES HIERARCHY.

108

-Vt"-m-7


SEL.E('T A MEMI:ER OF THE CREW

1I. F"11.0 '

2 E X I'T

SELECT A MISSION PHASE

1 PRE-MISSION PLANNING2 PRELAUNCH3 TAKEOFF/DEPARTURE4 NAVIGATION5 MISSION/TACTICS6 APPROACH/LANDING7 POST-MISSIONB SPEI':AL--PROCEDURES:9 EXIT

PLEASE PAUSE WHILE CASDAT VALIDATES ALL PRE-MISSION PLANNINGTASKS FOR PILOT

DO YOU WANT TO1-ADD2-DELETE3.-REPLACE/MODIFYq-EXIT

ANY F RE-MISSION PLANNING TASKS?>1

ADDING TASKS S S

ENTER TASK SEQUENCE NUMBERHIT THE "RETURN" KEY WHEN DONE>1.6,1

GIVE TEXT>PERFORM PRE--FLIGHT PLANNING

Sx xADDING TASKS X x

ENTER TASK SEQUENCE NUMBERHIT THE "RETURN" KEY WHEN DONE

109

Li:


[14) YOU Wi I (11L -ADD

3 R F'I... AI: F 0 MI I- y'--E X'IT

i-N)'Y FRE*--.M'S!:;TON I.'ANN ING 1 ANN"-12

x YA DELI TN; TASIV,; "

ENTER 1AS I, LW 'J(I. NUMBS2ERH.IrT "THI . .,E. I.I 'I .-'Y WH7N DINE(NOTE: WHE.I DEL.E1 (N(- A IASK , ALL. S.IF:ORD'1NA1 V rA,:I-, ANI .(-',O DE :.TED)

THE FOLLOWING TASKS ARE NO LONGER VAL..ID FOR PILOT

; 1. 2. 1

COMPUTE AIRCRAFT DATA

1. 2. I. 1.COMPUTE STATION-LOADING; DATA

1J. 2. 1. 2COMPUTE CENTER-OF--GRAVITY DATA

1. 2. 1. 3COMPUTE DRAG-.'IN)-X DATA

K ' DEI_E'ING TASKS

ENTER TASK SEQUENCE NUMBE:RHIT THE "RETURN" KEY WHEN DONE:(NOTE: WHEN DELE:TING A TASK, ALL SUBORDINATE 'TASKS" ARE Al E-( ..EIED)

DO YOU WANT TO1-'ADD2.-DELETE3 -. R 'PL ACE /M0D IF Y

ANY PRE-MISSION FLANNING TASI'S?

"",+YA

'K REL..ACIN(;/MODIFYI:N(; "TASK.S * K l

ENTER TASK SEQUE:NCE NUMB'ER- HITT THE "RETIWRN" 'FY WIFN 0ONI-

(9.3. 2 .A."' NOT E XIST

110

- - * i

NAVTRAEQU IPCE14 79-C-0076- 1

*xRE.PL.ACIN(;/M(O.DEF*Y]TNG TASKS

ENTER TASK ~3 .UN~NUMlE-1%HIT THE "RE: tIURN' KfEY WHE1"N DONE-

GIVE TE XT

PREP'ARE MISSI ON BRE:RFING

OB:JECT NOT INCLUDED IN CASOAT rAXONOMY (SEE LI:ST)

CASDAT OB~JECT LIST

PROCEDURES 1)AT A PUB:S KY- 28

DATA-LINK INS UHF VHFHF T AC N ADF, IFFRADAR VISUAJL.-F'ROCE .DURE:S-. VOR FMSHUD COMPASS LORAN--C SATEL.LITE'OMEGA DO0PPL 14'1 DIR--CO.MFPUTER MLSJTIDS ACTIEVITIE:S B:RIEF EOUIPMENTGEAR INSPECTIONS AIRCRAFT FUEL-SYSTEMPOWER-FtANT-SYSTEMHYDRAUL...EC-SYSTE M EL ECTRICAL-SYS TEM LANDING--GEAR-SYS

CATIARR-HOOfK--SYS FL-IGHT-CO)NT- SYSTE-MENVIRON-CONT-SYS ESCAPE/EG.-RESS--SYSEXPENDAPILES GUN AA-MISSILES AG-MISSILESROCKLTS B~OMBS DEPT--CHARGE TORPEDOSONAR-SENSORS MINE-S CHAFF' FLARESJAMMER FUEL- TANKS A/C-MISSION-SYS INFRA-REDLASER CAMERA A/A-RADAR A/C-RADARMAD JEZEB:EL SONAR GUNSIGHTESM SONOE:UOY TISEO/TVSU REFUEL-6:OOM

HOIST /1hESCUE--EQ CARGO-EXTRACT-EQ MINE -C/M-EQ TF/TAAWACS/AEW-SUITE T ROOP -CARRIEFR - EQ ECM/OFCM SYSTEMPROCEDURE EMERGENCIES ECS-F AILURE GENERATOR-FAILUIREENG-OIL-LEVEL-LOW ENG-FIRE/OVERHEAT ELIM-SMOKE/FUMES FUJEL--TRANSFER-MALHYDRAULIC -SY S-F AILLOSS- OF -CABIN-PRE SENGINE -HUNG -S TART ENGINE--HOT-STARTENG-FIRE-ON-START E N GE1N E --W ET -ST AR T E NGA GE D--S T A F"T EN RUNAWAY-ENS/STARTFAILED-E:RAKE FAILED-NGS ENGINE-FIRE ENGINE-FL AMEOUTAFTER-E:URNER-FAIL ELECTRICAL.-FAIL. ELOWN -TIRE HYDRAULIC-F AIlFLIGHT-CONT--FAIL HIGH--AOA ENGINE-FAIL HYD-F AILUREELEC-FAILURE FUEL--MAL LAND ING -GE*AR -F'AlL. TIRE-:LOWOUTHUNG-ORDNANCE BIRAKE-FAILURE RADIO-OUT NGS-FAILURESMOKE/FUMES-IN-C /PFUEL.--F IRE ENS-FIRE GROUND-EMERENG-FIRE-SHUTDOWN EMER-EIREAKAWAY DISCONNECT-INOP RECEPTACLE-FAILCHECK/SET-UF' TAXI GROUND-TAXI HOVER-TAXIFIELD-TAXI CARRIER-DECK-TAXI COMMUNICATIONS ARMINGTAKEOFF PLANNING COCKPIT CARRIER-TAKEOFFPOSITION HOOKUF' TRANSITTION DEPARTURENAVIGATION COURSE/HEADINt; VECTOR POINT-TO-POINTARC EVALUATION MALFUNCT IONS DESCENTAPPROACH FIX ALTITUDE LANDINGWAVEOFF POST-L ANDING POST-MTSSION SHUT-DOWNPOSTFL.IGH T DEBR<IEF FORMS RE-FUELINGMISSION OF:,F J:CTTVE 0PE.R AT 1 ON A L- A R A WEAPONS.PFR(3CE:Dt.IR E:SCOMMUJNECArl.UONIWEATHER NAVIIG.'AT ION OPER--EMu.ERSEN(-fF:S INTELL.IGUNCERULE:S RE:NDEZVOUS FORMATION AIR REFUEA..ING

CLA]NG-fk)CllFTANKFR SHIP HnT-R[EFLJEL.I'NrOPERAl IONS i

flAVTRAE(UIPCErI 79-C-0076-1

f. IVI I1: X I:lr I NA I I N

V 1I<F: NO I INCI.UDI: 1) I N C, AS1)AT ' AXo N(0M Y I:_. I.. I S )

CASDAT V ERE.' LIST

PERFORM COLLECT SELECT GATHER

COMPUTE RECORD PREPARE CONDUCT

SELECT!FRFF'ARE INSPECT RESPOND CONFIGURE

RECOGNIZE POSITION ESTABLISH COMMUNICATE

FLY MANEUVER EVALUATE ESTABLISH/DEPAR1

PENETRATE EXECUTE RECONFIGURE

GIVE TEXI

:GATHER NAVIGATION DATA

x x RE'LACrNu;I( IFYI:N'.; 'TAI"KS .

ENTER TASK SEQUENCE NUMBERHIT THE "RE-JURN" KEY WHEN DONE

DO YOU WANT TO1 -ADD2--.DE:L.FTE

3.-RL PLP.E MD0 D IF Y'[ -EXIT

AN' ( r'RF MISS 10N PLANNING

A A-

tI,

•112

NAVTRAEQUIPCEl 79-C-0076-1

TEST VALIDATED TASK LIST

CREW POSN SEgUENCE NO TASK

6. 3. 1. i. i PERFORM LANDING-CONFIG OF ELECTRI AL-S SoEM

6. 3. 1. 1 S PERFORM LANDING-CONFIG OF LANDING-OFAR-YSA. 3. 1. 1. 4 PERFORM LANDING-CONFIC OF CAT/ARR-HOOK-S(L

R 6. 3. 1. 1. 7 PERFORM LANDING-CONFIG OF FLIGHT-CONT-SYSTEMR 6. 3. 1. .. 9 PFRFORM LANDING-CONFIG OF ENVIROG;-CONT-;YSR 6. 3. 1. 1. 9 PERFORM LANDING-CONFIG OF ESCAPE/EGRESS-SYSR 6. 3. 1. 1.10 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF FUEL-SYSTEMR 6. 3. 1. 1.11 RECOGNIZE NORMAL AND ABNORMAL CPERATION OF POWER-PLANT-SSTEM

R 6. 3. 1. 1.12 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF HYDRAULIC-SYSTFhR 6. 3. 1. .113 RECOGNIZE NORMAL AND ABNORMAL OFPERATION O; ELECTRICAL-SYSTEMR 6. 3. 1. 1.14 RECOGNIZE NORMAL AND ABNORhAL OPERATION OF LANDING-GEAR-SYSR 6. 3. 1. 1.l5 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF ZAT/ARR-HMCk-STR 6. 3. 1. 1.16 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF FLIGHT-CONT-SlS'EMR 6. 3. 1 17 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF ENVIRON-CONT-S SR 6. 3. 1 1.18 RECOGNIZE NORMAL AND ABNORMAL OPERATION OF ESCAPE/EGRESS-SYS

R 6. 3. 1. 2 CONFIGURE A/C-MISSION-SYS FnR LANDING )

R 6. 3. 1. ?. I PERFORM LANDING-CONFIG OF INFRA-REDR 6. 3. 1. 2. 2 RECOGNIZE NORMAL AND ABNORMAL OFEF:AIION OF [NFRA-RED

R 6. 3, 1. 3 CONFIGIJRE AVIONICS FOR LANDING

R 6. 3. 1. 3. 1 PERFORM LANDING-CONFIG OF DATA-LINKR 6. 3. 1. 3. 2 RECOGNIZ7E NORMAL AND ABNORMAL OFERATION OF ATA-LINK

R 6. 3. 2 PERFORM FIELD LANDING

R 6. 3. 2. 1 PERFORM FIELD VERTICAL LANDINGR 6. 3. 2. 2 PERFORM FIELD DECELERATING TRANSITION LANDINGR 6. 3. 2. 3 PERFORM FIELD HOVER LANDING

R 6. 3. 2. 4 PERFORM FIELD ROLLING VERTICAL LANDINGR 6, 3. 2. 5 PERFORM FIELD SLOW LANDINGR 6. 3. 2. 6 PERFORM FIELD BRAKE TO SLOW STOP LANDINGR 6. 3. 2. 7 PERFORM FIELD CROSSWIND LANDING

113


TEST VALIDATED DEJECIf:JES HIERARCHY [ATE: Oe/1i3 7 i 4E 1'-UTHM. -1iG

CREW POSN SEQUENCE NO . 0 JECT:VE

6. 3. 1. 1. 1 ?ERFORr LANDINGU-CONFIG OF FUEL-SiYTEh

ENIVIR: FC nD: GIVEN AIRCRAFT

E1VIR: TC0N64: GIVEN TRAINER

6. 3, 1. 1. 1. 0. 1 STATE THE FROCEDURES 0 CONFIGU'RE FUEL-SYSTEM

ENVIR: ACOND: FROM MEMORYCON): GIVEN SOP

6. 3. 1. 1. 2 PERFORM LANDING-CONFIG OF POWER-PLANT-SYSIEN

ENVIR: FCORN': GIVEN AIRCRAFT

ENVIR:

COND: GI'VER TRAIER

6. 3. 1. 1. 2. 0. 1 STATE THE PROCEDURES TO CONTIGUPE POWER-PLANT-3YSTEn

ENVIR: ACORD: FROM MEMORYCOND: GIVEN SOP

2. "6. 3. 1. 1. 3 PERFORM LANDING-CONFIG OF HYDRAULIC-SYSTEN

ENVIR: FCOND: GIVEN AIRCRAFT

ENVIR: TCOND GIVEN TRAINER

6. 3. 1. 1. 3. 0. 1 STATE THE PROCEDURES TO CONFIGURE HYDRAULIC-SYSTEN

ENVIR: Ac i COND: FROM MEHORY

COND: GIVEN SOP

114

NAVTRAEQUJIPCEN 79-C-0076-1

WHERE DO YOU WANT TO GO?I - DATA BASE GENERATION2. TASK LIST VALIDATION3 - OBJECTIVE VALIDATION

- EXIT>3

OBJECTIVES HIERARCHY VALIDATION PHASE

DURING THE PREVIOUS STEP, CASDAT GENERATED A PRELIMINARYOBJECTIVES HIERARCHY. ALTHOUGH THIS HIERARCHY IS SPECIFICTO THE AIRCRAFT AND AIRCREW POSITION SELECTED EARLIER, IT WILLREQUIRE FURTHER DEVELOPMENT. THIS MEANS THAT THE OBJECTIVESTATEMENTS CONTAINED IN THE PRELIMINARY HIERARCHY MUST BE VALIDATED

FOR EACH AIRCREW POSITION AND EACH MISSION PHASE FOR THE AIRCRAFT.CURRENTLY, CASDAT WILL DISPLAY THREE AIRCREW POSITION: PILOT,

CO-PILOT AND RIO; AND SEVEN MISSION PHASES: PRE-MISSION PLANNING,

PRELAUNCH, TAKEOFF/DEPARTURE, NAVIGATION, APPROACH/LANDING,POST-MISSION, AND SPECIAL PROCEDURES.

OBJECTIVE STATEMENT VALIDATION IS A PROCESS OF DETERMINING WHETHER

AN OBJECTIVE BELONGS IN THE HIERARCHY OR WHETHER A NEW OBJECTIVESHOULD BE ADDED TO IT. THIS IS ACCOMPLISHED ONE AIRCREW POSITIONAT A TIME, AND ONE MISSION PHASE AT A TIME. THEREFORE, YOU WILL BE

ASKED TO SELECT WHICH MEMBER OF 'THE CREW AND WHICH MISSION PHASE YOUWISH TO VALIDATE FIRST. YOU CAN THEN ADD OBJECTIVES, DELETEOBJECTIVES, OR MODIFY OBJECTIVES.

SELECT A MEMBER OF THE CREW

I PILOT2 RIO3 EXIT

>2

1

115


SELECT A MISSION PHASE

1 PRE-MISSION PLANNING2 PRELAUNCH3 TAKEOFF/DEPARTURE4 NAVIGATION5 MISSiON/TACTICS6 APPROACH/LANDING7 POST-MISSIONa SPECIAL-PROCEDURES9 EXIT

DO YOU WANT TO1-ADD2-DELETE3-REPLACE/MODIFYi-EXIT

ANY PRELAUNCH OBJECTIVES?>1

A E ADDING OBJECTIVES E

ENTER OBJECTIVE SEQUENCE NUMBERHIT THE "RETURN" KEY WHEN DONE

>2.5.*.0,1

GIVE TEXT>STATE THE PROCEDURE FOR ENGINE START

WHAT TYPE OF OBJECTIVE IS THIS?1 - FLIGHT2 - TRAINER3 - ACADEMIC

.3

SELECT A MAXIMUM OF 2 CONDITIONS FOR THIS OBJECTIVE

I FROM MEMORY2 GIVEN FLIGHT GEAR3 GIVEN AIRCRAFT, DAY OR NIGHTi GIVEN NATOPS CHECKLIST5 GIVEN TACTICAL MANUAL6 GIVEN COCKPIT DISPLAY7 GIVEN CHECKLIST

* 8 GIVEN APPROPRIATE HAND SIGNALS9 GIVEN EJECTION SEAT

. 10 GIVEN COCKPIT11 GIVEN AIRCRAFT READY TO 'TAXI12 GIVEN AN EMERGENCY13 GIVEN TACTICAL SITUATIONS14 GIVEN APPROPRIATE ORDNANCE15 GIVEN CHECKLIST KEYED TO EACH

116

I -

IT


Y X ADDING OBJECTIVES S S

ENTER OBJECIIVE SEQOUENCE NUMBERHIT 'THE "REIURN" KEY WHEN DONE

nO YOU WANT TO

1-ADD2-DELETE3-REPLACE/MODIFY'4-EXIT

ANY PRELAUNCH OBJECTIVES?

DELETING OBJECTIVES x x


l ::2 1 1.3

2. 1. 3 DOES NOT EXIST

S S DELETING OBJECTIVES S

ENTER OBJECTIVE SEQUENCE NUMBERHIT THE "KTURN" KEY WHEN DONE

. 2.1. 1. 0. 1 DOES NOT EXIST

THE SEQUENCE NUMBER HAS NOT BEEN TYPED IN CORRECILY, MAKE SURE THAT:I.. THE FTRST TIGTT MATCHES THAT OF THE MISSION PHASE.2. EACH DIGIT IS SEPARATED WITH A DECIMAL POI,.l.3. THE NUMBER IS IN HTERARCHTAI. SEQUENCE.4. ONLY ONE ZERO IS IMBEDIDEID IN AN OBJECTIVE SEQUENCE NUMBER.

, z DELETING OBJECTIVES x x

* ENTER OBJECTIVE SEQUENCE NUMBERHIT THE "RETURN" KEY WHEN DONE

>2.*1.*I1 **1. l

THE FOLLOWING OBJECTIVES ARE NO LONGER VALID FOR RIO

2s to Is 1a 0. IIDENTIFY FLIGHT GEAR

117


ENTER OBJECTIVE SEQUENCE NUMBERHIT THE RE.TURN" KEY WHEN DONE

DO YOU WANT TO1-ADD2-DELETE3-REPLACE/MODIFYI 'I-EXIT

ANY PRELAUNCH OBJECTIVES?>3

X REPLACING/MODIFYING OBJECTIVES x I


GIVE TEXT>IDENTIFY NAVIGATION CHARTS

WHAT TYPE OF OBJECTIVE IS THIS?I - FLIGHT2 - TRAINER

3 - ACADEMIC

>3

IISELECT A MAXIMUM OF 2 CONDITIONS FOR THIS OBJECTIVE

1 FROM MEMORY2 GIVEN FLIGHT GEAR3 GIVEN AIRCRAFT, DAY OR NIGHT4 GIVEN NATOPS CHECKLIST5 GIVEN TACTICAL MANUAL

6 GIVEN COCKPIT DISPLAY. 7 GIVEN CHECKLIST

8 8 GIVEN APPROPRIATE HAND SIGNALS9 GIVEN EJECTION SEAT

10 GIVEN COCKPIT11 GIVEN AIRCRAFT READY TO TAXI12 GIVEN AN EMERGENCY13 GIVEN TACTICAL SITUATIONS14 GIVEN APPROPRIATE ORDNANCE15 GIVEN CHECKLIST KEYED TO EACH16 GIVEN AIRCRAFT ON FLIGHT DECK17 GIVEN EXAM18 GIVEN NAVIGATION PROBLEM19 GIVEN NAVIGATION SYSTEMS20 GIVEN SYSTEM MALFUNCTION21 GIVEN MISSION22 (;IVEN NATOPS MANUAL23 GIVEN AIRCRAFT CONFIGURATION

118

- . . . . . . .. _____ . . . - ' " -. - --- "... ... ... .. . .. ." . -. ,,.,.e . . .. ... .. . ,,,... .. .. . .. . -... i.... , .. .. -:. ,* . -.

NAVRAEQU IPCEN 79-C-0076-1

REPLACING/MODIFYING OB:JECTIVE~S K

ENTER OE:JECTIVE SEOUENCE NUMBE.RHIT THE "RETUJRN" KEY WHEN DONE

DO YOU WANT TO1--ADD2-DELETE3-REPLACE /MODIFYi4-EXIT

ANY PRELAUNCH OBJECTIVES?

SELECT A MEMB:ER OF THE CREW

1 PILOT12 .. Io3 EXIT

>3

IS THE OJECTIVES HIERARCHY COMPLETED? Y/N

DO YOU WANT A LISTING OF THE OBJECTIVES HIERARCHY? Y/N>.y

119

HAVTRAEQUIPCEN 79-C-0076-1

TEST VALIDATED OBjECTIVES HIERARCHY .,E: 06/17/,: -4GE -UTdOR; ZNG

CREW POSN SEOUENCE NO OBJECT:VE

R 6, 3. 1. lo I ;'ERFD R LANDING-CONFIG OF FlEL-SYSTEn

ENVIR: F

COND: GIVEN AIRCRAFT

ENVIR: TC11D: 5IVEN RA1'NER

6. 3. 1- I, 1. 0. 1 STATE THE PROCEDURES C ONFIGURE FUEL-SYSTEM

ENVIR: A

COND: FROM MEMORYCORD: GIVEN SOP

R 6. 3. 1. 1. 2 PERFORM LANDING-CONFIG OF POWER-PLANT-SYSIEM

EnVIR: FCOND: GIVEN AIRCRAFT

ENVIR:COND: GIVEN TRAIb;ER

6. 3. 1- 1- 2, 0. 1 STATE THE PROCEDURES TO CONFIGURE POWER-PLANT-SYSTEM

ENVIR: A* COND: FROM MEMORY

CORD: GIVEN SOP

R 6. 3. 1. 1. 3 PERFORM LANDING-CONFIG OF HYDRAULIC-SYSTEM

ENVIR: F

COND: GIVEN AIRCRAFT

ENVIR: TCOND: GIVEN TRAINER

R 6. 3. 1. 1. 3. 0. 1 STATE THE PROCEDURES TO CONFIGURE HYDRAULIC-SYSTEM

ENVIR: ACOND: FROM MEMORYCOND: GIVEN SOP

120


YOU HAVE COMPLETED THEGENERIC TASK LISTTASK LIST VALIDATION

OBJECTIVE VALIDATION

YOU ARE IN THE FOLLOUING PHASEMEDIA SELECTION

WHERE DO YOU WANT TO GO?I - TASK LIST VALIDATION2 - OBJECTIVE VALIDATION3 - MEDIA SELECTION4 - EXIT>:3

** MEDIA SELECTION PHASE **ITHE MEDIA SELETION MODEL INCLUDED IN CASDAT PROVIDES A SYSTEMATICWAY OF DETERMINING HOU ANY OBJECTIVE SHOULD BE TAUGHT. THIS DETERMINATIONIS MADE BASED ON THE CONTENT LEVEL, BEHAVIOR LEVEL, DISPLAY REQUIREMENTS,MEMORY LOAD, AND MEDIA AVAILABILITY. THE MODEL FOCUSES LARGELY ON THECLASSIFICATION OF OBJECTIVES INTO FIVE BROAD LEARNING CATEGORIES:FAMILIARIZATION, FACT, CONCEPT, PROCEDURE-RULE, AND PRINCIPLE. !T LSOMATCHES THE CAPABILITIES OF EACH MEDIA UITH THE LEARNING REQUIREMENTS OF THEOBJECTIVE. THE FINAL MEDIA DETERMINATION DISPLAYED BY CASDAT IS ARECOMNENADATION OF PRIMARY AND SECONDARY CHOICES OF MEDIA HAVING THE NECESSARYREQUIREMENTS. THESE CHOICES ARE ORDERED IN TERMS OF HOW EFFICIENTLYAND EFFECTIVELY THEY PRESENT THE MATERIAL. IN CASES UHERE THE CAPABILITIESARE NEARLY EQUAL, THE CHOICES ARE PRESENTED IN TERMS OF COST UITH THEMEDIA COSTING LEAST TO PREPARE BEING THE PRIMARY CHOICE.

0A 121


SELECT YOUR INSTALLATION'S AVAILABLE RESOURCES bt IYFING "YES" OR 'oO"AS THEY APPEAR

1. AC-AIRCRAFT

REVIEW THE MEDIA AVAILABLE AT THIS INSTALLATION THAT WILL BE USED IN THIS

fRAINING PROGRAM. SELECT ONLY FROM THOSE PRESENTED ON THE SCREEN.

SELECT YOUR INSTALLATION S AVAILABLE RESOURCES BY TYPING "YES" OR "NO"AS THEY APPEAR

1. AC-AIRCRAFT

2. SIM-SIMULATOR>'Y3. VT-VIDEO TAPE>Y

4. NIL-MEDIATED INTERACTIVE LECTURE

5. ST-SLIDE TAPE. )y

6. UB-UORKBOOK>Y7. US-UORKSHEET

~>Y8. CAI-COMPUTER AIDED INSTRUCTION>N

9. RAS-RANDOM ACCESS SLIDE UORKBOOK>Y

YOU SELECTED:

1. AC-AIRCRAFT2. SIN-SIMULATOR3. VT-VIDEO TAPE4. NIL-MEDIATED INTERACTIVE LECTURE5. ST-SLIDE TAPE6. UB-UORKBOOK7. US-UORKSHEETB. RAS-RANDOM ACCESS SLIDE UORKBOOK

UK TO CONTINUE, OR DONE? (YES/NO/DONE)

122

Ia


PLEASE ANSWER MEDIA OUESTIONS FOR OBJECTIVES IN AN ACADEMIC ENVIRONMENT

4. 1

ESTABLTSH MISSION OBJECTIVES

L01:

WHAT IS THE LEVEL OF BEHAVIOR EXPECTED OF THE STULD ENI IN THIS OBJECTIVE?

1. FAMILIARIZATION

2. REMEMBER

3. USE

I:

4. 1

ESTABLISH MISSION OBJECTIVES

04:

UHAT IS THE MINIMUM DISPLAY REQUIREMENT?

*. 1. VERBAL AND/OR SYMBOLIC AND/OR STATIC SIMPLE PICTORIAL

2. VERBAL AND/OR SYMBOLIC AND/OR STATIC COMPLEX PICTORIAL

3. DYNAMIC PICTORIAL

4. INTERACTIVE

>2MEDIA CHOICE I= MIL-MEDIATEtI INTERACTIVE LECTURE

MEDIA CHOICE 2= ST-SLIDE TAPE c )123


OK TO CONTINUE, OR DONE? (YES/NO/DONE)

PLEASE ANSUER MEDIA OUESTIONS FOR OBJECTIVES IN AN ACADEMIC ENVIRONMEWT

4. 1. 0. 1DETERMINE DESTINATION

01:

WHAT IS THE LEVEL OF BEHAVIOR EXPECTED OF 1HE STUIlENr IN THIS OBJECrIVEi

1. FAMILIARIZATION

2. REMEMBER

3. USE

S...2

4. 1. 0. 1

DETERMINE DESTINATION

02:

WHAT LEVEL OF CONTENT IS BEING TAUGHT IN THIS SEGMENT?

1. FAMILIARIZATION

, 2. FACT

3. CONCEPT

S ,4. RULE/PROCEDURE

. 5. PRINCIPLE

I1( ( 124


. . 1

iOETERMINE DESTINATION

04WHAT IS THE MINIMUM DISPLAY REQUIREMENT?

1. VERBAL AND/OR SYMBOLIC AND/OR STATIC SIMPLE PICTORIAL

2. VERBAL AND/OR SYMBOLIC AND/OR STATIC COMPLEX PICTORIAL


4. INTERACTIVE

MEDIA CHOICE 17 ST-SLIDE TAPE

MEDIA CHOICE 2= NIL-MEDIATED INTERACTIVE LECTURE )

OK TO CONTINUE, OR DONE? (YES/NO/DONE)

PLEASE ANSUER MEDIA QUESTIONS FOR OBJECTIVES IN AN ACADEMIC ENVIRONMENT

4. 1. 1a DETERMINE FLIGHT ROUTE

125


UHAT IS THE LEVEL OF BEHAVIOR EXPECTED OF THE STUDEN[ IN THIS OBJECTIVE?

I. FAMILIARIZATION

2. REMEMBER

3. USE

..3

DETERNINE FLIGHT ROUTE

WHAT LEVEL OF CONTENT IS BEING TAUGHT IN THIS SEGMENT?

1. FAMILIARIZATION

S2. FACT

3. CONCEPT

4. RULE/PROCEDURE

5. PRINCIPLE

.~>4

4. 1. 1DETERMINE FLIGHT ROUTE-i j

041WHAT IS THE MINIMUM DISPLAY REQUIREMENT?

1. VERBAL AND/OR SYNBOLIC AND/OR STATIC SIMPLE PICTORIAL

* ': 2. VERBAL AND/OR SYMBOLIC AND/OR STATIC COMPLEX PICTORIAL


, )4. INTERACTIVE

.,2

126

A--


4. 1. 1DETERMINE FLIGHT ROUTE

I., 05:

IS THE MEMORIZATION COMPOHET OF THIS OBJECTIVE LARGE OR SMALL?

1. SHALL

2. LARGE

4. 1. 1 )DETERMINE FLIGHT ROUTE

I

03:IS THE MINIMUM CRITICAL SET OF INSTANCES THE STUDENT NEEDS TO SEE SMALL OR LARGE

1. SMALL

2. LARGE

>2MEDIA CHOICE I= RAS-RANDOM ACCESS SLIDE UORKBOOK

MEDIA CHOICE 2a NIL-MEDIATED INTERACTIVE LECTURE

OK TO CONTINUE, Ok DONE? (fLSiNO/DONE)~'1

127

- " -.'. . -,7


PLEASE ANSUER MEDIA QUESTIONS FOR OBJECTIVES IN AN ACADEMIC ENVIRONMENT

4. 1. 1. 0. 1,iTATE PROCEDURES TO LIEIERmINE FLIGHT ROUTE

Ut:WHAT IS THE LEVEL OF BEHAVIOR EXPECTED OF THE STUDENT IN THIS OBJECTIVE?

1. FAMILIARIZATION

2. REMEMBER

3. USE

4. 1.1.0.1

STATE PROCEDURES TO DETERMINE FLIGHT ROUTE

04:

WHAT IS THE MINIMUM DISPLAY REQUIREMENT?

1. VERBAL AND/OR SYMBOLIC AND/OR STATIC SIMPLE PICTORIAL

-I2. VERBAL AND/OR SYMBOLIC AND/OR STATIC COMPLEX PICTORIAL


4. INTERACTIVE*I

MEDIA CHOICE 1= UB-UORKBOOK

M MEDIA CHOICE 2z MIL-MEDIATED INTERACTIVE LECTURE

*1I i 128

I NAVTRAEQUIPCEN 9-C-0076-1

09 TO CONTINiUE, OR~ DONE? iYES/Wb/LOfi)

15 THE ,iEI'IA SELECTION COKW1LEIE ? N/N

'~IOiU irT i.C u(f fiI Mf/)

!y

129


0X

zx u xu

-s5nc cn-In0

u w -W

10 4 Z0

%x a I.4

C6 in 0.u w A. n W4 C&w Lx f

4 0 w3~ 4 ~ 4 1o~~c cch P-i -w -h ta -

Li 0 m0C042 42 4 42 4 2 44 f4

- a20 0 2 C~0 2 20 220 Z2

to a

W. - 2 n n01 @A4 i

1A id .W:C. w a In x-2h

LI..~~~I' uln .h i00h

2 2 S-hi U) i 130

urn, se L 2 La1-M.

177 3


YOU HAVE COMPLETE[, THE

GENERIC TASK LISTTASK LI1 VALIDATIONOBJECTIVE VALIDATIONMEDIA SELECTION

YOU ARE IN THE FOLLOWING PHASESYLLABUS DEVELOPMENT

WHERE DO iOU WANT TO 60iI- TASK LIST VALIDATION

2 - OBJECTIVE VALIDATION3 - MEDIA SELECTION4 - SYLLABUS DEVELOPMENT5 - EXIT>4

PLEASE PAUSE WHILE CASDAT GENERATES A TRAINING SYLLABUS FROM THE LESSON

OBJECTIVES VALIDATED EARLIER. WHEN THIS PROCESS IS COMPLETE. CASDATWILL AUTOMATICALLi PRINT A LIST OF UBJECTIVES NOT ASSIGNED 10 AtB LESSjv

IN THE SYLLABUS. THEN IT WILL AUTOMATICALL' PRINT A LIST OF LESSONNUMBERS, TITLE, AND THE OBJECTIVES ASSIGNED TO EACH LESSON. AIRCREW,LEARNING ENVIRONMENT,AND PRIMARY AND SECONDARY MEDIA CHOICES ARE ALSOINDICATED FOR EACH LESSON AND FOR EACH OBJECTIVE. THIS PRINT-OUT

bERVES AS A UORKSHEET THAT CAN BE REVIEWED AND MODIFIED OFF-LINEAS A FImmL VALIDATION OF THE TRAINING SYLLABUS. DURING OFF-LINE REVIEWIT WILL BE POSSIBLE TO MAKE THE FOLLOWING EDITS:

* CODMBINE,SPLIT,OR DELETE EX!STI LESSONS* MODIFY A LESSON BY CHANGING

- THE LESSON TITLE- OBJECTIVES, EITHER ADD OR DELETE THEM- LESSON MEDIA CHOICES

WHEN ALL MODIFICATIONS HAVE BEEN MADE OFF-LINE TO THE SYLLABUS, RETURN TOCASDAT AND SELECT SILLABUS VALIDATION AS [HE NEXT STEP IN [HE LEVELOPMENTPROCESS.

LESSON SORT NOU EXECUTING

131


SYLLABUS WORKSHEET

LESSON TITLELESSON MEDIAOBJECTIVE SEQUENCE AIRCREW ATF TITLE

OBJECTIVE MEDIA

FAPA 20 NORMAL COMMUNICATIONSVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.1.0.1 PR A STATE REQUIRED ACTION FOR EACH ITEM OF BEFORE-TAXI CHECKLIST

ST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.2.0.1 PR A STATE PROCEDURES FOR FIXED-WING FIELD TAXIVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.2.0.2 PR A STATE APPROPRIATE RESPONE TO PLANE LAPTAINHAND SIGNALS

VT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.3.0.1 PR A STATE PROCEDURES FOR FIXED-WING CARRIER-DECK TAXIVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

t 2.6.3.0.2 PR A STATE APPROPRIATE RESPONSE TO PLANE CAPTAINHAND SIGNALS

VT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.4.1.0.1 PR A STATE CUES-AND-ALERTS FOR FAILED-BRAKE EMERST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.4.1.0.2 PR A STATE CORRECTIVE ACTIONS FOR FAILED-BRAKE EMERVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.4.2.0.1 PR A STATE CUES-AND-ALERTS FOR FAILED-NGS EMERST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.4.2.0.2 PR A STATE CORRECTIVE ACTIONS FOR FAILED-NGSEMERVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.6.5.0.1 PR A STATE THE STEPS REQUIRED TO ACCOMPLISH TAXICOMMUNICATIONS

,-i ICAI-COMPUTER AIDED INSTRUCTIONWB-WORIKBOOK

4.5.5.1.1.0.1 PR A STATE PROCEDURES TO COMMUNICATE WITH GROUNDSTATIONS USING DATA-LINK

a , Vi-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

4.5.5.1.2.0.1 PR A STATE PROCEDURES TO COMMUNICATE WITH GROUNDV STATIONS USING UHF

VI-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

4.5.5.2.1.0.1 PR A STATE PROCEDURES TO COMMUNICATE WITH OTHERAIRCRAFT USING DATA-LINK

VI-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

132


SYLLABUS WORKSHEET

LESSON TITLELESSON MEDIA

OBJECTIVE SEQUENCE AIRCREW ATF TITLEOBJECTIVE MEDIA

***FAPA 40 TACAN AND NAVID SYSTEMSCAI-COMPUTER AIDED INSTRUCTIONRAS-RANDOM ACCESS SLIDE WORKBOOK

4.4.1.0.1 PR ATF INTERPRET STEERING COMMAND INFORMATION FOR DATA-LINKCAI-COMPUTER AIDED INSTRUCTIONRAS-RANDOM ACCESS SLIDE WORKBOOk

***FAPA 60 POWER PLAN OPS AND EMERGENCIESST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.4.1.0.1 PR A STATE LOCATION OF CONTROLS/SWITCHES FOR BEFORE-STARTINGENGINE CHECKLIST

ST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.4.1.0.2 PR A STATE REQUIRED ACTION FOR EACH ITEM OF BEFORE-STARTINGENGINE CHECKLIST


2.4.1.0.3 PR A STATE CRITICAL VALUES FOR EACH ITEM IN BEFORE-STARTINGENGINE CHECKLIST


2.4.2.0.1 PR A STATE LOCATION OF CONTROLS/SWITCHES FOR STARTING-ENGINECHECKLIST


2.4.2.0.2 PR A STATE REQUIRED ACTION FOR EACH ITEM OF STARTING-ENGINE CHECKLIST


2.4.2.0.3 PR A STATE CRITICAL VALUES FOR EACH ITEM IN STARTING-ENGINE CHECKLIST


2.4.3.1.0.1 PR A STATE CUES-AND-ALERTS FOR ENGINE HUNG-START EMERVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.4.3.1.0.2 PR A STATE CORRECTIVE ACTIONS FOR ENGINE HUNG-START EMERST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.4.3.2.0.1 PR 4 STATE CUES-AND-ALERTS FOR ENGINE HOT-START ENER

V-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE

2.4.3.2.0.2 PR A STATE CORRECTIVE ACTIONS FOR ENGINE HOT-START EMERST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.4.3.3.0.1 PR A STATE CUES-AND-ALERTS FOR ENGINE FIRE-ON-START EMERVT-VIDEO TAPENIL-MEDIATED INTERACTIVE LECTURE ()

133

L _ ...... J ._ ' ~ . . .. - .. .. . .. .. .. . .


SYLLABUS WORKSHEET

LESSON TITLELESSON MEDIA

OBJECTIVE SEQUENCE AIRCREW ATF TITLEOBJECTIVE MEDIA

2.4.3.4.0.2 PR A STATE CORRECTIVE ACTIONS FOR ENGINE WET-START EMERST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.4.3.5.0.1 PR A STATE CUES-AND-ALERTS FOR ENGAGED-STARTER EMERVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.4.3.5.0.2 PR A STATE CORRECTIVE ACTIONS FOR ENGAGED-STARGER EMERST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.4.3.6.0.1 PR A STATE CUES-AND-ALERTS FOR RUNAWAY ENGINE-ON-START EMERVT-VIDEO TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.4.3.6.0.2 PR A STATE CORRECTIVE ACTIONS FOR RUNAWAY ENGINE-ON-START EMERST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

FAPA 80 FLIGHT GEARST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.1.1.0.1 PR A IDENTIFY FLIGHT-PUBS/DOCST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.1.2.0.1 PR A IDENTIFY HELMETST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.1.3.0.1 PR A IDENTIFY G-SUITST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.1.4.0.1 PR A IDENTIFY SURVIVAL-GEARST-SLIDE TAPENIL-MEDIATED INTERACTIVE LECTURE

2.1.5.0.1 PR A IDENTIFY OXYGEN-MASKST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.1.6.0.1 PR A IDENTIFY TORSO-HARNESS* ST-SLIDE TAPE

NIL-MEDIATED INTERACTIVE LECTURE2.1.7.0.1 PR A IDENTIFY LIFE-VEST


*,2.1.8.0.1 PR A IDENTIFY SURVIVAL-RADIO


2.1.9.0.1 PR A IDENTIFY EXPOSURE-SUITST-SLIDE TAPEMIL-MEDIATED INTERACTIVE LECTURE

2.1.10.0.1 PR A IDENTIFY DOWNING DISCREPANCIES OF FLIGHT-PUBS/JOCRAS-RANDOM ACCESS SLIDE WORKBOOKCAI-COMPUTER AIDED INSTRUCTION

134

, .......-.

NAVTRAEQUI PCEN 79-C-0076- 1

y'OU HAVE COMPLETED THE

TASK LIST VALIbTIONGEBJECTiVt IjALIfli, -iI ON

ri. LibUS DEVLOENT

ARL i. INL THE LLOWING PHASE

-jHiRE DO tJ WAN! 10 &(1?-T~iSL LfiS VALIDATION-OBJECTIVE VALIDATION

.i - MEDIA SELECTION-- SiLLABUS DEVELOPMENT5- LESSON EDIT

- EXYIT

SYLLABUS VALIDATION IS AN OPPORTUNITY TO PLACE, IN CA'-DIAT, TRAININGSYLLABUS CHANGES PREVIOUSLY MADE DURING THE OFF-LINE REV'IEW OF THESYLLABUS VORKSHEET. DURING THIS STEP, IT WILL BE POSSIBLE 70 MAKETHE FOLLOWING EDITS TO THE SYLLABUS:

* COMBINE,SPLIT,OR DELETE EXISTING LESSONS* MODIFY A LESSON BY CHANGING

- THE LESSON TITLEOBJECTIVES, EITHER ADD OR DELETE THEM

- LESSON MEDIA CHOICES

TO MAKE THESE CHANGES, UURK FROM THE ANNOTATED UORKSHEET PROVIDED'DURING THE PREVIOUS STEP AND MODIFIED OFF-LINE. THIS PROCEDUREIS PREFERRED TO DIRECT ON-LINE EDITING. WHEN THIS IS COMPLETE, AFINAL TRAINING SYLLABUS PRINT-OUT IS OBTAINABLE.

vo O IU WANT ;u)I - DISPLAY A LESSON2 - DELETE A LESSON3 - CHANGE A LESSON4 - SPLIT A LESSON INTO MULTIPLE LESSONS5 - COMBINE LESSONS INTO ONE NEU LESSON6 - EXIT THIS EDIT SESSION

*DISPLAYING A LESSON*

NOTE: THIS DISPLAY PROVIDES ON-LINE REYIEU ONLY

f 135


GIVE LESSON NUMBER 70 BE DISPLAYED

S.FAPAO020

RADIO SYSTEMSWHICH OF THE FOLLOWING DO YOU WANT DISPLAYED?

1 - OBJECTIVES FOR THIS LESSON

2 - MEDIA FOR THIS LESSON3 - EXIT

i> 1

THERE ARE 2 OBJECTIVES IN THIS LESSON

AN OBJECTIVE IN LESSON, FAPA 20 ,IS

EVALUATE UHF

DO YOU WISH TO SEF DETAILS OF THIS OBJECTIVE? YIN

iy

EVALUATE UHF

SEQUEHrE NUMBER: 4. 2. 2

ENVIRONMENT: ACADEMIC FLIGHT TRAINER

MEDIA FIRST CHOICE: ST-SLIDE TAPE

MEDIA SECOND CHOICE: NIL-MEDIATED INTERACTIVE LECTURE

AN OBJECTIVE IN LESSON, FAPA 20 ,IS

STATE PROCEDURES TO EVALUATE UHF

DO YOU WISH TO SEE DETAILS OF THIS OBJECTIVE? Y/N>Y

STATE PROCEDURES TO EVALUATE UHF

SEQUENCE NUMBER: 4. 2. 2. 0. 1

ENVIRONMENT: ACADEMIC

MEDIA FIRST CHOICE: UB-WORKBOOK

MEDIA SECOND CHOICE: NIL-NEDIATED INTERACTIVE LECTURE

136


P'LEASE UAIT MEDIA COS[ REFORi IS BEING GENERATEI

MEDIA COSf ANALi ST

fHE MEDiA COST REPORT PRESENTS THE RELATIVE COSTS OF PRODUCING THE PRIMARY

AND SECONDARY MEDIA PLANS FOR THE TRAINING SYLLABUS. THESE RELATIVE COST-

ING FIGURES ARE BASED UPON TUO UNDERLYING ASSUMPTIONS THAT SHOULD ?E MADECLEAR. THE FIRST OF THESE IS THAT AUTHORS UORK FROM COMPLETE, UELL URITTEM

LESSON SPECIFICATIONS. MEDIA PRODUCTION COSTS UP TO AND INCLUDING THEDEVELOPMENT OF LESSON SPECIFICATIONS IS RELATIVELY INDEPENDENT OF THE MEDIA

SELECTED. THE SECOND ASSUMPTION IS THAT ONLY ONE HARD COPY OF EACH FINISHEDPRODUCT IS PRODUCED. COSTS OF ADDITIONAL COPIES OR SETS OF LESSON MATERIALSIS NOT INCLUDED.

T1O TABLES ARE PRODUCED IN THIS REPORT. THE FIRST OF THESE,"ALTERNATIVEMEDIA PLANS", PRESENTS IN SUMMARY FORN, THE NUMBER OF LESSONS EMPLOYINGEACH MEDIUM USED IN THE TWO MEDIA PLANS.

TO DETERMINE THE RELATIVE COST REQUIREMENTS FOR EACH MEDIA PLAN, THE

PERCENTAGE OF LESSONS USING EACH MEDIUM ARE MULTIPLIED BY THE CORRES-PONDING RELATIVE PRODUCTION COST FACTORS STORED WITHIN CASDAT. A SUMMARYOF THE RESULTS OF THIS PROCEDURE ARE PRESENTED FOR EACH MEDIA PLAN INTHE SECOND TABLE,"MEDIA TIME/COST MATRIX". IT SHOULD BE STRESSED THAT THESEFIGURES ARE BOTH RELATIVE (NOT ABSOLUTE) AND APPROXIMATE. THEY ARE RELATIVE IN

S tHAT IT CAN NOT BE SAID THAT THE TOTALS IN ANY CATEGORY FOR EITHER PLAN IS ACERTAIN NUMBER OF HOURS OR DAYS. BUT IN COMPARING THE TOTALS ACROSS BOTH MEDIA

PLANS, IT CAN BE SAID THAT ONE MAY BE CERTAIN NUMBER TIMES AS MUCH AS THE TOTALFOR ANOTHER.

END OF EDIT SESSION

137

Lv - .

T:AVTRAEQUIPCEN 79-C-0076-1

RADIO SYSTEMSWHICH OF THE FOLLOWING DO (OU WANI iiISPLAvEDV

I - OBJELTIVES FOR THIS LESSON2 - MEDIA FOR THIS LESSON3 - EXHi

MiEOIA FIRST CHoICL: ST-SLIE TAPE

mEDIA SacoNl CHUILE: MIL-NEDIATED INTERACTIVE LECTURE

WHICH OF THE FOLLOWING DO YOU WANT DISPLAYED*I - OBJECTIVES FOR THIS LESSON2 - MEDIA FOR THIS LESSON3 - EXIT

CIO YOU UANT TO- DISPLAY A LESSON

2 - DELETE A LESSON3 - CHANGE A LESSON4 - SPLIT A LESSON INTO MULTIPLE iESSGNS5 - COMBINE LESSONS INTO OE NEW LESSON6 - EXIT THIS EDIT SESSION

s CHANGING A LESSON *

GIVE LESSON HUMER OF LESSON TO BE CHANGED

It>FFPAO020THIS LESSON NUMBER, FPPA 20 ,IS NOT IS SYLLABUS

DO YOU WANT TO* 1 - DISPLAY A LESSON

2 - DELETE A LESSON3 - CHANGE A LESSON4 - SPLIT A LESSON INTO MULTIPLE LESSONS5 - COMBINE LESSONS INTO ONE NEU LESSON6 - EXIT THIS EDIT SESSION

"* SYLLABUS FILE IS BEING SORTED - PLEASE WAIT

IS THE SYLLABUS VALIDATION COMPLEE10 Y/N

* t lDo YOU WANT A FRIN[ -f1i1 0 iHF iii..L,.tbi iti

* N 138

LM


a* MEDIA COST *8PAGE I

; RIM-ARY---- -- SiEONDARY; --- II MEDIA PLAN I MEDIA PLAN I

1l0 F I XOF 1 0DF I ZOF II LESSONSI TOTAL I LESSONSI TOTAL I

1 1. AC I 28 46.4 1. 26 46.4 I

1 2. SIN I 26 1 46.4 1 26 1 46.4 1

-1-- 3.-VT- -i -- - 4 -I - 7.1 -- I -- - 0 -- -0.60 - I

1 4. MIL 1 0 I 0.0 1 4 1 7.1 I

1 5, ST I 1 0a 1~ 0 1 0.0 1

I doCUS 1 0 1 0.0 1 0 1 0.00

I OTCAL 1 0~ 1 0001 0 511000 1

------------ ---------- ALTERNATIVE MEDIA PLANS

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MEDIA C09T *88 PAGE 2

I \ TIME/ I PRODUCTION TIME/COST FACTORS II \ COSTSI ---------------------------------- II MEDIA \ IAUTHORI IP ISW/ED I PROD, ITOTAL I

I I I I I I

I 1. AC 1 10,001 1.001 0.001 20.001 19.001

1 2. SIM I 10s001 1.001 0,001 20.001 19.001----------------------------------------------------------------------1 3. VT 1 10,001 1.001 15.001 27,001 30.001

3 4. MIL I 10,003 1.001 0,001 16.001 17.001

----------------------------------------------------------------------1 5, ST I 5.001 3,001 7,001 37,001 35.001----------------------------------------------------------------------I 6. UD 1 9,003 1.001 29001 20,001 17,001

1 7. US 1 3,001 0,01 15 3,501 5.001

I Be CAI I 10.003 14001 0,001 20.001 19.001----------------------------------------- -----------------------------1 9. RAS 1 13.001 2.001 3*001 50,001 41.003-- ---------------------------------- --------------------------------

414

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MEDIA COST *SS PAGE 3

--MEDIA TINE/COST HATRIX--

-- - - -- - -I --- -- -- I -- - - - I- - - - --I - - - -I -- - - -I PLAN \ CATI AUTHOR I IP I RU/ED I PROD* I TOTAL I,I I I I I II

- 7 ------I I I I I I II PRIMARY I 1000.001 100.001 107o141 2050.001 19789571IMEDIA PLAN I I I I I II I I I I I Ii I I I I I I

ISECONDARY I 1000.001 100,001 0.001 1971.431 1895,711IMEDIA PLAN I I

141

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YOU HAVE COMPLETED THE

GENERIC TASK LISTTASK LIST VALIDATIONOBJECTIVE VALIDATIONMEDIA SELECTIONSYLLABUS DEVELOPMENTLESSON EDIT

fOU AkE IN THE FULLOUING r dASELESSUN SPECIFICAIJON

wHERE DO YOU UANT 10 GO?- TASK LIST VALIDATION

. - OBJECTIVE VALIDATION

3 - MEDIA SELECTION4 - SYLLABUS DEVELOPMENT

- LESSON EDIT

6 - LESSON SPECIFICATIONr- EXIT

44* LESSON SPECIFICATION-**

CASDAT PRODUCES A SPECIFICATION FOR EACH ACADEMIC, TRAINER, AND FLIGHT LESSON

IN THE COMPLETED TRAINING SYLLABUS. EACH LESSON SPECIFICATION CONTAINS BOTH

GENERAL INFORMATION ABOUT THE LESSON AND SOME DETAILS OF THE INSTRUCTIONAL

STRATEGY NECESSARY TO TEACH LESSON OBJECTIVES. SPECIFICALLY, THE INFORMATION

PROVIDED TO THE LESSON SPECIFICATION AUTHOR INCLUDES THE FOLLOWING:

* LESSON REFERENCE NUMBER* LESSON TITLE4 PRE-REQUISITE LESSON LIST

* LESSON MEDIAPRIMARY AND SECONDARY RECOMMENDATIONS* MEDIA RESOURCES* INSTRUCTIONAL STRATEGY - AUTHORING AID

WHEN COMPLETED, THE LESSON SPECIFICATION BECOMES A BLUEPRINT OR PRESCRIPTION

,a FOR FURTHER INSTRUCTIONAL DEVELOPMENT. IT PROVIDES AN OFF-LINE GUIDELINE

FOR THE DEVELOPER SO THAT HE MAY CONTRIBUTE HIS CONTENT KNOULEDGE IN ANINSTRUCTIONALLY USEFUL UAY.

-1 4

: I 142


** LESSON SPECIFICATION *

LESSON REFERENCE NUMBER: FAPA 80LESSON TITLE: FLIGHT GEAR

PRIMARY MEDIA: VT-VIDEO TAPESECONDARY MEDIA: MIL-MEDIATED INTERACTIVE LECTURE

PRE-REQUISITE INFORMATION MAP

FACF 80 POWER PLANT EMERGENCIES IN A TRAINER ENVIRONMENT

FACF 100 FLIGHT CONTROLS

FAPA 20 NORMAL COMMUNICATIONS

FAPA 40 POWER PLANT OPS AND EMERGENCI r eFAPA 60 FLIGHT CONTROLS )

*FAPA 80 FLIGHT GEAR

FAPT 20 NORMAL COMMUNICATIONS

FAPT 40 POWER PLANT OPS AND EMERGENCIES

FAPT 60 FLIGHT GEAR

FAPF 20 NORMAL COMUNICATIONS

FAPF 40 POWER PLANT OPS AND EMERGENCIES

a!

143

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S1* LESON SPECIFICATION *1*

LESSON REFERENCE NUKDERI FAPA 90

AUTHORI So 61HONS

LESSON TITLEI FLIGHT DEAR

LESSON OBJECTIVES

OBJECTIVES

SED 0 OBJECTIVE CODE ---E......

2, to to 0. 1 IDENTIFY HELMET CONDI GIVEN FLIGHT DEAR

2 2. 1. 2. 0 1 IDENTIFY DOUNING DISCREPANCIES OF HEL1ET

, CONDI GIVEN FLIGHT OEAR

3 2. i 2, 4 2 STATE INSPECTION pOINTS OF HELMET•CONDO

GIVEN FLIOHT GEAR

I1

-.1

144

..


SSS LESSON SPECIFICATION 5*5

LESSON REFERENCE NUNDERI FAPA 80 AUTHORI So SIMONSLESSON TITLEI FLIGHT GEAR

LESSON MEDIA AND RESOURCE WORKSHEET

PRIMARY MEDIAl

VIDEOTAPE

PERSONNELI NONE

MEDIAl VIDEOTAPEWORKBOOK

FACILITIES CARREL (U)CARREL (8)

EVALUATION! NONE

SECONDARY MEDIAl

MEDIATED INTERACTIVE LECTURE-----------------------------

PERSONNEL$ INSTRUCTOR PILOTINSTRUCTOR NFO

MEDIAl CHALKBOARDOVERHEAD TRANSPARENCIES35MM SLIDESWALLCHARTPHOTO PANELLECTURE OUIDESTRUCTURE NOTES

FACILITIES1 CLASSROOM

EVALUATION1 NONE

0145


I LEVEL OF CONTENT: "FAMILIARIZATION" LEVEL OF BEHAVIOR: "REMEMBER"

INSTRUCTIONAL COMPONENETS ro BE DEVELOPED FOR THIS OBJECTIVE ANDA DESCRIPTION OF THE PRESENTATION FORM OF EACH COMPONENT.

1. GENERALITY: PRESENT A DESCRIPTION OF THE TOPIC OR CONTENTRATHER THAN SPECIFIC INFORMATION TO R7 TESTED.THIS INFORMATION IS "NICE-TO-KNOU", BUr IS NOTREGUIRED. IT IS NOT TESTED.

2. SUPPORT: N/A

3. EXAMPLES: N/A

4. PRACTICEa

TEST ITEMS: N/A

5. PRACTICEFEEDBACK: N/A

I .

t(

146


LEVEL OF CONTENT: "FACT" LEVEL OF BEHAVIOR: "REMEMBER"

INSTRUCTIONAL COMPONENTS TO BE DEVELOPED FOR THIS OBJECTIVE* AND A DESCRIPTION OF THE PRESENTATION FORM OF EACH COMPONENT.

1. GENERALITY: WRITE A CLEAR.CONCISE STATEMENT OF THE FACT(S)WITHOUT ANY EXTRANEOUS MATERIAL.

2. SUPPORT: IF APPROPRIATE. PREAK FACT INTO SMALLER EASIER TOREMEMBER PARTS, OR LINKS TO FAMILIAR INFORMATION

LEARNED EARLIER.

3. EXAMPLES: NOT APPLICABLE TO THIS TYPE OF OBJECTIVE.

4. PRACTICE

TEST ITEMS: REOUIRE THAT THE LEARNER EITHER "RECALL" OR"RECOrIWE" ON THE ENTIRE FACT OR PART OF IT.APPRC .ATE ITEMS INCLUDE:

RECOGNITION RECALL

MATCHING SHORT ANSUERTRUE-FALSE FILL-INMULTIPLE CHOICE LISTING

PRACTICE AND TEST ITEMS MUST MATCH INBEHAVIOR (INTENT) AND FOkMAT.

- 5. PRACTICEFEEDBACK: DEVELOP FEEDBACK FOR "EACH" PRACTICE ITEM.

PROVIDE: 1) AN ANSUER TO THE PRACTICE ITE42) A BRIEF EXPLANATION OF THE ANSUER.

1471 . !-


LEVEL OF CONTENT: "CONCEPT" LEVEL OF BEHAVIOR: "REMEMBER"

INSTRUCTIONAL COMPONENTS TO BE DEVELOPED FOR THIS TYPE OF OBJECTIVEAND A DESCRIPTION OF THE PRESENTATION FORM OF EACH COMPONENT ARE ASFOLLOUS:

1. GENERALITY: PRESENT A STATEMENT UHICH:1) NAMES THE CONCEPT BEING TAUGHT

2) LISTS THE ATTRIBUTES OF THE CONCEPT

2. SUPPORT: SUPPORT SHOULD HELP THE LEARNER REMEMBER THE

DEFINITION . PROVIDE A MNEMONIC, OR AN ELABORATIONOF THE DEFINITION ITSELF. PRESENT BRIEF EXPLANATIONSOF ATTRIBUTES AS NECESSARY.

3. EXAMPLE: PROVIDE AN EXAMPLE(S) HAVING THESE CHARACTERISTICS:I) IT DEMONSTRATES AS MANY OF THE CONCEPT

ATTRIBUTES AS CLEARLY AS POSSIBLE.2) IT IS A COMMON EXAMPLE OF THE CONCEPT.3) !T IS SHOUN AS SIMPLY AS POSSIBLE.

4. PRACTICEA

TEST ITEMS: PRACTICE SET SHOULD REOUIRE THE LEARNER TO REMEMBERTHE DEFINTION. APPROPRIATE ITEMS INCLUDE:1) SHORT ANSUER

2) FILL-IN3) LISTING

PRACTICE AND TFST ITEMS MUST MATCH IN BEHAVIOR(INTENT) AND FORMAT.

5. PRACTICE

FEEDBACK: DEVELOP FEEDBACK FOR "EACH" PRACTICE ITEM. PROVIDE

ANSUERS TO EACH PRACTICE ITEM.

148

AD-A128.530 COMPUTER AIDED SYSTEM FOR DEVELOPING AIRCREW TRAINING(CADAHU)VEA NC ARLINOTON VA N C MARCUE ET AL. 3MAR 83 VEDA 13425-82U/PA A7 NAVTRAEQUIPC-79-C 0076-

UNC7ASSIFIED N(61339-8A D 0009 0G5/9 NI

Ehhh hh1mhFT

L131

1111. 2 2 .2

1115MICROOP REOUINTS1HART6

NATIONAL BUREAU OF STANUAROS-1963-A


LEVEL OF CONTENT: "CONCEPT" LEVEL OF BEHAVIOR: "USE"

INSTRUCTIONAL COMPONENTS TO BE DEVELOPED FOR THIS TYPE OF OBJECTIVEAND A DESCRIPTION OF THE PRESENTATION FORM OF EACH COMFONENT.

1. GENERALITY: PRESENT A STATEMENT WHICH:1) NAMES THE CONCEPT BEING TAUGHT.2) LISTS THE ATTRIBUTES OF THE CONCEPT.

-------- -------------------------------------------------------------------------------

2. SUPPORT: PREPARE A MORE DETAILED EXPLANATION OF THE DEFINITION.THIS EXPLANATION MAY DEFINE TERMS IN THE DEFINITION

AND ELABORATE UPON IDEAS IN THE DEFINITION.

3. EXAMPLESA

NON-EXAMPLES: "EXAMPLES" SHOULD SHOU ALL CRITICAL CHARACTERISTICSOF THE CONCEPT REQUIRED FOR CLASSIFICATION."NON-EXAMPLES" SHOULD EXCLUDE ONE OR MORE OF THECRITICAL CHARACTERISTICS. PREPARE AT LEAST ONESET OF REPRESENTATIONAL EXAMPLES AND NON-EXAMPLES

JPER CONCEPT.

* J4. PRACTICE

TEST ITEMS: ITEMS SHOULD REOUIRE THE LEARNER TO CLASSIFY INSTANCESAS EITHER EXAMPLES OR NON-EXAMPLES. APPROPRIATEITEMS INCLUDE: 1) PERFORMANCE

2) HATCHING3) TRUE-FALSE4) MULTIPLE CHOICE5) SHORT ANSUER

6) FILL-IN

PRACTICE AND TEST ITEMS MUST MATCH IN BEHAVIOR.

5. PRACTICE

FEEDBACK: DEVELOP A STATEMENT UHICH INDICATES UHETHER THEITEM BEING CLASSIFIED WAS AN EXAMPLE OR NON-EXAMPLE. THIS STATEMENT MAY ALSO INCLUDE:1) EXPLANATIONS OF CRITICAL ATTRIBUTES.2) INDICATIONS OF THE LACK OF A CRITICAL ATTRIBUTE.

-----------------------------------------------------------------------------

L 149

tIAVTRAEQUIPCEN 79-C-0076-1

LEVEL OF CONTENT: "RULES/PROCEDURES" LEVEL OF BEHAVIOR: "REHEMBER"

INSTRUCTIONAL COMPONENTS TO BE DEVELOPED FOR THIS TYPE OF OBJECTIVEAND A DESCRIPTION OF THE PRESENTATION FORM OF EACH COMPONENT ASFOLLOUS:

1. GENERALITY: PREPARE A STATEMENT WHICH PROVIDES:1) THE NAME OF THE RULE/PROCEDURE.2) ALL THE STEPS AND UHERE APPROPRIATE, THE

BRANCHING DECISIONS, IN THE CORRECT ORDER.3) THE OPERATIONS/TECHNIOUES TO USE IN APPLYING

THE GENERALITY.

2. SUPPORT: SUPPORT SHOULD HELP THE LEARNER REMEMBER THERULE/PROCEDURE. A MNEMONIC, OR AN ELABORATIONOF THE GENERALITY SHOULD BE USED.

3. EXAMPLE: THE EXAMPLE SHOULD SHOU APPLICATION OF ALL STEPS ANDUHERE APPROPRIATE, THE BRANCHING DECISIONS IN CORRECTORDER. THE SELECTED INSTANCE SHOULD BE ONE CLEARLYIDENTIFIABLE AS EXEMPLIFYING THE RULE/PROCEDURE.

4. PRACTICE

TEST 1IENS: INSTANCES SHOULD REQUIRE THE STUDENT TO RECALL ALL THESTEPS AND UHERE APPROPRIATE, THE BRANCHING DECISIONSIN THE CORRECT ORDER REQUIRED. ITEMS MAY BEPRESENTED IN THE FOLLOUING FORMATS:

1) SHORT ANSUER2) FILL-IN3) LISTING

PRACIICE AND TEST ITEMS MUST MATCH IN PEHAVIOR (INTENT)* I AND FORMAT.

1 150

lo

J'?TAEQUIPCEN 79-C-007G-1

LEVEL OF CONTENT: "RULES/PROCEDURES" LEVEL OF BEHAVIOR: "USE"

INSTRUCTIONAL COMPONENTS TO BE DEVELOPED FOR THIS TYPE OF OBJECrIVEAND A DESCRIPTION OF THE PRESENTATION FORM OF EACH COMPONENT ARE AS

FOLLOUS:

1. GENERALITY: PREPARE A STATEMENT THAT CONTAINS THE FOLLOUING:

1) THE NAME OF THE RULE/PROCEDURE2) ALL THE STEPS AND UHERE APPROPRIATE, THE

BRANCHING DECISIONS, IN THE CORRECT ORDER.3) THE OPERATIONS/TECHNIDUES TO USE IN APPLYING

THE GENERALITY.

2. SUPPORT: SUPPORT SHOULD INCLUDE ONE OR MORE OF THE FOLLOUING:1) AN ELABORATION OF GENERALITY IN SIMPLIER TERMS2) A FLOUCHART ALGORITHM OR CHECKLIST UHIC14 INDICATES

THE STEPS IN THE PROCEDURE/PROCESS.

------ ------------------------------ --------------------------------------------

3. rXAMPLE: AN EXAMPLE SHOULD BE A DEMONSTRATION UHICH SHOUS: --1) HOU TO PERFORM EACH STEP IN ORDER2) THE RESULTS (OUTPUT) OF EACH STEP3) COMMONLY MADE ERRORS

4. PRACTICE

TEST ITEMS: PRACTICE AND TEST ITEMS SHOULD REQUIRE THE LEARNERTO APPLY THE GENERALITY IN A SITUATION CONSISITENT.UITH THE OBJECTIVE. ALL STEPS AND WHERE APPROPRIATE1' BRANCHING DECISIONS, MUST BE PERFORMED IN THE CORRECT

* ORDER. APPROPRIATE TEST ITEM FORMATS INCLUDE:1) PERFORMANCE2) TRUE-FALSE3) MULTIPLE CHOICE4) SHORT ANSUER5) FILL-IN

PRACTICE ITEM FORMAT MUST BE THE SAME AS THAT FOR THETEST. ALL PRACTICE ITEMS MUST INCLUDE FEEDBACK.

----- ---------------------- -------------------------------------------------------

5. PRACTICEFEEDBACK: PROVIDE AN ANSUER(S) TO EACH PRACTICE ITEM.

----- ------------------------------------------------------------------------------151


(- LEVEL OF CONTENT: "PRINCIPALS" LEVEL OF BEHAVIOR: "REMEMBER"

THE INSTRUCTIONAL COMPONENTS TO BE DEVELOPED FOR THIS TYPE OF OBJECTIVEAND A DESCRIPTION OF THE PRESENTATION FORM OF EACH COMPONENT ARE ASFOLLOUS:

1. GENERALITY: DEVELOP A STATEMENT OF A PRINCIPAL THAT PRESENTS:

1) ALL tHE PRE- AND POST- CONDITIONS, ACTIONS,

PROCESSES, CAUSES, EFFECTS AND RESULTS.2) A CLARIFICATION OF THE RELATIONSHIPS BETUEEN

THE PRE- AND POST- ELEMENTS OF THE STATEMENT(SEE I ABOVE).

2. SUPPORT: SUPPORT SHOULD HELP THE LEARNER REMEMBER THE PRINCIPAL.1) HIGHLIGHT IMPORTANT FEATURES2) SIMPLIFY THE RELEVANT INFORMATION3) USE LOGICAL REPRESENTATION OF THE "IF-THEN"I. . RELATIONSHIPS.

3. EXAMPLES: EXAMPLES SHOULD PRESENT AN INTERPRETATION OR PREDICTIONBASED ON CAUSES, EFFECTS AND RELATIONSHIPS. THESELECTED INSTANCE SHOULD BE ONE CLEARLY IDENTIFIABLEAS EXEMPLIFYING THE PRINCIPLE.

4. PRACTICE

TESTING: INSTANCES SHOULD REQUIRE THE LEARNER To RECALL, ALLCAUSES, EFFECTS, AND RELATIONSHIPS, PERTAININGTO THE PRINCIPLE. ITEMS MAY BE PRESENTED IN ANYOF THE FOLLOUING FORMATS: 1) SHORT ANSUER

2) FILL-IN3) LISTING

PRACTICE AND TEST ITEMS MUST HATCH IN BEHAVIOR (INTENT)AND FORMAT.

5. PRACTICE

FEEDBACK: PROVIDE AN ANSUER(S) TO EACH PRACTICE ITEM.

152


LEVEL OF CONTENT: "PRINCIPALS" IlVUL OF BEHAVIOR: "LISk"

THE INSTRUCTIONAL COMPONENTS TO BE DEVELOPED FOR THIS TYPE OF OBJECTIVEAND A DESCRIPTION OF THE PRESENTATION FORM OF EACH COMPONENT ARE ASFOLLOUS:

1. GENERALITY: DEVELOP A STATEMENT OF A PRINCIPAL THAT PRESENrS:1) ALL THE PRE- AND POST- CONDITIONS, ACTIONS,

PROCESSES, CAUSES, EFFECTS AND RESULTS.2) A CLARIFICATION OF THE RELATIONSHIPS BETUEEN

THE PRE- AND POST- ELEMENTS OF THE STATEMENT(SEE I ABOVE).

2. SUPPORT: DEVELOP A STATEMENT(S) UHICH INCLUDE ONE OR MORE OFTHE FOLLOUING:1) AN ELABORATION OF THE GENERALITY IN SIMPLIER TERMS.2) HIGHLIGHT OF IMPORTANT FEATURES.3) INCLUDE LOGICAL REPRESENTATIONS OF THE "IF-THEN"

RELATIONSHIPS IN THE GENERALITY.

3. EXAM.LES: SELECTED EXAMPLES SHOULD PRESENT AN INTERPRETATION ORPREDICTION BASED ON RELEVANT CAUSES, EFFECTS ANDRELATIONSHIPS. THE SELECTED INSTANCES SHOULD BETHOSE CLEARLY IDENTIFIABLE AS EXEMPLIFYING THEPRINCIPLE.

----- -----------------------------------------------------------------------------

4. PRACTICE

TESTING: INSTANCES SHOULD REOUIRE THE LEARNER TO PROVIDE ANEXPLANATION OR PREDICTION BASED ON THE PRINCIPLE.ITEMS MAY BE PRESENTED IN ANY OF THE FOLLOUING FORMATS:1) SHORT ANSUER2) FILL-IN

* 3) LISTING

PRACTICE AND TEST ITEMS MUST MATCH IN BEHAVIOR (INTENT)AND FORMAT.

----

5. PRACTICEFEEDBACI : PROVIDE AN ANSUER(S) TO EACH PRACTICE ITEM.

AN EXPLANATION OF "UHY" A PARTICULAR ANSUER ISPREFERRED IS ALSO DESIRABLE.

--- ------------------

153


DISTRIBUTION

Commanding Officer Dr. Donald W. ConnollyNaval Training Equipment Center (N-71) Research PsychologistOrlando, FL 32813 60 Federal Aviation Administration

FAA NAFEC ANA-230 Bldg 3Defense Technical Information Center Atlantic City, NJ 08405Cameron StationAlexandria, VA 22310 12 Grumman Aerospace Corp.

Plant 36, C02-04Commanding Officer Attn: Mr. Sam CampbellNavy Submarine Base New London Bethpage, LI, NY 11714Attn: Psychology Section, Box 600Groton, CT 06340 Marty Morganlander

Gould S.SD.Rockwell International Melville, NY 11746Autonetics Marine Systems DivisionNew England Operations Drs. Cohen and Stark1028 Poquonnock Road Link DivisionGroton, CT 06340 The Singer Co.

Binghamton, NJ 13902Eclectech AssociatesN. Stonington Professional Center Calspan Corp.

P.O. Box 178 4455 Genesee St." N. Stonington, CT 06359 Buffalo, NY 14225

Analysis and Technology, Inc. George R. Purifoy, Jr.Attn: Boru,,P E. Jennings Applied Science Associates, Inc.Technology Park Box 158Route 2, P.O. Box 220 Valencia, PA 16059N. Stonington, CT 06359N.SoigoC 65 Commander, Naval Air Development Center

Dunlap and Associates, Inc. (Mr. Stan Winsko)One Parkland Drive Warminster, PA 18974Attn: J. T. Fucigna, Executive VPDarien, CT 06820 Commander, Naval Air Development Center

(Code 6O2/CDR J. FUNARO)Lockheed Electronics Co., Inc. Warminster, PA 18974Attn: Support Engineering Dept.

1Mail Station 100 Mr. Samuel D. Epstein1501 U.S. Highway 22, C.S. #1 Corporate VP, Group Executive

1Plainfield, NJ 07061 Analytics: ' 2500 Maryland Rd.

Systems Engineering Associates Corp. Willow Grove, PA 19090"1 P.O. Box 2030

19 Cherry Hill Industrial Park American Institute for ResearchPerina Boulevard in the Behavioral SciencesCherry Hill, NJ 08003 1055 Thomas Jefferson St., NW

Washington, DC 20007Rowland and Co.P.O. Box 61 American Psychological Assn.I Haddonfield, NJ 08033 Psychological Abstracts

1200 17th St., NW[ Washington, DC 20036

1 f7

si am;


Director CommanderDefense Research and Engineering Naval Supply Systems CommandWashington, DC 20301 Code C3

Washington, DC 20376OUSDR&E (R&AT) (E&LS)(CAPT Paul R. CHATELIER) Commandant of Marine CorpsWashington, DC 20301 Code OTTF 31

Washington, DC 20380

Chief, REsearch Office Scientific Technical Information OfficeOffice, Deputy Chief of Staff for NASAPersonnel NS

Department of the Army Washington, DC 20546Washington, DC 20310 Debris Morisseau

HQAFSC/DLS Nuclear Regulatory CommissionAndrews AFB, DC 20334 Mail Stop 228

Washington, DC 20555Chief of Naval OperationsResearch, Development & Studies Naval Air Test CenterOP-115, Room G836 (SY721/Dr. Sam Schiflett)

* Washington, DC 20350 Patuxent River, MD 20610

Chief of Naval Operations Headquarters, CONUS MI GPOP-987H/Dr. R. G. Smith Fta. Milad m MD 20755 )Washington, DC 20350 Ft. Meade, MD 20755Chief of Naval Operations Joyce F. Peacock, LibrarianCP-596C AAI CorporationWashington DC 20350 Technical Library

WC PO Box 6767

Commander, Naval Electronic Systems Baltimore, MD 21204Command

(Code 03) Director, Educational DevelopmentWashington DC 20360 Academic Computing Centert DU.S. Naval Academy

Commander, Naval Air Systems Command Annapolis, MD 21402. (AIR 340F)Washington C 20361 Dr. Alan G. Humdt

t DSAI Comsystems Corp.

Commander, Naval Air Systems Command 7921 Jones Branch Drive* 1(AIR 413/CDR C. SAMMONS) McLean, VA 22102

* Washington, DC 20361 George H. Datesman, Jr.

Commander, Naval Air Systems Command Program Manager" (AIR 413F) Applied Science Associates, Inc.

Washington, DC 20361 P.O. Box 975Middleburg, VA 2211.7

Director, Personnel & Training Litton MellonicsAnalysis OfficeAnlysis Office Attn: Ms. Sue Tepper, Librarian

Building 200-3Washington Navy Yard PO Box 1286Washington, DC 20374 Springfield, VA 22151

2 of 7

.... ~~~ ~ ~ ~ ~ ~ ~ .... ....... ,... ''' IIIlI -I-

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Rockwell International Army Training Support CenterAttn: D. B. Lafferman ATTSC-DS1745 Jefferson Davis Highway Ft. Eustis, VA 23604Suite 1107Arlington, VA 22202 Chief, ARI Field Unit

P.O. Box 2086Commander, Naval Sea Systems Command Attn: LibrarianCode 61R2/P. J. Andrews Ft. Benning, FA 319052221 Jefferson Davis HighwayArlington, VA 22202 Seville Research Corp.

Suite 400, Plaza BuildingChief of Naval Research Pace Blvd. at Fairfield(Code 458/Dr. Henry Halff) Pensacola, FL 32505800 N. Quincy StreetArlington, VA 22217 Naval Aero Medical Research Lab

Vision Research Division (Code 32)Joesph String NAS Pensacola, FL 32508Institute for Defense Analyses1801 N. Beauregard St. Chief of Naval Education and TrainingAlexandria, VA 22311 Code N-2

Pensacola, FL 32508Dr. Jesse OrlanskyInstitute for Defense Analyses Chief of Naval Education and TrainingScience and Technology Division (Code N-5/Dr. F. Sunland)1801 N. Beauregard St. Pensacola, FL 32508Alexandria, VA 22311

Chief of Naval Education and TrainingDirector, Human Resources Research (Bill Crawford)Organization Pensacola, FL 32508

300 N. Washington St.Alexandria, VA 22314 Chief of Naval Education and Training

(Code N-53/Doug Davis)Essex Corp. Pensacola, FL 32508Attn: Dr. Thomas B. Malone333 N. Fairfax St. Chief of Naval Education and TrainingAlexandria, VA 22314 (Code OIA)

Pensacola, FL 32508Dr. Saul LaviskyExecutive Officer TAWC/TNHumrro Eglin AFB, FL 32542300 N. Washington St.Alexandria, VA 22314 USAHEL/USAAVNCH A/ TAttn: DRXHE-FR (Dr. Hofmann)Hq USAF/XOOTD P.O. Box 476(Maj. Bob Croach) Ft. Rucker, AL 36362Washington, DC 22330

Chief, ARI Field UnitCommanding Officer P.O. Box 476Fleet Combat Training Center Atlantic Ft. Rucker, AL 36362(Code 02A/Mr. Hartz)Dam Neck Northrop Services, Inc.Virginia Beach, VA 23461 Attn: J. P. Quinn

Lakeview 436 Office Park1315 S. Semoran Blvd.Winter Park, FL 32792

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Appli-Mation, Inc. Commanding Officer3191 Maguire Blvd. Naval Hospital Corps SchoolSuite 244 Great Lakes, IL 60088Orlando, FL 32803

McDonnell Douglas Astronautics Co.Mr. Joe Holland Attn: E. J. ReillyHughes Aircraft Co. Dept. E080, Bldg 106, Level 23165 McCrory Place PO Box 516Suite 120 St. Louis, MO 63166Orlando, FL 32803

Chief of Naval ReserveErgonomics Associates, Inc. Code S-3311P.O. Box 20987 New Orleans, LA 70146Orlando, FL 32814 Headquarters 34 Tactical Airlift

Commander, U.S. Army Missile Command Training GroupAttn: DRSMI-SNN/Mr. William Lundy TTDIRedstone Arsenal, AL 35897 Little Rock AFB, AK 72076

Commander, U.S. Army Missile Command Chief, Methodology & Standards StaffAttn: DRSMI-SNN/Dr. William May FAA AcademyRedstone Arsenal, AL 35897 Aeronautical Center, AAC-914

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(ATSK-AAC/Leon Jones) CommandantRedstone Arsenal, AL 35897 U.S. Army Field Artillery School

Counterfire DepartmentCommander, U.S. Army Aviation Center Attn: Eugene C. RogersAttn: ATZQ-TD-ESD-SAS/Richard Dean Ft. Sill, OK 73503Ft. Rucker, AL 36362

CommandantChief of Naval Technical Training U.S. Army Field Artillery SchoolCode 0161 ATSF-TD-TS (Mr. Inman)NAS Memphis (75) Ft. Sill, OK 73503Millington, TN 38054

General Dynamics/Fort WorthCraig McLean Attn: J. A. DavisASB/YWE P.O. Box 748 MZ 2865Wright Patterson AFB, Ohio 45433 Fort Worth, TX 76101

Mr. Harold A. Kottman Hq, Air Training Command, XPTIASD/YWE Attn: Mr. GoldmanWright Patterson AFB, Ohio 45433 Randolph AFB, TX 78148AFHRL/LR Hq Air Training CommandLogistics Research Division Attn: LTCol Robert Klinger

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iA-tj_________________________4 °f___________________________ ______________________


AFHRL/MP AFHRL/OTOBrooks AFB, TX 78235 Luke AFB, AZ 85309

U.S. Air Force Human Resources Lab Hughes Aircraft Co.AFHRL-MPM Corporate Marketing/RFP ControlManpower & Personnel Division P.O. Box 92996Manpower & Force Management Systems Br Los Angeles, CA 90009Brooks AFB, TX 78235

Mr. Ralph W. SmithU.S. Air Force Human Resources Lab Research AnalystTSZ Northrop Corp.Brooks AFB, TX 78235 3901 W. Broadway

Hawthorne, CA 90250AFHRL/PEBrooks AFB, TX 78235 XYZYX Information Corp.

Attn: Frank Fuchs, Project ManagerChief of Naval Air Training P.O. Box 193(Code 333) Canoga Park, CA 91305NAS Corpus Christi, TX 78419

Canyon Research Group, Inc.Chief of Naval Air Technical Training 741 Lakefield Road(N-3123/M. C. Ball) Suite BNAS Corpus Christi, TX 78419 Westlake Village, CA 91361

- Chief of Naval Air Training Ms. Sarah A. S. Goldberg-Maval Air Station Perceptronics, Inc.Corpus Christi, TX 78419 6271 Variel Ave.

Woodland Hills, CA 91367Chief of ARIField Unit Ms. Betty Huls(Dr. Michael Straub) Lockheed California Co.Fort Bliss, TX 79906 P.O. Box 551

Burbank, CA 91520Applied Science Associates, Inc.Box 6057 Ed CallahanFt. Bliss, TX 79916 Dept 98-21, Plant B6, Bldg P346

Lockheed Co.Dr. J. Jeffrey Richardson P.O. Box 551Denver Research Institute Burbank, CA 91520University of DenverDenver, CO 80208 Instructional Science and

Development, Inc.U.S. Air Force Human Resources Lab 5059 Newport Ave., Suite 303AFHRL-OT (Dr. Rockway) San Diego, CA 92107Williams AFB, AZ 85224

MS. Nancy MarcueChief of Naval Education and Training Veda, Inc.

Liaison Office 7851 Mission Center CourtHuman Resources Laboratory Suite 320Flying Training Division San Diego, CA 92108Williams AFB, AZ 85224 Mathetics, Inc.

P.O. Box 26655San Diego, CA 92126

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Mr. Raymond E. Marshall Commanding OfficerEducational Technologist Training CommandEssex Corp., San Diego Facility Attn: Educational Advisor3211 Jefferson St. U.S. Pacific FleetSan Diego, CA 92110 San Diego, CA 92147

Commanding Officer Commanding OfficerNaval Education and Training Support Fleet Combat Training Center, PacificCenter, Pacific Code 09A

(Code N-7/Gloria Houston) San Diego, CA 92147San Diego, CA 92132 Commanding Officer

Commanding Officer Fleet Anti-Submarine WarfareNaval Education and Training Support Training Center, Pacific

Center, Pacific Attn: Code 001(Code N5B/Mr. Rothenberg) San Diego, CA 92147San Diego, CA 92132

Commanding Officer

VRC 30 FRS (Code 60/Tatiana Erohina) Naval Health Research CenterNAS North Island San Diego, CA 92152San Diego, CA 92135

Commanding OfficerCommander, Naval Air Force Navy Personnel Research andU.S. Pacific Fleet (Code 316/Bolwerk) Development CenterNAS North Island (Wally Wolfeck)San Piego, CA 92135 San Diego, CA 92152

Commander Commanding OfficerVS 41 Navy Personnel Research andNAS North Island Development CenterSan Diego, CA 92135 (Dr. J. McLachlin)

San Diego, CA 92152HS-1O Training DepartmentBldg 626 (Renee Davis) Navy Personnel Research andNAS North Island Development CenterSan Diego, CA 92135 (Carol Robinson)

San Diego, CA 92152Fleet Logistics Support Squadron 30Education Specialist, FRS Department Navy Personnel Research andNAS North Island Development CenterSan Diego, CA 92135 (Code P2OlL/M. McDowell)

San Diego, CA 92152Commanding OfficerFleet Training Center Hughes Aircraft Corp.Attn: Training Department (Steve Null)Naval Station Ground Systems GroupSan Diego, CA 92136 Box 3310

MS688/N104SAI Comsystems Corp. Fullerton, CA 92634PO Box A-81126San Diego, CA 92138 Human Factors Research, Inc.

Attn: Dr. R. MackieLogicon, Inc. 5775 Dawson Ave.

Tactical & Training Systems Div. Goleta, CA 93017P.O. Box 80158San Diego, CA 92138 6 of 7

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Human Factors Engineering(Code 1226/LT Wayne R. HELM)Point Mugu, CA 93042

CommanderNaval Weapons Center(Code 3154/Mr. Bob Curtis)China Lake, CA 93555

Dr. P. P. Germeraad, Mgr.Dept 57-70, Bldg 568Lockheed Missiles and Space Co., Inc.P.O. Box 504Sunnyvale, CA 94086

Winnie LeeCrew Systems and Simulation TechnologyThe Boeing Aerospace Co.P.O. Box 3999, M.S. 82-87Seattle, WA 98124

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UNCUASSIFIED IzmIIIIIIImI 530 COMPUTER MAR CAD-A128 … · Automated Aids, Aviation Weapon System,...

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