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Review of Controller Training Requirements for Advanced
ATC Environments Colin Dow, Jonathan Histon Humans in Complex Systems Lab (HCOM) Systems Design Engineering University of Waterloo Contact: [email protected]
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Introduction • ATC system updates will increase automation and
complexity • Need for re-evaluation of:
– knowledge, skills and abilities required of controllers – training best practices
• ATC training programs need to adapt by using new instructional techniques and concepts
• What are the key challenges that must be addressed?
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Increasing Air Traffic
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Trends in scheduled passenger Traffic – World (1985-2025) (ICAO)
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Upgraded ATM System
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• A global ATM system upgrade is currently underway • Airspace over Europe and the U.S. represent some of the
biggest challenges • Eurocontrol and the FAA have developed a plan for an
improved system; shift to implementation
(FAA 2013) (Eurocontrol)
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Changing Environment • New operational tools being introduced include:
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• New tools will have a significant impact on the operational environment
o ADS-B o CPDLC o SWIM
o CDM o Decision support tools (DSTs)
(FAA 2009)
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Outline
• Approach & 3 Key Challenges • Areas for Future Research • Conclusion
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Approach • Goal: Gain better understanding of challenges and
identify potential for research opportunities
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• Gathered the relevant literature
• Analyzed for recurrent themes
• Identified potential areas for further research
(SavePottstown)
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Model for the process of ATC training program redesign
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3 Key Challenges • Simulation-Based Training • Training for Automation • Instructional Design for Training Complex Skills
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Simulation-Based Training • Level of Fidelity
– Not how much you have but how you use it (Salas et al. 1998) – High-fidelity simulation does not mean good training – Simulation-based training needs to be informed by research in
instructional design and learning concepts
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(AT-One)
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Simulation-Based Training
• Lower-fidelity simulation can be just as valuable – High-fidelity simulation is one component of learning process
• Need to set: – Learning goals – Performance measurements
• Why continuing heavy reliance on high-fidelity?
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Simulation-Based Training • Characterization of Simulation Scenarios
– Improved ability to create scenarios – Automatic Scenario Generation – How to characterize ATC simulation scenarios?
• Advanced Training Technologies – Intelligent Tutoring Systems – Voice Recognition & Synthesis – How to incorporate in training programs?
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3 Key Challenges • Simulation-Based Training • Training for Automation • Instructional Design for Training Complex Skills
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Training for Automation • Automation can have significant impact on:
• What impact will new ATM tools have on performance?
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̶ Mental workload ̶ Situation awareness
̶ Complacency ̶ Skill degradation (Parasuraman et al., 2000)
(Tom Cheney)
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Training for Automation • Impacts of automation in advanced ATC environments
have been extensively studied • Less focus on how automation will affect training • Recent studies have focused on the order in which ATC
skills are trained (Manual control vs. Support tools) – There is a significant impact on performance depending on the
order (Rorie et al., 2011; Billinghurst et al., 2011) – Reliance on DSTs in training can also affect performance (Vu et
al. 2012)
• How else will training need to adapt?
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3 Key Challenges • Simulation-Based Training • Training for Automation • Instructional Design for Training Complex Skills
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Instructional Design for Training Complex Skills
• Complex cognitive skills are essential for controllers • There are learning concepts and theories to inform the
design of training for these skills – Holistic approach vs. Atomistic approach
• Recent work supports the holistic approach (van Merrienboer & Kirschner, 2013) – Ex.: 4-Component Instructional Design Model
• Learning tasks • Supportive information • Procedural information • Part-task Practice
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Instructional Design for Training Complex Skills
• Dynamic Problem Selection • Critical Thinking Instruction • How do these learning strategies compare with current
ATC training program design?
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Outline
• Approach & 3 Key Challenges • Areas for Future Research • Conclusion
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Importance of Training Program Redesign
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Areas for Future Research • Simulation-Based Training
– Simulator fidelity for specific training outcomes – Use of complexity metrics for characterization of simulation
scenarios
• Training for Automation – Training for automation failure – Controller skill degradation due to automation
• Instructional Design for Training Complex Skills – Adapting learning theories to ATC training programs
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Outline
• Approach & 3 Key Challenges • Areas for Future Research • Conclusion
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Conclusion • Focus has been on design of new tools, what about the
training to use these tools? • Developed preliminary model for training design process
– Further work needed to identify relationships between new tools and training needs
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Conclusion • Recent work has identified several key challenges that
will affect the success of training programs – Choice of simulator fidelity – Need for contingency training – Approach to skill development
• Addressing these challenges is an important step in developing effective training programs that will support the introduction of new operational concepts
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References • ICAO. (2007). Outlook for Air Transport to the Year 2025. Montreal, QC: ICAO • FAA. (2013). NextGen. Retrieved from http://www.faa.gov/nextgen/ • Eurocontrol. (2012). European ATM Master Plan. Retrieved from https://www.atmmasterplan.eu/ • FAA. (2009). NextGen Briefing. Retrieved from http://www.faa.gov/air_traffic/briefing/ • SavePottstown. (2010). A Lot of Reading to Do. Retrieved from
http://savepottstown.com/2010/04/a-lot-of-reading-to-do/ • AT-One. (2013). ATM Simulators. Retrieved from http://www.at-one.aero/wp/?page_id=67 • Salas, E., Bowers, C. A., & Rhodenizer, L. (1998). It Is Not How Much You Have but How You Use
It : Toward a Rational Use of Simulation to Support Aviation Training. The International Journal of Aviation Psychology, 8(3), 197–208.
• Parasuraman, R., Sheridan, T. B., & Wickens, C. D. (2000). A model for types and levels of human interaction with automation. IEEE transactions on systems, man, and cybernetics. Part A, Systems and humans : a publication of the IEEE Systems, Man, and Cybernetics Society, 30(3), 286–97.
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http://www.faa.gov/nextgen/https://www.atmmasterplan.eu/http://www.faa.gov/air_traffic/briefing/http://savepottstown.com/2010/04/a-lot-of-reading-to-do/http://www.at-one.aero/wp/?page_id=67
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References • Billinghurst, S. S., Morgan, C., Rorie, R. C., Kiken, a., Bacon, L. P., Vu, K.-P. L., Strybel, T. Z., et
al. (2011). Should Students Learn General Air Traffic Management Skills Before NextGen Tools? Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 55(1), 128–132.
• Rorie, R., Kiken, A., Morgan, C., Billinghurst, S., Morales, G., Monk, K., & Battiste, V. (2011). A preliminary investigation of training order for introducing NextGen tools. Human Interface and the Management of Information. Interacting with Information, 526–533.
• Vu, K.-P. L., Silva, H., Ziccardi, J., Morgan, C. a., Morales, G., Grigoleit, T., Lee, S., et al. (2012). How Does Reliance on Automated Tools During Learning Influence Students’ Air Traffic Management Skills When the Tools Fail? Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 56(1), 16–20.
• Van Merrienboer, J. J. G., & Kirschner, P. A. (2013). Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design (2nd ed.). Burlington, VT: Routledge.
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Thank you.
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Review of Controller Training Requirements for Advanced ATC EnvironmentsIntroductionIncreasing Air TrafficUpgraded ATM SystemChanging EnvironmentOutlineApproachSlide Number 83 Key ChallengesSimulation-Based TrainingSimulation-Based TrainingSimulation-Based Training3 Key ChallengesTraining for AutomationTraining for Automation3 Key ChallengesInstructional Design for �Training Complex SkillsInstructional Design for �Training Complex SkillsOutlineSlide Number 20Areas for Future ResearchOutlineConclusionConclusionReferencesReferencesThank you.