This paper describes the basic approach used by the Federal Aviation Administration (FAA) to classify the various levels of simulation devices used for training and certifying pilots within the airline industry. It al...
详细信息
This paper describes the basic approach used by the Federal Aviation Administration (FAA) to classify the various levels of simulation devices used for training and certifying pilots within the airline industry. It also discusses these devices in terms of the differing types of training and evaluation (certification) activities most appropriate to each. Because of the similarities between the aviation and nuclear power industries (government regulation, safety orientation, high-technology operations, team performance, etc.) many of the training and evaluation concepts utilized by the aviation industry should generalize well to the nuclear power industry. This paper also discusses the projects in progress at the FAA to accommodate the use of lower levels of simulation fidelity in training and evaluation applications. It concludes with a discussion of the human factors issues that currently limit more effective utilization of the current inventory of FAA approved devices.
作者：
Klein, S.A.Mechanical Engineering Department
University of Wisconsin-Madison 53706 Dr. S. A. Klein:is a professor of Mechanical Engineering at University of Wisconsin-Madison. His engineering degrees (BS
University of Illinois-Chicago MS
PhD University of Wisconsin-Madison) were obtained in Chemical Engineering. Professor Klein is a member of the Solar Energy Laboratory at Wisconsin. He is the developer of the F-Chart method for sizing solar heating systems and the TRNSYS simulation program which is widely used in simulations of solar processes. Currently Professor Klein is involved in research on solar energy system performance absorption power cycles finite-time thermodynamics applications adsorption processes for air conditioning and air quality control and alternative refrigerants and systems for refrigeration and air conditioning applications. Professor Klein is also involved in the development of engineering computer tools for both instruction and research. In addition to the EES program described in this paper he is the primary author of the thermodynamics instructional program CP/Thermo and the finite element program FEHT.
Thermodynamics problems can be separated into conceptual and mathematical parts. The conceptual part consists of the problem formulation and analysis. The mathematical part seeks to obtain an answer to a problem by so...
Thermodynamics problems can be separated into conceptual and mathematical parts. The conceptual part consists of the problem formulation and analysis. The mathematical part seeks to obtain an answer to a problem by solving the equations identified in the analysis. The mathematical part can be complex and time-consuming and often directs the students' focus away from the concepts. An equation solving program called Engineering Equation Solver (EES) was developed to reduce the time and effort required by students to solve the mathematical part of thermodynamics problems. EES differs from existing equation solving programs in that it is designed for use by students and it includes an extensive library of built-in functions for thermodynamic and transport properties of fluids. Thermodynamic and transport property data needed for solving engineering problems (eg, steam tables, refrigerant properties, psychrometric and combustion gas data) are built into the program. By eliminating table lookups and algebra, EES allows students to concentrate on engineering fundamentals, as well as to do more complex design problems.
作者：
Bailey, H.J.Thornton, N.E.Institute for Interactive Technologies
Bloomsburg University of Pennsylvania Bloomsburg Pennsylvania 17815 Dr. Harold J. Bailey:currently is Director of the Institute for Interactive Technologies at Bloomsburg University
Bloomsburg Pennsylvania. He also serves as Coordinator of the University's Master's program in Instructional Technology. His educational background includes a PhD in Curriculum and Instruction from Penn State University an M Ed. in Mathematics Education from the same institution and a BS in Mathematics from Albright College. He is the author of several books on microcomputer applications and has received the Distinguished Teaching Award at the university. During the past seven years Dr. Bailey has been actively involved with the design development production and evaluation of interactive videodisc projects. He has managed many interactive video projects and conducts interactive video workshops for interested professionals. As a frequent speaker at national and international conferences Dr. Bailey possesses broad practical experience in the teaching and development of interactive video instructional systems. Dr. Nancy E. Thornton:is Assistant Director for Research and Development of the Institute for Interactive Technologies at Bloomsburg University
Bloomsburg Pennsylvania. Her educational background includes a PhD in Educational Psychology from Arizona State University an MS in Speech and Hearing from Washington University and a BA in Psychology and Speech from the College of St. Catherine. She teaches introductory and advanced instructional design and authoring systems in the Master of Science program in Instructional Technology. Her specialty areas include instructional design learning theory and classroom applications of interactive technologies.
This article provides information about the actual and potential uses of interactive video in instruction in an effort to motivate educators to consider using this technology to improve teaching. The authors (1) descr...
This article provides information about the actual and potential uses of interactive video in instruction in an effort to motivate educators to consider using this technology to improve teaching. The authors (1) describe the continuing evolution of computer-based educational tools; (2) examine instances when an interactive videodisc provides viable instructional solutions to otherwise very difficult or impossible tasks; (3) discuss several models for delivering instruction to accommodate different learning styles and teaching methods; and (4) provide a framework for designing lessons systematically based on proven methods.
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Perhaps the most important trend in task analysis today is the substantive and temporal integration of task analysis with instructional design. Task analysis and instructional design are being integrated substantively...
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