Chapter 5: Technology-Enabled Learning Strategy

In the modern training environment, training can be achieved via several means. Characteristics such as the complexity and importance of information, the time available for delivery and the location of the training audience all impact the choice of the strategy used to deliver training. Until recently, technological limitations forced a large portion of military training and education to be delivered in a linear, residential fashion—usually in a training establishment. Today, advances in training technology offer opportunities to train in new and novel ways.

The ultimate output of the FAFTS comprises effective force elements and force packages that have been developed in a cost-effective and timely manner. This is achieved through the training continuum of the training FG model. To effectively execute the training continuum in the future training environment, a mature TEL strategy is required. This enabling strategy must look at training delivery, development and management.

The TEL strategy will guide the selection and employment of training methods and media that optimize and enhance learning. This enabling strategy provides a framework with which new aircraft programmes can assess TEL procurement options. Above all, it will ensure optimal benefits for investment over the long term. The TEL strategy, therefore, describes how the RCAF will use technology in training. It is based on four design principles:

• Distributed learning. A wider student body can be reached when and where training is needed, and often in a student's place of employment, through the use of distance- and distributed-learning technology.
• Multi-purpose reconfigurable training. TEL has advanced to the point where the most effective and efficient simulator/emulator system is reconfigurable and serves more than one purpose. Reducing reliance on single-purpose training tools will reduce maintenance, operating and application-development costs for models, simulations, infrastructure and associated materiel. TEL permits direct and rapid training adaptation using operational lessons learned as the operating environment changes.
• Ubiquitous learning. Ubiquitous learning refers to the ability to learn or refresh skills and knowledge through persistent access to learning and training devices (i.e., on-demand learning).
• Networked training. Modern network technology allows for the training of individuals, crews/teams and units using distributed mission training and distributed synthetic training. This will further enable the RCAF to work with the CAF and allied players in a persistent manner, significantly advancing interoperability and readiness.

The future training environment features more efficient and timely training through enabling training delivery at the point and time of need using modern technologies that are agile in responding to evolving training techniques and methods. This approach to design not only increases the effectiveness and flexibility of the FAFTS, but also reduces the demand for infrastructure. The design principles allow the FAFTS to reduce its physical footprint by decreasing the demand for large, purpose-built facilities to house trainers or single-role classrooms, labs and workshops. The FAFTS will provide efficiencies to the RCAF through the use of reconfigurable and mobile equipment.

The Role of Learning Engineering

Learning engineering is a field that combines principles of learning science, instructional design and educational technology to design and develop effective learning experiences. It involves the use of data, analytics and evidence-based methods to create educational materials that are engaging, adaptive and tailored to the individual learner's needs.

The importance of learning engineering lies in improving education and training effectiveness. By using a scientific approach to learning, learning engineers can create learning experiences that are more engaging, personalized and effective. This can lead to better learning outcomes, increased retention of knowledge and more efficient use of resources.

In addition, learning engineering can help address issues of access and equity in education by creating more inclusive and accessible learning experiences. This is especially important in today's digital age, wherein online and remote learning have become increasingly prevalent. By using technology and data-driven approaches, learning engineering can help to ensure that all learners have equal access to high-quality educational opportunities, regardless of their background or location.

Overall, learning engineering is an important field because it has the potential to transform the way we approach education and training, making it more effective, efficient and accessible for learners of all backgrounds and abilities. Learning engineering will play a prominent role in the FAFTS.

In support of learning engineering and integral to the TLA is the rapidly evolving area of learning analytics. Learning analytics is "the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning."^{Footnote 4}  With the increase of digital data from students' learning activities, the RCAF will use computational analytics techniques from data science and artificial intelligence (AI) to improve teaching and learning within the RCAF. Informed by the Royal Canadian Air Force Data and Analytics Strategy, learning analytics will support learning progress, improve student retention rates, improve qualification attainment and create efficiencies in student-support processes. Insights from learning analytics will also inform decision-making, drive continuous improvement and deliver tailored learning experiences.

Learning theory about multimodality tells us that a balance of the following is required in order to produce the optimal blend of effectiveness and efficiency in training:

• classroom and distributed learning;
• a progressive mix of partial or wholly digital representations of tools, consoles and equipment; and
• a measure of digital hands-on and real hands-on media and equipment.

Individuals may first learn about partial, functional representations of tools and the work environment, then progress to more constructive functional representations that simulate working individually and, further on, as part of a team and teams-of-teams operations. Consequently, as skills and knowledge demands increase, so too does the diversity of training methods, media and environments available to impart effective learning.

Key TEL Components

With the design principles and knowledge of modern learning theory previously articulated, the key TEL components of this enabling strategy are as follows:

Component 1 – Conventional Classroom Training

While there will be a continued requirement for the use of traditional classrooms, this requirement will decrease with the application of the four design principles. Future training facilities will feature a multi-purpose structure that is better adapted to modern learning methodologies, such as standardized distributed-learning content delivery. The learning space will have the ability to plug and play with various networked devices and peripherals at one time. It will also be rapidly reconfigurable to deliver different types of training activities at any time. Through its reconfigurable nature, a modern classroom infrastructure will ensure a lower life-cycle cost and affordable learning that is more effective.

Notwithstanding, the conventional classroom will always have its place, with an experienced instructor providing instruction and mentorship as well as the leadership and example that are so important in inculcating new personnel into the RCAF culture, or in developing the student to assume new responsibilities at new rank levels often achieved upon the completion of formal training.

Component 2 – Multi-Purpose Reconfigurable Trainers

The use of simulators in the RCAF has long been a tried-and-true training mechanism. The future application of multi-purpose reconfigurable trainers (MRTs), supported by reconfigurable training spaces at training campuses, is expected to reduce the overall costs of trainers, simulators and training tools by enabling the reuse of hardware, software and infrastructure for different training applications. Additionally, the use of deployable simulation devices and virtual/augmented-reality applications will allow enhanced learning in a variety of training and operational settings. MRTs will have hardware and software components configured for use by individual students in classrooms, as individual part-task trainers and by crews/teams as full mission simulators. MRTs will support individual, operational/collective team and networked applications. MRTs will also support technical and maintenance applications in different configurations. Maintenance and technical MRTs will feature application modules that enable interactive part-task and whole-functional virtual representations. They will have a flexible open architecture with modular components to facilitate cost-effective expansion, modification and technology insertion.

Abundant in situ access to MRTs will enable ubiquitous learning, allowing individuals to practise, master and refresh skills, drills, procedures and simulations anywhere, anytime, using real or emulated equipment. The future RCAF training capability will feature accessible simulation and synthetic environments that allow training to achieve a realism and faithfulness to real operations that could not otherwise be possible through conventional technologies and with far less reliance on expensive and repeated use of live operational assets.

Component 3 – Distributed Learning

Distributed learning, or the ability to offer training and education through various means in various locations, offers the RCAF an ability to reduce classroom footprints, standardize curricula and increase learning at the point and time of need. Traditional computer-based learning (students learning at their own pace, either in school labs or via distance learning, while monitored/mentored by an instructor) and the Universal Classroom are two examples of distributed learning in today's training system. The RCAF will expand upon the use of distributed learning within a robust digitalized training environment—i.e., the TLA.

As discussed previously, upholding cultural traditions and enabling indoctrination into the RCAF, particularly at junior levels of training, is critical to a well-enabled fighting force. Therefore, more junior-level courses may employ classroom-based, synchronous and instructor-led training using distributed learning as a standardized presentation platform. As training progresses, more asynchronous, non-cohort-based approaches may be applied. Where training is focused on higher-level skill, knowledge and procedure learning that is more suited to a distance-learning environment, the RCAF will achieve resource and time savings by employing that method of instruction. Furthermore, the RCAF will leverage technology to extend the reach of the traditional classroom to deliver real-time lectures, coaching and tutoring at a distance. Microlearning opportunities using readily available devices (smartphones, tablets, etc.) will also become more prevalent.

Using distributed-learning technologies, the RCAF will be able to increase accessibility to training, reduce reliance on physical infrastructure, become geographically independent and increase flexibility and scalability in delivery.

Component 4 – Platform-Based Training

Live exercises will continue to play a critical role in building, maintaining and validating operational effectiveness. Technology allows the blending of aircraft, simulators, other MRTs and command nodes into live, virtual and constructive (LVC) concepts to enhance training. LVC training serves as a force multiplier, complementing traditional training regimes while delivering measurable improvements in mission readiness. One of the key benefits of LVC training is its ability to integrate seamlessly into the existing TEL framework. This seamless integration allows for the creation of realistic, high-fidelity scenarios that can be tailored to meet specific training requirements. By utilizing LVC training, the RCAF can also overcome the limitations of geography and time, enabling continuous ubiquitous-learning experiences that can be accessed from multiple locations. The reconfigurable nature of LVC environments aligns well with the TEL design principle of MRTs, allowing for rapid adaptation to various training needs. The cost effectiveness of LVC training cannot be overstated. The integration of LVC training offers a data-rich environment that allows for real-time feedback, robust after-action reviews, performance analytics and adaptability in training scenarios. This provides commanders and training facilitators with invaluable insights into areas for improvement, thereby driving an upward spiral in training effectiveness and mission readiness.

Summary

The four components of TEL each play a role in the training continuum. The preferred method of training delivery largely depends on the assessment of needs and is subject to the availability of cost-effective and reliable training solutions. However, the general trend will go towards the increased use of synthetic components as one moves from IT&E towards operational CT. This represents the TEL strategy and the change in the training technology centre of gravity from a school-based solution to one more broadly leveraging the variety of capabilities necessary to meet the challenges of tomorrow's operating environment.