Working Group E-learning (MASTER DOCUMENT)...European Aviation Maintenance Training Committee Working Group E-learning (MASTER DOCUMENT)

European Aviation Maintenance Training Committee

Working GroupE-learning

(MASTER DOCUMENT)

EAMTC WORKING GROUPMASTER DOCUMENT

TABLE OF CONTENTS1.1 Revision Record.........................................................................................................41.2 General Document Overview ..................................................................................51.3 Working Group Organization....................................................................................61.4 Abbreviations.............................................................................................................61.5 List of definitions .................................................................................................61.6 Background............................................................................................................81.7 Attendance................................................................................................................91.8 Organization Categories............................................................................................91.9 Working Group Meeting Attendees........................................................................101.10 Organizational Representation..............................................................................111.11 Minutes of Previous Meetings..............................................................................111.12 Project Status.........................................................................................................121.13 Mission Statement.................................................................................................131.14 Objective Statement..............................................................................................131.15 Scope Statement....................................................................................................131.16 Objective...............................................................................................................141.17 Introduction...........................................................................................................16

1.17.1 Definition of E-learning .................................................................................161.17.2 The requirement for e-learning ......................................................................161.17.3 Potential benefits of e-learning.......................................................................171.17.4 Potential challenges and barriers of e-learning ..............................................19

1.18 Actors that need to be considered..........................................................................201.18.1 Trainees...........................................................................................................21

1.18.1.1 Competencies for trainees........................................................................211.18.1.2 Final Objective.........................................................................................21

1.18.2 Instructors.......................................................................................................211.18.2.1 Competencies for instructors...................................................................221.18.2.2 Final Objective.........................................................................................22

1.18.3 Training organizations ...................................................................................221.18.3.1 Guidelines for organisations....................................................................22

1.18.4 Developers of e-Learning Content..................................................................231.18.4.1 Competencies for courseware developers................................................231.18.4.2 Final Objective.........................................................................................24

1.18.5 Regulatory Authorities....................................................................................241.18.5.1 Guidelines for authorities.........................................................................241.18.5.2 Final objective..........................................................................................24

1.19 Brief guide to learning theory...............................................................................251.19.1 Learning process.............................................................................................25

1.19.1.1 Working memory.....................................................................................251.19.1.2 Integration into long-term memory..........................................................261.19.1.3 Retrieval...................................................................................................26

1.19.2 Learning skills.................................................................................................261.19.3 Learning styles................................................................................................271.19.5 Training Strategy ...........................................................................................29

1.19.5.1 Active learning ........................................................................................32

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1.19.5.2 On demand Learning...............................................................................321.19.5.3 The Use of Simulation.............................................................................331.19.5.4 Serious Gaming........................................................................................331.19.5.5 Collaborative learning..............................................................................331.19.5.6 Adaptive learning.....................................................................................34

1.19.6 Types of learning............................................................................................341.19.6.1 Cognitive domain.....................................................................................34

1.19.7 Assessment methodology................................................................................371.19.7.1 Why and what do we need to assess?......................................................371.19.7.2 Different assessment phases....................................................................37

1.19.7.2.1 Pre-assessment..................................................................................371.19.7.2.2 Continuous assessment (formative assessment)...............................371.19.7.2.3 Post assessment (summative assessment).........................................38

1.19.8 E-assessment: how to ensure proper e-assessment.........................................381.19.8.1 Assessments - complexity levels and constraints....................................38

1.20 Delivery methods & tools ....................................................................................401.20.1 State of the art methods & tools......................................................................40

Conclusion and Recommendations of the Working Group..........................................431.21 Overview 2010/2011..............................................................................................451.22 e-learning design....................................................................................................49

5.8.1 Target group requirements...........................................................................52 5.8.2 Learning Methods & Didactical approaches................................................53 5.8.3 Assessment .................................................................................................535.8.4 Delivery methods & Tools ...........................................................................545.8.5 Key quality indicators for an E-learning project designing and development................................................................................................................................55 indicators...............................................................................................................55

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DOCUMENT DESCRIPTIONPurpose: This document is issued by the EAMTC President when the WG is

established further to a GA vote for the establishment of such a group. The document is used to report the results of the WG to the EAMTC President and the GA.

Distribution: WGMaintenance: Anneke Nabben, Ivo van OosterhoutUsage: This paper records the ongoing work of the WG. It is the report

document for the WG and is intended to be used to communicate the WG recommendations established to the EAMTC President and GA

Control: The control of the issuance of the document to the WG President rests with the EAMTC President. Once issued, the control of the document rests with the WG President.

Reference: Master Document_MS_R(revision)_(location)_(date).docVersion: 15010901 Revised: Revision number established by minor updates and editorial changesClassification: Restricted to members useValid from: Latest meeting minutes, i.e., Version relates to Location and DateSoftware: The software used to edit this document is MS Word, Open Office (or

similar). The document is normally distributed in Adobe® PDF format.

1.1Revision Record

Ver Date Author Revision Highlights1 15-01-09 Anneke Nabben2 26-01-10 Anneke Nabben3 30-06-10 Anneke Nabben4 28-09-10 Ivo van Oosterhout5 10-01-11 Ivo van Oosterhout6 24-03-11 Ivo van Oosterhout7 12-09-11 Ivo van Oosterhout89101112

1.2 General Document Overview This document represents the results of the E-learning Working Group meetings. Chapter content is described below:Chapter Content Description1 DOCUMENT DESCRIPTION2 INTRODUCTION3 MEETING REPORT4 DELIVERABLES5 E-learning for aviation maintenance industry6 Group Action Rules7 MEETING SCHEDULE8 Appendix 1: Practical Tips for Developing E-learning Content9 Appendix 2: Development of E-learning programs10 Appendix 3: LMS tips11 Appendix 4: Checklist of key quality elements for e-learning


INTRODUCTION

1.3Working Group Organization

President Anneke Nabben (until September 2010)Ivo van Oosterhout (from September 2010)

Vice President n.a.Working Group Members Gianola, Marc

Mohr, DanielaNabben, AnnekeNouyers-Grand, CatherineOosterhout, Ivo vanPerkins, LeonardSaffar, GhislainSchwertmann, DetlefVäyrynen, VilleCromie, SamuelAsmar, MichelleLotter, Hans Jorg

Minutes Recorder n.a.Business Information Architects n.a.

1.4Abbreviations

ADDIE Analysis Design Development Implementation EvaluationAICC Aviation Industry CBT CommitteeATA Air Transport AssociationCBT Computer Based TrainingEAMTC European Aviation Maintenance Training CommitteeFAA Federal Aviation AdministrationGA General Assembly of the EAMTCKSA Knowledge, Skills, AttitudeLMS Learning Management SystemOEM Original Equipment ManufacturerSCO Shareable Content ObjectSCORM Shareable Content Object Reference ModelSTD Synthetic Training DeviceWBT Web Based TrainingWG Working Group

1.5 List of definitions

• E-learning is instruction delivered on a computer using the Internet or Intranet or any other electronic storage devices with the following features:

- The e in e-learning refers to the how - the course is digitized so it can stored in an electronic format

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- The learning in e-learning refers to the what- the course includes (content) and the ways to help people learn

• Student paced learning: refers to a method of learning where the trainee works through materials on his/her own

• Distance learning refers to learning at a distance or remotely. Students are not physically on site with the instructor or other students (whether it is self-study or instructor led)Distance learning includes communication and collaboration between instructor and trainees or trainee and trainee who are not in the same place.

• Blended learning is a multi-media based integrated training approach using a combination of electronic learning and face to face or classroom instruction

• Synchronous learning involves an immediate real time dialogue between instructor and participants whether in a physical or virtual classroom. The advantage of the synchronous learning method is that participants can immediately have their questions answered, collaborate with others in the class and learn from each other’s experiences

• Asynchronous learning involves dialogue between instructor and other trainees or between trainees but not in real time

• Self-study refers to learning on your own, under your own responsibility, without an instructor

• Self-paced learning refers to learning at the student’s own pace/speed. There can be an instructor or other trainees involved

• Instructor-led training (teacher centred learning) refers to a learning event which is led by an instructor and either held in a physical location or via a network. Instructor led training is usually carried out synchronously (www.epathlearning.com)

• Instructor-assisted training (student centred learning) refers to synchronous or asynchronous learning with instructor assistance on demand and initiated by the learner.

• Teacher-centred Learning

• Student-centred Learning

• Low level of student choice

• High level of student choice

• Student passive • Student active

• Control is primarily with the teacher

• Control primarily with the student

• Learning on demand refers to the possibility to learn the knowledge/skill at the moment you need it:

- Just-in-time learning- Just- enough learning- Just- in- place



• Augmented reality is a term for a live, direct or indirect view of a physical real world environment whose elements are enlarged by virtual computer generated imagery. (For examples www.wikipedia.org, www.layar.com)

• Evidence based training = Evidence-Based Training™ Evidence based training refers to the creation and modification of a learning/training program based on actual observation or collection of practice.

• Learning Management System (LMS) refers to an electronic system that manages the assignment of courses, tracks users and content, tracks synchronous and /or asynchronous communication between tutor and trainees.

1.6 BackgroundThe E-learning WG was established in order to provide educational guidelines for aircraft maintenance training centers.

The WG’s objective is to define guidelines on how to effectively integrate e-learning in our training programs.


http://www.wikipedia.org/


MEETING REPORT

1.7 AttendanceMeeting attendance is open to all nominated WG participants and any specialists that may be called, as needed, periodically by the WG President to provide particular support.

1.8 Organization CategoriesMembers and Attendees are categorized by the Organization to which they belong.Group Member Category - Company LocationAnneke Nabben OEM – Airbus

Aerospace research center - NLRFrance Netherlands

Daniela Mohr Airline - Airberlin Germany Catherine Nouyers Grand

OEM Airbus France

Marc Gianola Airline - Airfrance FranceSchwertmann, Detlef Airline - Lufthansa Technic GermanyIvo van Oosterhout ROC van Amsterdam Airport NetherlandsVille Väyrynen Airline - Finnair Flight Academy FinlandLeonard Perkins Training Equipment and Services

Vendor - CAE Inc-UK

Saffar, Ghislain OEM - Snecma FranceLotter, Hans Jorg Multimedia - Infowerk AustriaAsmar, Michelle Training Equipment and Services

Vendor - CAE Inc-UK

Cromie, Samuel Trinity college Ireland


1.9 Working Group Meeting Attendees

Surname Given Name Company Contact E-mail

Nabben Anneke Airbus, Toulouse, FranceNLR, Amsterdam, Netherlands

[email protected]@nlr.nl

Mohr Daniela Airberlin, Munich, Germany [email protected] Marc Airfrance, Paris, France [email protected] Schwertmann Detlef Lufthansa, Hamburg, Germany [email protected] Saffar Ghislain Snecma, Melun, France [email protected] Lotter Hans Jorg Infowerk, Innsbruck [email protected] Van Oosterhout Ivo ROC, Amsterdam [email protected] Asmar Michelle CEA, Cote de liesse, Sant

Laurent, [email protected]

Väyrynen Ville Finnair, Helsinki, Finland [email protected] Cromie Trinity college, Dublin, Ireland [email protected] Perkins Leonard CAE [email protected] Catherine Airbus, Toulouse, France catherine.nouyers-

[email protected]

mailto:[email protected]










1.10 Organizational RepresentationThe following table totals the represented category by organization. Only Active members are included in the totals. Multiple members from the same organization or observers do not influence the totals.Category Numbers

Airberlin, Lufthansa – Germany 2Airfrance – France 1Finair – Finland 1

Airlines Total 4

Snecma Services – France 1Airbus – France 1CAE, Canada 2

Original Equipment Manufacturers Total 4

ROC Amsterdam – The Netherlands 1Trinity College – Ireland 1

Training Schools Total 2

National Aerospace Laboratory, NLR, NetherlandsInfowerk- Austria

11

Consultants Total 2

1.11 Minutes of Previous Meetings

The minutes of the previous meetings, are held by the group’s President and Minutes Recorder. They can be accessed from the Members area of the web site with member held passwords.

Past meeting minutes:Place Date Minutes FilenameParis 25-26-01-10

Munchen 29-30-06-10

Hamburg 28-09-2010 chapter 5 version 28 September 2010 .docxAmsterdam 10-01-2011 chapter 5 version 10-01-2011.docxOnline 24-03-11 EAMTC_Working_Group_MasterDocument_e-

learning_january_2011_v1 33.docMunchen 12-09-11 EAMTC_Working_Group_MasterDocument_e-

learning_january_2011_v1 36.docEAMTC E-Learning Guidelines.doc



1.12Project Status

Project Status for each deliverable:Deliverable Status Person ResponsibleDocument In progress Anneke NabbenMaster document Ivo van OosterhoutEAMTC E-Learning Guidelines

Ivo van Oosterhout



DELIVERABLES

1.13 Mission StatementDevelop a guidance document for the development and use of e-learning as part of a

training curriculum that is based on best practices and can be shared amongst the industry

and communicated to authorities. The main objective is to ensure quality of e-learning.

This means shifting the training paradigm from a quantitative to a qualitative approach

1.14 Objective StatementThe Working Group will define:

α) Why do we need e-learning?

β) How to assure the quality of e-learning

χ) How to develop e-learning that supports the learning process of the trainees

δ) How to implement e-learning that supports the learning process of the trainees

ε) Competencies of the various target groups involved with the process

1.15 Scope StatementThe document's focus includes:

• Basic training

• Type training

• Continuation training

• Specialized training (technical & procedural)

• All Part certifying organizations

Out of scope• All training that is not linked to the field of aviation maintenance.

• Recommendation of e-learning products or providers.



1.16 ObjectiveThe objective of this document is as below and to bring about the acceptance and standardisation

of the development and use of e-learning as part of a training curriculum for Approved

Maintenance Training. The following topics are explored:

• The added value which may be gained from the use of e-learning for aviation maintenance

training

• Mapping the target groups (including their competencies)

• Guidelines to ensure the quality of e-learning

• Guidelines for basic technical standards

• Guidelines for how to implement e-learning

This document gives guidelines for evaluating, implementing and operating a Multimedia Based

Training (MBT) system for aviation maintenance training. It provides the basis for understanding

between training organisations, maintenance organisations and authorities. It is further intended

to be used by aviation authorities to establish recommendations for, and use of, blended teaching

methods.

The document gives an overview of the nature, challenges, benefits and requirements of virtual-

learning systems. This is intended to harmonise the different concepts, ideas and judgements

regarding such Systems in the industry.

A description is given of the organisational prerequisites including the personnel requirements

needed to establish a successful virtual learning concept.

There is a brief overview of learning theory in order to aid understanding of the interaction

between the human cognitive system and human machine interfaces of MBT.

One of the most important aspects in using new training technologies is an effective and proper

assessment system. It is not only necessary for an effective training process it is also an integral

part of the training quality system. The document provides guidelines on how to set-up

assessment procedures and how to define different assessment phases. Special attention is given

to e-assessment.



The last section of the document gives an overview of current methods and standard tools used in

the learning environment. It shows content delivery methods and explains how they are used in

the learning process.

Check-lists are provided in Appendix 4



E-LEARNING FOR AVIATION MAINTENANCE INDUSTRY

1.17 Introduction

1.17.1Definition of E-learning In general E-learning can be defined as the delivery of training via on or off-line

electronic devices. More specifically, we can define a course as using e-learning when it

includes all of the following:

• At least a part of the training is delivered by means of electronic devices in a

classroom or at a distance.

• The content and the chosen electronic medium are relevant to learning objectives.

• Learning support is provided through feedback automatically from the (electronic)

system.

• Various instructional methods, such as examples and practice are used

• The trainee is asked to demonstrate his/her new knowledge and skills through the

use of interactivity, for example by answering questions or carrying out tasks.

• There is a structure or mechanism to collect data about the trainee’s activity.

1.17.2The requirement for e-learning

• E-learning is a widely used and accepted medium for educational and training

purposes. It is used as one of the delivery means for training programmes in

industry, commerce and academia. (Within the aviation industry, there is now

widespread use of e-learning in pilot and cabin crew training. For example, in the

USA, the FAA has approved distance learning for the cognitive or theoretical

aspects of pilot type training.)

• This guideline document provides additional learning strategies for the aviation

maintenance industry to take advantage of the best practices and new technologies

in training media.

• The use of e-learning will assist the aviation maintenance industry to manage the

increasing economic impact on training resulting from:

• The increased regulatory demands on training,

• Globalization,



• The changing learning styles, habits and expectations of trainees,

• State-of-the-art technical possibilities.

• The use of e-learning will also support the continuing need for personal re-

qualification and provide an appropriate means for updating knowledge and skills,

both of which are increasingly the responsibility of the individual and part of

“lifelong learning”.

1.17.3Potential benefits of e-learning

Feature BenefitFlexibility • E-learning provides the possibility to access training

anytime, anywhere. This can also happen without Internet access; student performance data can be uploaded when the student goes back online, thus e-learning facilitates monitored (lifelong) learning.

• Increased training throughput. Conventional class size restrictions need not apply with e-learning. Thus a larger student population can be trained within a given time.

• E-learning facilitates the possibility of distance training.

• Increased productivity. Because e-learning is not bound by geography or time, the negative impact of training on production can be controlled by training people during non-working or less busy down times.

• An important characteristic of E-learning involves the possibility of modularising the structure of the training. Each training program can be created out of chapters and subchapters. The learning contents of the subchapters may be split into small modules whose respective contents are in themselves complete. Consequently the sequence of the modules can be altered, new modules can be added, existing ones modified or cancelled to address different training objectives.

Standardization • E-learning removes the variations between instructors between sessions; it allows the creation of a standardized process and consistency in the delivery of content.

• E-learning can lead to improved quality due to



standardization of control of the process (content development, student tracking, formative assessment)

• The adoption of standardized technical formats (for example following SCORM and AICC standards for content development) facilitates the sharing of training content amongst the industry.

Learner support • Freedom to fail. Real learning requires some failure but no one likes to fail in a classroom full of other people. E-learning encourages exploration and testing of ideas without causing any harm to people or the environment. With the right feedback you create a good learning environment.

• Permits repetition. The student may observe and study the same training elements repeatedly until satisfied that he/she has attained the training objective.

• Improved retention. The combination of multimedia and instructional design can produce a rich learning experience that is repeatable and leads to better retention.

• Personalized learning. Learners like to control their learning. E-learning can give control of the learning process to the learners (for example accessing content in a non-linear order, choosing language, switching sound on/off etc) .

• Can provide formative evaluation during the training.

• Encourage sharing. The foundation of a learning community is built on sharing what you know with others (social learning). Incorporating a forum or “wiki” greatly adds value to the e-learning experience. Depending on how the course is structured, you can encourage sharing of resources and insight gained from the course.

• Combining various media can address several of the learner’s senses simultaneously. The didactic advantage of this lies in the synergetic effect, allowing different trainee learning styles to be supported simultaneously. The respective attention spans of the learners and, in consequence, the learning success of the participants can be increased.

Record keeping • E-learning also makes it possible to precisely



document the learning success of the course participants with the help of the LMS (Learning-Management-Systems).

• E-learning encourages increased responsibility by the individual for his/her own learning progress and results.

• The student can follow his/her personal progress throughout the training.

Knowledge management

• E-learning is more than simply authored courses. It includes many online technologies. If you incorporate some of the tools that allow collaboration and conversation, you can capture organizational knowledge and make it available for future learners.

• When training material is updated it is easy to distribute it to trainees (or provide the possibility to track different versions for different trainees.)

Efficiency • Keeping costs down results, on the one hand, from the not having to use textbooks and other expensive learning material. Also, the costs of maintaining educational facilities can in many cases be saved

• Training costs and expenses for trips and accommodation (re out-of-town training locations) can be minimized or even totally removed.

• The more trainees a company or school allows to complete an e-learning course, the less the costs per capita.

• The use of simulation in training materials can reduce the requirement to use costly equipment

Safety • Using simulated equipment avoids the need to use dangerous equipment.

1.17.4Potential challenges and barriers of e-learning

The following points summarise some of the challenges of using e-learning in aviation maintenance training:

• Organizational infrastructure: E-learning requires the development of a

technological infrastructure (PCs, access to the internet, tracking software and so



on). This infrastructure is essential for the establishment and support of e-

learning and will determine how successful its introduction is.

• Change management towards e-learning. Implementing e-learning can have a

major impact on the organization and a process for change management needs to

be implemented.

• Trainee profile/competencies: With the introduction of e-learning, the trainee

becomes responsible for his/her own learning process. He/she needs to develop a

sense of responsibility, self-discipline, independence and computer literacy.

• Trainer Profile/competencies. The instructor must be able to communicate with

and evaluate the trainee progress at a distance. The instructor needs to agree to be

tracked him/herself.

• Learning style. E-learning should be built in such way that you can cover different

learning styles in order to keep the trainees engaged. Different learning styles are

discussed later in this document. (See also Kolb Learning Cycle Tutorial,

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/images/kolb_cycle.gif )

• If the course material is not rich enough (for example if it is too linear) it will be

less acceptable to the trainees.

• The development of e-learning content requires significant human resource and

financial investment.

• Not all content is adaptable to the use of e-learning; content needs to be analyzed

to ensure that it is suitable for e-learning. Content should be made in a flexible

way in order to allow it to be updated cost effectively

• Legislation and restrictions by unions and authorities on tracking of digital

behaviour and/or storing of personal data collected during e-learning activities

must be taken into account and could preclude its use or effectiveness.

1.18Actors that need to be consideredFor this review of e-learning in Aviation maintenance training, five user/target groups

have been defined as follows:

1. Trainees

2. Instructors


http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/images/kolb_cycle.gif


3. Training Organisation

4. E-learning Content Developers

5. Regulatory authorities

For each target group, the characteristics, the requirements or necessary competencies

and the final objective are described.

The final objective for each target group is always related to enabling the trainee to

achieve his/her learning objectives (i.e. to acquire knowledge, skills and attitudes).

1.18.1Trainees

The target group for e-learning consists of aviation maintenance employees and aviation

maintenance trainees.

1.18.1.1Competencies for trainees

Combining professional, learning and private commitments is complex. The trainee needs

to set and respect clear goals and realistic time planning for him/herself. Learning, and

especially learning with e-learning, requires the learner to be mentally prepared. To be a

good e-student the following competencies are important:

• Sense of responsibility: an awareness of his/her obligations and a feeling of

responsibility for fulfilling these obligations

• Self-discipline: the ability to allocate time and to organise the training workload

• Independence: the ability to be self-directive, to be able to take the initiative for

his/her training, to recognise his/her needs, strengths and weaknesses and to

undertake activities to meet them

• Computer literacy: the ability to be able to use a computer and software

1.18.1.2Final Objective

Trainees should be able to complete courses successfully using e-learning and thereby

achieve the required knowledge, skills and attitudes.



1.18.2InstructorsInstructors are those that are conducting, assisting, coaching and assessing training using

e-learning.

1.18.2.1Competencies for instructorsCoaching and training using e-learning requires a different approach from traditional

classroom training. The instructor needs to be a constant guide. In this function his/her

guidance must be proactive and is the human part in the training. Face-to-face

communication cannot be replicated completely in the e-learning process. To be a good

e-trainer, in addition to having a sound knowledge of the subject, the following

competencies are important:

• Coaching: the ability to support and motivate using the e-learning tools available in order to achieve learning objectives

• Communication: the ability to communicate effectively and efficiently via the e-learning tools

• Handling e-tools: ability to work with the given e-learning environment and tools

The instructor should be able to provide evidence of his/her qualification when using e-

learning. This can be done, for example, by the completion of an e-learning trainer course

in which the instructor demonstrates that he/she has acquired the competencies for

coaching, communication and handling e-tools.

1.18.2.2Final Objective

The objective for the instructor is to be able to conduct courses including the use of e-

learning tools and to demonstrate the ability to keep trainees aligned and motivated.

1.18.3Training organizations

The training organizations are those establishing and facilitating training through e-

learning. See appendix 2 for a checklist on the facilities required to establish e-learning.

1.18.3.1Guidelines for organisations

Any organisation introducing e-learning must be responsible for establishing a controlled

(monitored) learning environment. This will be based on the concept of the regular or

conventional training environment but adapted to the specific needs for delivering e-

learning. The organisation should ensure that:



• The trainee is in possession of the appropriate technical hardware or hardware requirements depending on the e-learning program (for example computer, monitor, headset, webcam, internet connection etc.).

• The trainee has easy access to a suitable place for learning if required ( the facility should be clean, light, provided with appropriate furniture, quiet, with a comfortable temperature, with no disturbance from colleagues, etc).

• The trainee has access to the proper documentation.• Support and guidance is given to the trainee as much as possible by providing a

suitable level of learning support within the e-learning.. • The learning process is followed via formative assessments (i.e. checks which the

student can carry out him/herself to assess his understanding and retention of the content )

• The trainee can demonstrate new knowledge and skills in a ‘controlled’ environment (summative assessment). It needs to be clear that the person assessed is the trainee him/herself.

1.18.4Developers of e-Learning ContentThe developers of e-Learning content are those that develop the e-learning courses. In

appendix 1 a checklist is included to provide a brief impression about the content of the

course.

1.18.4.1Competencies for courseware developersThe development of courses is complex and time consuming. In general courses must be

written, tested, evaluated, reviewed and tested again. This quality cycle is an ongoing

process that needs specialists for different tasks

• Courseware developers must have a comprehensive knowledge of didactical theory.

• Courseware developers ideally must have some knowledge of the field of aircraft maintenance techniques and in any case should work together with subject matter experts (SME).

Additionally:

• Constant feedback is required to assure the quality cycle• Version management is needed to keep track of changes between different

courses.



1.18.4.2Final ObjectiveThis is to construct courses that result in optimized retention for trainees.

1.18.5Regulatory AuthoritiesThis target group is the group which will approve and audit training that is facilitated by

e-learning.

1.18.5.1Guidelines for authoritiesThe authorities should be knowledgeable in state of the art e-learning concepts and tools.

The authorities must be enabled to audit quality and results (for which this document is a

starting point/guideline).

1.18.5.2Final objectiveThe authority’s responsibility and objective is to accept and guarantee the quality of e-

learning adopted in and by the aviation maintenance (training) community.



1.19 Brief guide to learning theoryEveryone that is interested in producing and using good quality E-learning is recommended to take the following brief overview of learning theory into consideration when considering adopting e-learning.

In chapter 5.3.6.1 there is a table that links the theory of learning to the appropriate context for aircraft maintenance training.

1.19.1Learning processThere are basically three different steps in learning process. These are processing information &

skills in the working memory, integration of information & skills in the long-term-memory and

retrieval of information.

1.19.1.1Working memoryWhen developing E-learning take into consideration that the human working memory, the

place where the active learning takes place, can process about 7 chunks or pieces of

(new) information. A chunk can be a letter, digit, word, simple sentence or other unit.

When presenting new information via e-learning, the content should be split into

meaningful and logical pieces. Working memory is also linked to senses and perception.

Colours, animations and sounds are good attention getters, but they must not exhaust

senses and working memory.


How to get your Learners to Remember More


1.19.1.2Integration into long-term memoryIntegration of new information and skills from the working memory into the long-term

memory (encoding) requires active processing in the working memory. The more new

information is connected with previous knowledge and experiences, the more effective

integration is. This kind of integration is called constructivism. Constructivism will be

discussed later in this document.

1.19.1.3RetrievalIn the workplace, knowledge and skills must be retrieved from long-term memory into the

working memory when needed ( a process called “learning transfer”). Incorporating the context

of the job in examples and practice exercises supports this process of learning transfer. When

developing e-learning it is important to have enough retrieval-processing-integration loops.

Examples of these included quizzes, tests and repetition. This enables learning transfer and

deeper understanding of the subject matter.

1.19.2Learning skillsThe management of learning is done by means of metacognitive skills, which may be simply called “learning skills”.

The essential components of learning skills are:• Employing study strategies (active processing of information and skills) to reach a

goal• Self-assessing your effectiveness in reaching that goal and self-regulation in

response to the self-assessment• Motivation in order to achieve self-efficacy / self-control



We should be aware that successful adult trainees employ a range of learning skills but not

everybody is fully capable of doing this. If trainees are supported in planning their own study, in

controlling their own learning process via active processing of information & skills and in

assessing themselves, the trainee will be more efficient and will have better study results. This

creates a higher level of motivation and a higher level of self-control.

Because E-learning heavily depends on learning skills, attention must be given to supporting

those skills. Examples of learning support are study planning advice, learning tips for e-learning,

clear course objectives, exercises, questions, (self-) assessments, feedback, e-tutor support,

structured collaborative exercises etc.

The target group of the training will influence the choice of the e-learning support. Trainees who

are not used to study independently need a different level of support and guidance than people

who are used to study independently.

1.19.3Learning stylesAs previously mentioned, learning is personal. Each trainee has his own preferred learning style

based on the brain, talent, and experiences. One of the most common categorization of different

learning styles is Fleming's VAK model. According to this model there are visual, auditory and


Learning skills

Metacognition: Study Strategies, Monitoring, and Motivation by William Pierce


kinaesthetic learners. Visual learners tend to learn best by seeing (pictures, diagrams, slides,

handouts etc.). Auditory learners prefer listening (lectures, discussions, spoken text etc.).

Kinaesthetic learners learn by doing (moving, touching, experimenting etc.).

Another well-known representation of the different learning styles is the Learning Cycle of Kolb.

Kolb’s Learning Cycle describes the different phases a trainee has to go through in order to learn.

The preferred entry point differs for each trainee. As training developers, we need to make sure

that we develop exercises that cover all elements of the learning phases and these (can) start at the

different entry points of the cycle.

http://www2.glos.ac.uk/gdn/images/kolb1.gif

Some people like to start with an experience (CE) to come to learning questions by means of their

own observation (RO). This brings them to think (AC) in order to try and experiment again (AE).

Other people first want to have the theory (AC) and then want to experiment (AE), do (CE) and

reflect (RO). This means that some people need a linear approach and some people need a non-

linear approach.

E-learning provides an opportunity to use a broader didactical spectrum to better serve the

different learning styles of trainees. That is to say, that when presenting content, it is best to vary


http://www2.glos.ac.uk/gdn/images/kolb1.gif


the different entry points within the learning cycle, e.g. instead of always presenting the text first

and then asking a question, the question/exercise can also be asked before presenting the text.

Using multimedia content allows visual and auditory learners to benefit from different learning

styles. The integration of simulations and interactive tasks in e-learning allow kinaesthetic

learners to learn in a way that isn't possible in traditional instructor led classroom training.

1.19.4

1.19.5Training Strategy Didactical principles are derived from learning theories. One of the main theories of the day is

Constructivism. The basic idea of constructivism is that knowledge must be constructed by the

learner; it cannot be supplied by the teacher. The construction of knowledge is a dynamic process

that requires the active engagement of the learner. This means that the learning needs to be

Student centred. Knowledge is constructed by students and the trainer is a facilitator of learning

rather than a presenter of information. The e-learning environment should be constructed so that

it provides problems, methods, guidance and support for learners. To implement constructivism

in e-learning, it's possible to design programs where learners can, for example, refresh their

memory with basic training material, get extra information on the subject matter or familiarize

themselves with the regulatory background easily through pop-ups or hyperlinks.

When making the choice of e-learning strategies the type of training required is critical in

defining the training approach. In this document we make a separation between:

− Formal Training that is focused on very specific knowledge and skills that are

determined for a certain task and often demanded by authorities. This kind of training

is scheduled, structured, organized and designed to achieve specially identified

learning outcomes. Nevertheless, by offering a rich and flexible learning

environment the trainee can choose different reference materials, discussion forums,

study groups, expert boards etc. that help to construct knowledge and skills in a

personalized manner. Within formal training the role of the instructor or e-learning

system can vary from instructing and controlling (teacher-centred) to facilitating and

supporting the trainee (student-centred).



Teacher-centred Learning Student-centred Learning

Low level of student choice High level of student choice

Student passive Student active

Power is primarily with the teacher Power primarily with the student

http://www.succeed.ufl.edu/innovators/innovator_2/innovator002.html

The assessment of learning outcomes usually takes place in a formal setting at the end

of the training period or at the end of the training. As both, teacher-centred and

student centred formal training is scheduled, structured, organized and designed to

achieve specially identified learning outcomes we define this as training and not self

study, as often referred to by authorities.

AND

− Informal Training that is focused on individual employee needs and interests with

the objective of improving job performance in general. An informal learning event is

just-in-time, contextual, individualized and personal. Knowledge and skill transaction

takes place between the trainee and subject matter sources like an instructor,

colleagues, books, articles and so on.. The initiative of learning lies with the

employee and the organization creates the conditions for learning. This can be done

by allowing time and resources providing performance support tools for example

online job-aids, references (courseware or other relevant information), FAQ's,

templates and wizards, podcasts, wiki's, blogs, forums and coaching. You can also

use little pieces of formal instruction. The assessment of informal training manifests

itself by means of results in job performance and can be formalized by means of

midyear reviews and 360 degree feedback, proficiency checks and so on..

Both, formal and informal training are important for employees and compa

nies pursuing lifelong learning. Taking into consideration the different nature

of individual learning needs, it is obvious that Formal and Informal learning

should not be developed and conducted in the same way.


http://www.succeed.ufl.edu/innovators/innovator_2/innovator002.html


The following two models might be helpful when choosing a training strategy.

According to Dr. Conrad Gottfredson, BYU, there are five moments of need for

learning, namely:

1. When learning for the first time2. When wanting to learn more3. When trying to remember and /or apply4. When things change5. When something goes wrong

Formal Informal

Here you can see that the first two moments are linked to formal instruction and the last

three to support performance on the job. It can be argued that number 3 can also be part

of the formal instruction, as we do try to memorize and apply during formal training.

However, when you try to remember and apply knowledge on the job and you need 'help'

with that, the training becomes informal.


1 2 4 3 5


Marc Rosenberg's model confirms the formal versus informal learning with his model that shows that multiple levels of mastery require multiple learning and performance strategies

know

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New to the job. Knows little

Can perform the basic standards

Can vary performance based on unique situations

Can invent new, better ways to do job, can teach others

Primary strategy:

Training

(Classroom/online)

'Show me how'

Primary strategy:

Practice, coaching

'Help me do it better'

Primary strategy:

Access to knowledge & performance recourses

' Help me find what I need'

Primary strategy:

Collaboration & problem solving

' I'll create my own learning'

Some practical didactical principles derived from current learning theories that can be easily facilitated by e-learning are described below:

1.19.5.1Active learning To find better ways of engaging students in the learning process we must move from passive

learning to active learning, e.g.:

1.19.5.2 On demand Learning

Try to provide the trainee with “just in time”, “just enough” and “just in place”

information. An example of on demand learning is “augmented reality” in which

the information required by the employee is projected virtually via goggles or a

projector on the real world environment.



For an example see:

http://www.bmw.com/com/de/owners/service/augmented_reality_introduction_1.

html

1.19.5.3The Use of SimulationTry to use simulation within the e-learning; modern computing systems allow e-learning environments to include embedded simulations of aircraft systems – for example the CFDS (Centralized Fault Display System). Using such technology, the trainee is able to practice performing procedures as he would on the real aircraft. Simulated environments allow the trainee to learn by interacting with the systems he will use.

1.19.5.4Serious GamingSerious games are designed for the purpose of solving a problem. Although

serious games can be entertaining, within training their main purpose is to train

and investigate. This is also called “edutainment”. An educational computer game

can be defined as an electronic medium with all the characteristics of a gaming

environment that have intended educational outcomes targeted at specific groups

of learners. (source: en.wikipedia.org/ wiki/educational game)

1.19.5.5Collaborative learning"Collaborative learning is based on the idea that learning is a naturally social act

in which the participants talk among themselves (Gerlach, 1994). It is through the

talk that learning occurs."

The learning environment, in which you can construct knowledge with others,

plays a big role. This is called social constructivism. To get learning benefit,

collaborative tasks must be designed in a way that requires trainees to interact and

contribute to a group outcome (structured collaboration either synchronous or

asynchronous, for examples see chapter 5.4.1). Some online tools facilitate

learners to exchange information and ideas about complex issues on the subject

matter. This can even enable a form of apprenticeship, where expert practitioners

can assist novices with their learning. Online tools and e-learning delivery

methods are discussed later in this document.


http://www.bmw.com/com/de/owners/service/augmented_reality_introduction_1.html

http://www.bmw.com/com/de/owners/service/augmented_reality_introduction_1.html


1.19.5.6Adaptive learningAdaptive learning uses prior successes and measures learner progress to identify and

provide future targeted learning strategies. Adaptive learning supports adaptive

interaction, feedback and delivery of information and content. Experience has always

shown that the best way to improve learning is to respond to identified needs and clearly

articulated solutions with social support when needed.

1.19.6Types of learning

This section deals with the types of learning that can influenced or achieved by training.

Instructional theory describes 3 different domains (types) of learning, namely:

• Cognitive domain: intellectual capability, i.e., knowledge, or 'think' (knowing how the motor works)

• Psychomotor domain: coordination of physical movement and thought (hand-eye coordination) (being able to service a system)

• Affective (Reactive/interactive) domain: attitude, feelings, emotions and behaviour, i.e., attitude (seeing/believing the importance of safety precautions)

E-learning is most effective in the cognitive domain but can also make a contribution to the other domains. In this document we have focussed on the cognitive domain.



1.19.6.1Cognitive domainThe table below shows the results/behaviours that can be achieved within the cognitive domain:

Category DescriptionREPRODUCTIVE cognitive skills 1

Remember/knowledgeName / state / list / define

Ability to recall previously learned material (Factual knowledge: e.g. self sufficient data like length of the aircraft, flight envelope of the APU operation, green dot definition etc)

Understand/conceptual knowledgeExplain / summarize / illustrate

Ability to grasp meaning, explain, restate ideas (Understanding /system logic/reasoning: system operation logics like ‘what happens when the yellow hydraulic pump is deactivated’, ‘interactivities between systems’, etc)

ApplyUse / demonstrate / construct

Ability to use learned material. E.g. apply procedures or formula (Apply procedural action(s): a precise flow of actions to be done (e.g. finding procedures, filling the logbook, initialization of the FMS) as a task etc)

PRODUCTIVE cognitive skills2

AnalyseCategorize / compare/ analyse

Ability to separate material into component parts and show relationships between parts (inspection of tyres)

CreateDesign / invent/ revise

Ability to put together the separate ideas to form new ones, establish new relationships (create a maintenance procedure)

EvaluateJustify / judge / critique

Ability to judge the worth of material against stated criteria (decide if a tyre needs changing)

Classification of cognitive objectives (=taxonomies) of Bloom and RomiszowskiBloom, B. Applying blooms taxonomy http://www.teachers.ash.org.au/researchskills/dalton.htm Romiszowski A.J. (1999). Designing instructional systems: decision making in course planning and curriculum design (page 304)

1Reproductive skills: the trainee is able to reproduce what he has learned or he is able to apply a standard type of task (reproduce knowledge or apply a standard solution/procedure).2Productive skills: the trainee can apply what he has learned in new situations or tasks (produce a new solution)


http://www.teachers.ash.org.au/researchskills/dalton.htm


The table below gives various methods to present information. Each method serves a different learning purpose.

Methods Purpose Example mediaKinds of learning objective

that can be achieved

DescriptiveSimple description of data, linear figures, presented in a static way like in a book (page turning)

PowerPoint software

Factual knowledge: e.g. self sufficient data like length of the aircraft, flight envelope of the APU operation, green dot definition etc

Animated No action from the trainee is required. Presented like a movie

Flash technology using Smart Graphics

Understanding /system logic/reasoning: system operation logics like ‘what happens when the yellow hydraulic pump is deactivated’, ‘interactivities between systems’, etc

InteractiveAn appropriate action from the trainee is required to achieve what he is requested to perform.

- Animated Smart Graphics- Flash technology,- Java-script

Apply simple procedural action(s): a precise flow of actions to be done (e.g. finding procedures, filling the logbook, initialization of the FMS) as a task etc

Emulated

A full set of coordinated actions is required from the trainee. His actions do not have an influence on linked systems (nil or minimal build in system interaction)

Dedicated software application

Apply complex procedural action(s): a precise flow of actions (procedure) to be done as a task or a part of a task. There is no or minimal built in interaction with other systems/subjects System knowledge/ understanding is needed

Simulated

A full set of coordinated actions is required from the trainee. His actions can have an influence on linked systems (build in system interaction)

Dedicated software application

Apply complex procedural action(s): a flow of actions (procedure) to be done as a task. Includes interaction with other systems/subjects. System knowledge/ understanding is needed

Perform complex actions/solve problem(s) (not reproductive action but productive action): perform flow of actions to solve a problem or achieve a task without having predefined procedures (creation).

Note: in all cases of the development of e-learning, interactivity (learning activities) is

critical to support the learning process. In other words, factual knowledge and (system)



logics can be offered in a descriptive or animated way. However, to reinforce the

knowledge and understanding (pedagogical) interactivity is needed. This can be

implemented within the program for self-paced learning and in the learning environment

for distance learning.

1.19.7Assessment methodologyThe process of assessment is more than just evaluation: it is a substantive contribution to

learning. The outcome of assessments helps to control the learning process of the trainee

as it provided evidence of the progress of the trainee and information about how to coach

the trainee.

1.19.7.1Why and what do we need to assess?

The following is a checklist of why and what should be assessed:• We have to demonstrate that a student has reached the desired level that was

assigned to him to be achieved• We want to know if a student has the pre-requisite level to enter a course• Throughout a course the student should be able to use self-assessment in order to

regulate and control his learning• Throughout a course which is led by an instructor, the instructor/tutor needs to

measure the gap between what the student has achieved and what we want him to achieve

• We need to assess the trainee’s knowledge and/or skills in order to demonstrate that he/she has reached the required level

1.19.7.2Different assessment phases

Several phases of assessment may be identified and described:

1.19.7.2.1Pre-assessment

• Pre-assessment allows the tutor and student to define what is already known in a specific topic or subject.

• Pre-assessment of a student’s current knowledge can be used to determine if a student has the pre requisite level to enter a course and/or to create a customized learning plan

1.19.7.2.2Continuous assessment (formative assessment)

• Continuous or ongoing assessment of a student can be used to give him/her feedback in order to direct the tutor/teacher and student where to go next



• By providing continuous assessment, you can track the improvement (if any) of the learner, you will be able to give more support and guidance and the learner will have more opportunities to improve

1.19.7.2.3Post assessment (summative assessment)

• Summative assessment is generally carried out at the end of training and is used to determine whether/when a trainee has reached a certain standard or ability.

• This assessment must be consistent with the course and the learning objectives.

1.19.8E-assessment: how to ensure proper e-assessment

Assessing student performance in an online course is similar to classroom assessment. Frequent assessment helps students keep pace with content requirements. (Michigan State University Virtual University Design and Technology).

E-assessment provides more flexibility than pen and paper. Question types can include multimedia material and document management techniques can be used to organise and store questions and question papers. Marking can be speeded up and even automated in many situations. (Capability of providing instant feedback to the student.http://www.e-assess.co.uk/)

A concern of the authorities is validating the identity of the trainee taking the assessment. Although some technologies for the identity of trainees performing assessments have been developed, for example iris recognition and finger print validation, the fact is that it is difficult to validate the identity of the trainee without human intervention. Therefore for summative assessment, we recommend that an assessment invigilator is present in the classroom during the assessment. This is to ensure the identity of the individual doing the assessment.

1.19.8.1Assessments - complexity levels and constraints

ICT development offers many ways to enrich assessment. The table below shows twenty-eight items or assessment examples organized into a taxonomy based on the level of constraint in the item/task response format.

The most constrained item types, at left in Column 1, use fully selected response formats. The least constrained item types, at right in Column 7, use fully constructed response formats. In between are “intermediate constraint items,” which are organized with decreasing degrees of constraint from left to right. There is additional ordering that can be seen “within-type,” where innovations tend to become increasingly complex from top to bottom when progressing down each column.


http://www.e-assess.co.uk/


In order to apply different assessment matters read the following document ‘Computer based assessment in e-learning’ ( http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1036&context=jtla )

At the moment final theory assessment (summative assessment) for certified training is limited to multiple-choice and essay questions. For continuous assessment (formative assessment) in maintenance training more variation can be achieved, for example:

• Presenting a procedure online


http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1036&context=jtla


• Making a mind map of a system• Making a flow diagram of a system

1.20 Delivery methods & tools

1.20.1State of the art methods & toolsTo support different learning purposes within an e-learning program, use can be made of different types of communication namely “asynchronous communication”, during which participants do not need to be on-line at the same time, and “synchronous communication”, which occurs in real time.

Asynchronous communication is a key component in flexible e-learning. It gives trainees the opportunity to access to an e-learning environment at any time and download documents or send messages to teachers or peers. Students may spend more time refining their contributions, which are generally considered more thoughtful compared to synchronous communication. Example of this type of communication include courses delivered over the web, on USB stick, on CD.

Synchronous e-learning gives learners and teachers a more social learning environment. It helps learners to feel like participants. Examples of this type of communication include LAN or web based virtual learning environments where communication is achieve using video or audio between instructor and trainee and trainees at the same time – though not in the same place.

A list with examples of asynchronous and synchronous tools with an explanation of how and when to use it is given below.

Asynchronous learning: Learning that does not occurs in real timeTool/medium Description Use in Maintenance context

E-mail Two or more participants communicating at different times.

Group project work.Pair collaborative study.Instructor-student exchange. For instance asking questions to other student or e tutor. Or send document and confirm that the document is understood by replying to the email.

SMS/MMS(Twitter)

Two or more participants communicating by short messages.

Reminders or little inputs in group work, pair or instructor student exchange. For instance remind student of upcoming event, test, document, legislation, etc..

RSS feeds (Result Search Stream)

Stream of information from a fixed source (e.g. CNN feed)

Up to date/real time information concerning a chosen topic. Like examples above.

Message boards A number of participants communicate at different times by typing comments that remain on the board for others to read and respond. Usually monitored by a moderator

Topic-specific exchanges about the e-learning content. Post-class exchanges.

List servers Group e-mail where individuals comment on a specific topic and comments are sent to everyone on the list. Recipients can choose digests of list-servers receiving periodic consolidated mails.

Class announcements.

Forum / threaded discussion boards

A message board in which related comments appear in threads. A running discussion is maintained

Comment on and learn from specific subjects. Capturing information from actual practice. A place where students and experts can get together to discuss the latest



over time.Forum activities can contribute significantly to successful communication and community building an online environment.

developments.

Group ware A collaboration suite (group of applications) with which you can work together

Allows you to collaboratively define project plans, describe tasks and communicate in a structured way (news items, agendas etc.). Or work together on a single document.

Wiki An ' encyclopedia' where participants can describe a subject/content related to the training. This can be changed/adapted by other participants. To lower the risk of inaccurate information consider moderator involvement. The collaborative encyclopedia Wikipedia is one of the best-known wikis. Wikis are used in business to provide intranet and Knowledge Management systems.

Wikis are often used to create collaborative websites and to power community websites. Ideal for knowledge management of new maintenance techniques.

Etc..



Synchronous learning: Learning that occurs in real timeTool/medium Description Use

Application sharing Two or more participants share

documents or websites from his/her

desktop.

Group project work.Pair collaborative study.Teaching someone to use a maintenance software package but also ‘on the job training’.

Chat Allows participants to have a real-time synchronous discussion via the web. This is a useful way to get a different understanding of each other and the topic being discussed – the mode of using a chat room is quite different from the asynchronous forums. The Chat module contains a number of features for managing and reviewing chat discussions.

Group project work.Pair collaborative study.Role-play practice.

Poll An interactivity tool that allows participants to respond to multiple choice and True/False questions.

Check knowledge or experience.Stimulate interest.Set up lecture or discussion.

White boarding Allows the facilitator to guide and record discussions visually and encourage peers to share ideas.

Brainstorm and capture ideas.Encourage collaboration.

Status Icons Participants can 'vote' or respond on a statement or question via a icon (e.g. smiley). It opens the door for the facilitator to call on trainees to give examples.

Quickly get input.Identify volunteers for exercises.See agreement or disagreement.

Teleconferencing Dialogue between two or more participants. Useful when users do not have sound cards or speakersEncourage voice-to-voice communication.

Group project work.

Online conferencing (max 90 minutes)

A number of participants online at once with a moderator. Offers features to hear comments, send messages (audio or text) display visuals, collaboratively, work on product and vote.

Guest speakers.Group project work.

Virtual classroom Refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content.

Students receive the content and communicate with the teacher via the same technologies.

Etc….

Other featuresTool/medium Description Use

Record/streaming video /podcast

Allows rapport to be established and creates a sense of connection.

Allows the facilitator or trainee to record the sessions or experiences for future playback by participants or by anyone who missed the session. This can be displayed as a video with sound or sound only.

Guided tours (e.g. captivate) Allows the display and explanation of tools, buildings, etc.

Operating instructions For instance a process walkthrough or equipment walk around.

Rapid e-learning Encourage trainees or subject matter experts to develop “bricks” (units) of content on demand during a specific course.

Rapid e-learning development tools allow trainees or subject matter experts to develop content (Includes pod casts, wiki's, development template etc) rapidly. The developed material is reusable.



Conclusion and Recommendations of the Working Group

This document describes different learning approaches and methods that help to develop good e-learning.

The working group has concluded that e-learning can have a significant benefit for maintenance training so long as it is applied with quality according to the recommendations of this document.

E-learning can facilitate learning when implemented in the correct way. It can be used not only to replace traditional learning but it can also be used to enhance traditional learning. Both types of learning are alternative means to the same end. Therefore we recommend that both types of learning should be considered and measured using the Key Quality Elements.

However, it is very difficult to predict how training technologies will develop in the future. Instead of ruling out options for learning, which are not described in guidelines or legislation, we recommend that the suitability of existing and new developments in e-learning be measured using the Key Quality Elements, which are defined in this document.

As trainers, we must also be aware that even though a learning approach and method are perfect to support the learning process of the trainee, the acceptance of it in the organisation plays a big part in its success.

Taking into account the complexity and possibilities of implementing e-learning, the Working Group recommends that the EAMTC establishes an online forum for E-learning, in which the community can share best practices and tips concerning E-learning. The appendixes with the practical tips and the key quality elements should be added to the forum and the community should be able to add their experiences and comments. To start this forum we recommend that a survey of EAMTC members is carried out covering what E-learning tools are used by members and what key experiences and best practices can be shared and learned from.



GROUP ACTION RULESAll Working Group Members

•WG President finishes draft of the master document•Group members give comments (comment has to be supported with new idea in usable text)•Confirmation of attendance to next meeting ASAP

Web site •EAMTC President to post minutes to the web siteRecorder (Note Taker)

•Issues minutes within 7 days to Working Group and EAMTC President

Working Group President

•Incorporate meeting highlights, updates Master Document and advises EAMTC President to post minutes to web site•Organizes next meeting to prepare EAMTC communication/presentation end of March in Munich (and to continue the work on the subject of TNA)



MEETING SCHEDULE

1.21Overview 2010/2011

January 2010 : Kick-off meeting in Paris at Airfrance. June 2010: Meeting in Munich at Airberlin. September 2010: Meeting in Hamburg at Lufthansa Technical Training. January 2011: Meeting in Amsterdam at ROC van Amsterdam Airport. March 2011 Webex meeting globallySeptember 2011 Meeting in Munich at Airberlin.



APPENDIX 1: PRACTICAL TIPS FOR DEVELOPING E-LEARNING CONTENT

E-learning content should be adapted to the target group (for example taking into consideration their age, culture, whether they are internal, external, etc..).

Many sources are available which may be used to address these topics. Here we are only presenting a selection of practical tips.

Element RecommendationInstructional media Before selecting any instructional media consider the use of an

instructional design methodology for instance ADDIE (Analysis Design Development Implementation Evaluation), which will provide some measure of quality.

Interaction Use different instructional events and methods like instruction,

discovery, examples, practice etc Attention span The online attention span is around 15 minutes for asynchronous

lessons and 15 to 30 minutes for synchronous lessons. This short attention span must be taken into account by grouping the content into meaningful parts of around 20 minutes with the last minutes review or evaluation. In addition there are advantages from using short modules. You could also create reusable units. A reusable unit is a unit per objective or group of minor objectives. These can be used as building bricks (SCO Sharable Content Objects) to construct other course content.

Media Use words and graphics rather than words alone

Graphics Place corresponding words and graphics near (very close to / next to)

each otherText For some people reading is best done offline. If you need to develop

training that includes a lot of text it is more interesting to find a solution

which supports processing large volumes of content (for instance using

summaries or creating quizzes) rather than producing e-learning

modules with full text. The text could be provided as a printable text

document.



Audio Consider presenting content using audio, audio + text or text. Presenting

text and audio narration with a different structure at the same time can

prevent or impede learning.

Make provisions to turn the audio ON, OFF, PAUSE etc. if used.Keep audio sequences short – 30 seconds maximum.Ensure that the audio language structure follows the onscreen text.

Focus Avoid adding `interesting/supplementary (non relevant) material as this

can prevent or impede learning (because it overloads the working

memory)Style Consider writing in a conversational style using e-learning agents,

(digital built-in coaches with a ’personal’ style). This engages the trainee

with the computer as a social conversation partner which supports

learningCourseware flow or order

Many trainees are used to use the Internet and the Internet is not linear

(PowerPoint like). These trainees expect web based design principles in

your e-learning design.. However there are also trainees that still expect

the linear approach. The linear and non linear approach should be

combined to be used in an appropriate way.Synchronous or asynchronous

Use of synchronous (interact via computer at the same time) or

asynchronous (interact via computer at different times) communication

can be necessary to reach certain objectives Tools Training of reproductive skills (see table: mostly MTX) can make use

of e-mail or forum/message boards to share experience. Training of

productive skills (see table: mainly engineering) lent themselves more

for team collaborationLearning effectiveness

To increase the learning benefit, collaborative tasks must be designed in

a way that requires trainees to interact and contribute to a group outcome Support of learning Give summaries/key items of the learning content (use the course

objectives as a guidelines give a brief answer to each objectives)Support of learner The best way to follow and support the trainee achievements within e-

learning programmes is to make use of computer based assessment

methods Language Choose language appropriate for the target group

Acronyms Acronyms should be clearly defined and should only be used if necessary, use a glossary





APPENDIX 2: DEVELOPMENT OF E-LEARNING PROGRAMSDuring the course of this working group several questions arose about the development of E-learning programs. Also it was not always clear if a statement or requirement belonged to the domain of the content developers or the domain of the application developers.

Therefore we decided to describe a general process on how software applications can be developed to help separate the domains.

1.22e-learning designThe developers are those who design the e-learning application, the courseware and produce the multi media objects. In general the following levels can be defined which need the following roles/actors:

Domain Role / description ActorsInfrastructure network, internet, hardware Infrastructure specialist

Application Software programs. Together with the below mentioned group of experts you need to define the standards. There are instructional standards like style guide, interaction design (including feedback, exercise formats etc.) that define the general product format. At this moment (01-01-2011) the standard in aviation is SCORM (Sharable Content Object Reference Model http://www.adlnet.gov). AICC (Aviation Industry CBT committee http://www.aicc.org) is superseded. These standards are to enable sharing and reuse of course content and tracking within standards compliant LMS`s.

Propriety systems work out of the box and are developed for most general use. However, since propriety systems are costly to modify one might consider open source frameworks to prevent the lock in of supplier and to benefit from the open source community additions to the application. Be aware that support can still be costly and that the open source community must be active for the product to evolve.

• Software architect (technical standards)

• Requirements analyst

• Programmer• Graphical designer• Interaction designer• Educational

expert/instructional designer

Courseware Content design according the standards defined by the application. (See number2). During courseware development you still need to develop standards specific to the content like always start with an introduction, always have a question at the end, colours of schematics and electrical wiring charts, technical symbols etc

• Subject matter expert

• Educational expert / instructional designer

Multi-media objects

Rich content (i.e. video, animations, etc.) • Illustrator• Animator• Movie editor


http://www.aicc.org/


• Sound editor• Etc.



APPENDIX 3: LMS TIPSA Learning Management System (LMS) is critical for implementing e-learning. Therefore we provide brief guidelines for implementing and evaluating LMS`s.

Requirement catalogue for a Learning Management System

Element DescriptionNeutrality Standards should be followed so that interoperability is possible

Clear menu guidance Different levels of access (student, tutor, administrator, etc...) should be available

Data protection through user profile

LMS must be capable of allocating diverse profiles to users. Different access rights can be bound to each individual profile.

Detailed user-reports Among the data available for call-up at all times will be information on learning progress for instance: answers to test questions and records of the time actually spent on the course.

Variable course structure

Standardized online-training is based on a module system. The teaching material is divided among small modules which each represent a complete subject unit in itself.

Didactic implications The following didactic implications for the contents of a program are based on the requirement catalogue above:

Design Components • Simplicity is maintained in the style or type used• Brightness contrast and reflectance between type and background is well balanced• Clarity and logic are maintained in the format• Various aids such as numbering systems, headings, indentation and spacing are

used to promote a logical presentation

Navigation • User are able to operate the program without assistance• Users of the program are provided with a design that will ensure that they can

devote full attention to learning the instructional content. User are able to exit the program, return to the menu or move to another section when necessary

Audio • The script is simple, concise and clear.• The instruction is motivational• Controls of audio are be easy, intuitive and user friendly.

Graphics • There are commonalities of graphics between different courseware.• The graphics can be used to support the content.

Text • Object oriented authoring allows creation of multi-lingual MBT• Simple comprehensive language will be used

Interaction • Instructions will provide all the guidance required to interact• The program will be tolerant of unexpected inputs• The interaction contains a method of inquiry that promotes learning

Digital Video Digital videos illustrate specific procedures.

Tests • Test items will address the stated objectives• The questions are linked to the content (no section will be unduly emphasized. If

questions range in difficulty, no one difficulty level is unduly represented)• Questions that the user has had trouble with will be stored and re-presented to

her/him for another review and/or upon the lesson completion• A question database as a central repository for all questions be available

Feedback • User's input can accurately evaluated as right or wrong (the program distinguishes between the wrong answer and the wrong format)

• Learning takes place regardless of the user's response (e.g. positive feedback can reinforce while negative feedback corrects)

• Feedback’s are non-threatening, immediate, positive, motivational and user sensitive

Note Taking Capabilities Learners are able to type, save and print their comments throughout the lessons.



APPENDIX 4: CHECKLIST OF KEY QUALITY ELEMENTS FOR E-LEARNING

In this appendix Key Quality Elements for e-learning are summarized and organised into a

checklist. The checklist of Key Quality Elements can be used as a guide for the development and

or validation of an e-learning product and/or concept. The elements identified are linked to the

different chapters in this document.

The rating and rating system is subjective and therefore up to the organization using this list.

5.8.1 Target group requirements

Element Description Rating

Competencies Are the trainees mentally prepared for e-learning?

• responsible• self-discipline• independent

Are the instructors adequately prepared to guide trainees during e-learning? Rate their skills in terms of:

• coaching/motivating• communication• handling of e-learning tools

Is the organization prepared for e-learning? Rate the organisation in terms of:

• Access to technical hardware • Access to suitable learning place (if needed)• Access to proper documentation

• Whether suitable learning support for learners is guaranteed (formative assessments, instructor coaching if needed etc)

• Controlled environment is used for examination



5.8.2 Learning Methods & Didactical approaches

Indicator Description Rating

Learning process

Is the learner supported in the planning / organization of the learning (study planning, progress information/support ….)

Is the learner supported in processing new information and skills in an active way? (exercises, collaboration…)

Is the trainee able to assess and reflect on his own performance?

What level of self control does the trainee have over the program?

Learning styles

How well does the e-learning take different learning styles into account? (start with different entry points in the learning cycle)

Training strategy

Does the training strategy promote active engagement of the trainee?

Learning objectives

Do the e-learning methods and tools that are chosen fit the learning objective types (knowledge, understanding, applying….)

5.8.3 Assessment


Pre-assessment

The objective of the Pre-assessment is to identify the prior knowledge and/or skills. The weakpoints could compromise the efficiency of the training.

In pre-assessment, identify which prior knowledge and skills are mandatory to do the training. (Example : identify lacks in technical knowledge or in language skills)

The mandatory prior knowledge and skills for an efficient e-learning have been identified?

The Pre-assessment is based on these mandatory items?

A solution to close the gap is proposed to the trainee?



Continuous assessment

The objective of the continuous assessment is to manage the progress of the trainee to reach the objectives of the training. By this way, the trainee can identify his weak points and the e-tutors can advice a solution to improve his/her performance.

Most of the time, a self-assessment tool is proposed to the trainee. The e-tutors can access the reports of self-assessment and coach the trainee through his/her studies

Does the e-learning propose a continuous assessment tool?

The self assessment tool is easy to use and content of questions or exercises are different to the final exam ones?

The exam is strictly focussed on knowledge and skills defined by the training objectives?

Is the trainee able to assess himself and reflect on his own performance?

Reports are clear and understandable?

Weakpoints and advices are in close relation to each other?

Post- assessment

The objective of the Post-assessment is to identify which knowledge and skills are acquired and developed at the end of the training.

The exam is strictly focussed on knowledge, skills and attitudes defined by the training objectives?

Is the post-assessment adequate or not to validate the training?

5.8.4 Delivery methods & Tools


Method An agenda for synchronous learning session is provided?

Method The workload is relevant concerning the time sharing?

Method Synchronous and a-synchronous Training events (sequence, duration) are in relation with dealing items?



Tools Trainees and e-tutors have access to same communication tools?

Tools Links to access to synchronous and a-synchronous learning session are well identifying and have an easy handle?

Tools Synchronous and a-synchronous Tools are relevant? (Forum, VC, ...)

Solution Is a printable solution proposed to the trainee?

Solution Trainees delivery support: (Trainee Guide, Training footprint, ...) are relevant and available?,

5.8.5 Key quality indicators for an E-learning project designing and development

indicators


Content - Which contents are already available and which have to be rebuilt or transferred from traditional learning?

- How many courses do you have to give?

- What is the average duration of a course?

- How long can be dedicated for certain matters?

- How many participants will be assigned to each matter?

- Is the content consistent and accurate?

- Is the content interactive?- Is the media mix rich enough (text,

graphics, audio, video, etc)- Is the content built with the industry

standards taken into account?

Targets groups - How many participants will be trained, by function/ target group?

- What rate of attendance is expected?

- When do the participants have



time to attend the information session?

Method - Which trainers are to be used?- Which methods of teaching have to

be selected?- What other groups profit from the

e-learning, in addition to the learners?

- Is the presentation of the content diverse enough to cover the different learning styles

Results - What did the participants learn? - Can acquired knowledge be

applied successfully in practice?- Can the learning objectives be

met?- Are the participants satisfied with

the educational intervention (measurement of success)?


Documents

Working Group E-learning (MASTER DOCUMENT)...European Aviation Maintenance Training Committee Working Group E-learning (MASTER DOCUMENT)