< PreviousXXX8 ICAO trAInIng repOrt – number 1 2015 8 ICAO trAInIng repOrt – number 1 2015trAInIng teChnOlOgyphysicist Niels bohr once said, ‘prediction is very difficult, especially if it’s about the future’. Despite the difficulties, we can safely assume advances in technology will reshape the future training programmes of aviation professionals. This article will address four teaching technology trends. Due to mandatory recurrent training cycles and the resulting escalating costs, the aviation industry has become an innovator and early adopter of training technologies. from the introduction and evolution of the flight simulator to being the first industry to widely adopt computer-based training, the aviation industry is quick to embrace technologies that may lead to enhancements. #1 – hOw wIll The NexT GeNeRATION Of pROfeSSIONAlS leARN?Before exploring new technology, we must consider how future professionals will approach learning. Today’s students are not the ones our training methods were designed to teach – because they grew up immersed in technology, they have different approaches to learning. While many experienced instructors assume that learners are the same as they always have been, and the same teaching methods that worked for us will work for them, the assumption is no longer valid. The next generation learns differently. They are: tech-savvy; multi-taskers, collaborative and team-oriented; ‘native speakers’ of technology; embracing simulation, interaction, and gaming; expecting immediate gratification; and demanding knowledge1 .This is not a panic-worthy situation since there is evidence that young people seem to conform to the approach used by their instructors. But as we move towards the future, we must continue to assess the effectiveness of our teaching and ensure the curriculum is learner-focused.#2 – weARAble TeChNOlOGyWearable technology refers to the portable devices that attach to the human body, collecting data and delivering information to the wearer. While these are new tools in aviation training, these devices are increasingly prolific given that there were nearly 109 million wearable devices around the globe in 20142 . Wearable devices have many of the same features as mobile phones but offer the enhancement of scanning features and sensors. the future Of teChnOlOgy In AVIAtIOn trAInIngAbOuT DR. SuzANNe keARNS Dr. Suzanne Kearns is an Associate Professor at the University of Western Ontario. She maintains an active research programme exploring competency-based training and the role of technology in teaching aviation professionals.XXX ICAO trAInIng repOrt – number 1 2015 9trAInIng teChnOlOgyThe data collected from them can be used in a range of applications: augmented reality helmets (like Google Glass) superimpose digital information over a person’s view of the real world; wearable smart-clothing senses a variety of health data (respiration, heart rate, body temperature, etc.)3 ; and fitness wristbands track movement, calorie expenditure, sleep quality and quantity.These types of technologies may impact aviation training since the effectiveness of instruction will always be linked to a learner’s physiological state. For example: did these trainees get sufficient sleep; are they impaired by substances or medications; are they stressed or overwhelmed by information; or are they physically overworked?Though skilled instructors develop the ability to recognize these issues in learners, wearable technology has the potential to track this type of data automatically and to objectively present instructional recommendations on how to tailor training material.Some applications within aviation training may include: eye-tracking devices that sense stress levels associated with cognitive load – theoretically identifying when learners have achieved a level of competency with new material; and augmented reality systems that superimpose textbooks, media, or systems and components to: • replace air traffic controller’s paper flight strips with a digital presentation of the information superimposed on their work space4 ; • present maintenance personnel with a digital view of while many experienced instructors assume that learners are the same as they always have been, and the same teaching methods that worked for us will work for them, the assumption is no longer valid.systems that may not be visible because they are obstructed by covers or other components5 ; • display the name and preferences of passengers to cabin crew as they walk through the cabin; and • generate a digital representation of the ideal approach path for pilots. Wearable technology also has limitations associated with costs and privacy, and is dependent on the willingness of the individuals who will be asked to use the devices. Google Glass is an example of a product that was rejected because people felt they ‘looked goofy wearing them’ and because they had a short battery life. Google recently discontinued Google Glass, going back to the drawing board to rethink their devices. #3 – whAT IS ‘bIG DATA’ AND hOw CAN IT DRIVe TeAChING?Mobile devices play an important role in our personal and professional lives. Just as Hansel and Gretel left a trail of breadcrumbs as they walked down the forest path in the Brothers Grimm fairy tale, each of us is generating a stream of data that can be thought of as ‘digital breadcrumbs’. As we move about throughout the day, we generate data points associated with where we were, who we spoke to, and anything we documented.Beyond the data that is generated by individuals, massive amounts of data are created and recorded by machines. Google presents a good example of this in how they are able to detect disease outbreaks based on the number of illness-related web searches in a geographic area.We have entered an era where data will be measured in zettabytes; society is generating an enormous and ever increasing amount of big data. To put this into context, if your extra-large cup of coffee represented the volume of one gigabyte, a single zettabyte would be equal to the Great Wall of 10 ICAO trAInIng repOrt – number 1 2015 trAInIng teChnOlOgywe have entered an era where data will be measured in zettabytes; society is generating an enormous and ever increasing amount of big data.China! 6 On a global scale, this has created a new industry that seeks to generate, analyze, and sell insights from the massive pool of big data using proprietary mathematical algorithms.Although there are concerns associated with privacy and the accuracy of findings, applications of big data are already being used in aviation training: proactive safety management programmes use cluster analysis on routine operational data from Flight Data Recorders to identify anomalies at specific airports and assign training content; machine-driven learning algorithms that continually analyze data from simulated and line-operation scenarios to understand individual training needs and allow individuals to see and understand where their performance is relative to the norm7 ; and recruitment and selection practices based on the comparison of applicant attributes against competencies demonstrated by top-performing employees through predictive analytics.In the future, big data is likely to impact the types of employees hired and the training they are provided throughout their careers. Although this leads to interesting training customizations, it is important to note that the quality of findings from big data is entirely reliant on the quality of information it receives. This is an exciting, but far from foolproof, innovation. #4 – ADApTIVe e-leARNINGBeyond the use of big data to identify training needs within an organization, data can also be tapped into on an individual basis to drive the curriculum of training. Where traditional static e-learning targets the 50th percentile (the average learner), adaptive e-learning customizes the content to the learner based on their individual needs and abilities.As technology evolves, new electronic courseware emerges. The training is designed to adapt to the needs and learning style of each individual learner so that they can achieve the highest level of learning possible, based on their unique intellectual capacity. Adaptive learning broadly refers to any educational computer programme that utilizes some type of artificial intelligence to guide the structure of the curriculum. Interestingly, one of the first practical adaptive e-learning courses was developed within aviation. In the mid-1980s, F-15 avionics technicians presented a training challenge. Because they worked in their positions for a brief period, carrying out mostly routine tasks that were well supported by technology, their work did not allow for the opportunity to develop complex problem-solving skills. This left the Air Force with a problem – training assumed that test-station-repair troubleshooting would be learned on the job, but the job did not offer enough practice opportunities. A computer-based Air Force electronics practice tool called ‘Sherlock’8 was created as an environment where avionics technicians could practice troubleshooting skills - and it was extremely successful. Novice technicians who practiced on Sherlock for 20-25 hours developed troubleshooting skills comparable to their colleagues with four years of on-the-job experience.Although adaptive e-learning offers great potential to improve learning, there are downsides. Development is significantly more expensive than traditional static e-learning, and it can’t automatically sense when a learner is becoming frustrated or overwhelmed. But new research is incorporating emotion-sensing technology using computer webcams – so this may change in the future. Since adaptive e-learning will likely, eventually, become a training component of training for all aviation professionals, this technology should be regarded as a complement and an ICAO trAInIng repOrt – number 1 2015 11trAInIng teChnOlOgyextension, rather than a replacement, of existing classroom, simulator and real-world teaching practices. CONCluSION As new technologies are quickly integrated within our daily lives, new devices and methodologies will follow them into our training centres. But, it is crucial to remember that new technology does not necessarily result in more effective training. In considering the earliest days of computer-based training, many of the organizations that were first to deploy e-learning produced very low-quality ineffective courses because little was known at that time about how to make this type of training effective. To learn from the mistakes of the past and ensure they are not repeated, a cautious approach to the incorporation of future technology must be adopted. This will ensure technology effectively improves learning – before it is fully deployed. Works CitedCisco. (2014, June 10). Cisco Visual Networking Index: Forecast and Methodology, 2013-2018. Retrieved February 16, 2015, from Cisco: http://www.cisco.com/c/en/us/solutions/collateral/service-provider/ip-ngn-ip-next-generation-network/white_paper_c11-481360.htmlCisco. (2015, february 3). Cicsco visual networking index: Global mobile data traffic forecast update, 2014-2019. Retrieved February 16, 2015, from Cisco: http://www.cisco.com/c/en/us/solutions/collateral/service-provider/visual-networking-index-vni/white_paper_c11-520862.pdflesgold, A., lajoie, S., bunzo, m., & eggan, G. (1988). Sherlock: A coached practice environment for an elecronics troubleshooting job. Pittsburgh, PA: Learning Research and Development Center.long, C. (2014, Issue 5). Big data - the Ethiad Airways approach. Civil Aviation Training, pp. 8-11.mackay, w. e., fayard, A.-l., frobert, l., & medini, l. (1998). Reinventing the familiar: Exploring an augmented reality design space for air traffic control. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 558-565). Los Angeles: ACM Press/Addison-Wesley Publishing Co.park, S., & Jayaraman, S. (2003, may/June). Enhancing qualtiy of life through wearable technology: The role of a personalized wearable intelligent information infrastructure in addressing the challenges of healthcare. IEEE Engineering in Medicine and Biology Magazine, pp. 41-48.picard, R., & Scheirer, J. (2001). The galvactivator: A globe that senses and communicates skin conductivity. Proceedings on the 9th International Conference on Human-Computer Interaction, (pp. 1538-1542). New Orleans, LA.Sims, D. (1994). New realities in aircraft design and manufacture. IEEE Computer Graphics and Applications, 14(2), 91.Smith, e. e. (2012). The digital native debate in higher education: A comparative analysis of recent literature. Canadian Journal of Learning and Technology, 38(3), 1-18.wright, R., & keith, l. (2014). Wearable technology: If the Tech fits, wear it. Journal of Electronic Resources in Medical Libraries, 11(4), 204-216.SOuRCeThis work will be featured in an upcoming book titled Competency-based Training in Aviation, co-authored by Kearns, Mavin, and Hodge, to be published by Ashgate in late 2015.12 ICAO trAInIng repOrt – number 1 2015 AbOuT fRANk DuRINCkxFrank Durinckx has degrees in Law and Notariat (University of Louvain, 1978). In 1978, he joined the Legal Department of the Belgian CAA where he consecutively became Head of the Aviation Security Department and established the ICAO European Aviation Security Training Institute (EASTI). Over the past 30 years, he has participated in all AVSEC Working Groups under ICAO, ECAC and the EU. He was Director General of the Belgian CAA from August 2008 until December 2014, after which he joined ICAO as Aviation Security Project Coordinator. Sophisticated security equipment and excellent aviation security requirements are not sufficient to assure efficient aviation security services. The human being continues to be the most important factor in the security process.Although there is a general tendency to provide airports with the most sophisticated security equipment, the human factor is often neglected. by analysing reports on recent acts of unlawful interference, it becomes clear that aviation security is adversely affected by human factors. The best security procedures and the most advanced security equipment become ineffective in cases of human error, human negligence or personnel inefficiencies. An efficient, well-trained and highly motivated security staff is considered to be a key element for the operational efficiency of any security system.There is no doubt that a reduction in human errors and negligence would result in an improvement of the aviation security system, thus ensuring greater efficiency. many groups of aviation personnel are directly or indirectly involved in the various aspects of security, from security officers to baggage handlers. even minor errors by certain staff can result in critical situations with very serious implications.A number of areas can be identified as possible sources of human factor weakness. These areas include recruitment, selection of personnel, training, commitment and motivation, supervision, fatigue and equipment. This article concentrates on the issue of training and examines the initiatives taken by international governmental organizations.The leARNING pROCeSSA fundamental feature of learning is that it is acquired. How learning is acquired depends on three main factors: the innate qualities of the learner, the skills of the teacher, and the conditions in which learning takes place.The development of innate qualities is beyond our control because it is part of biological development and maturation. A person’s age, intelligence and attitudes, for example, are factors that cannot be changed by external influences. It is the role of the recruitment and selection process to select only those individuals who demonstrate the basic abilities to perform the required functions. If these abilities are present, instruction, practice and experience all combine to develop the required level of performance. The effectiveness of the training will be dictated by the conditions under which this training takes place (e.g. amount of stress present, training methodologies, training aids utilized, etc.). AVIAtIOn seCurIty trAInIng AVseC trAInIng ICAO trAInIng repOrt – number 1 2015 13ICAO has taken the initiative to develop worldwide Aviation Security Training Packages (ASTPs) aimed to assist Member States and the industry in developing and providing their own training programmes. These ASTPs have been supplemented by theme-oriented ICAO workshops such as a National Civil Aviation Security Programme Workshop, a National Civil Aviation Security Quality Control Programme Workshop, a National Civil Aviation Security Training Programme Workshop and a Risk Management Workshop.The ASTPs and workshops are being provided through ICAO’s Aviation Security Training Centres (ASTCs), where they are adapted to the needs of the region they serve. In 1989, ICAO established the Aviation Security (AVSEC) Mechanism which has fostered the establishment of training Training is any learning activity which is directed towards the acquisition of specific knowledge and skills for the purposes of an occupation or task. The focus of training is the job or task. For example, screening personnel are expected to be able to recognize and react to articles which could be used for acts of unlawful interference. Consequently, a sound knowledge of how to detect dangerous or restricted articles, weapons, explosive substances and other dangerous devices must be part of the fundamental knowledge of screening personnel. A sound knowledge of the States’ national security programme is needed to ensure that the screening staff reacts properly in a wide variety of situations. This training should include competency tests. A recognition of the importance of the task as the first line of defence is absolutely essential. There is no best way of organizing training. What is important is that those who are carrying out the training are themselves prepared for, and committed to, achieving their task. Because of the vital contribution that training makes to the development of human resources and the achievement of an organization’s aims and objectives, all those responsible for training, in any shape or form, also need to be trained for the task. As well, because training is essentially a learning process, instructors must have an understanding of how individuals learn. In addition to a judicious selection of instructors, train-the-trainer courses are a must.ICAO INITIATIVeSFor training, Standards and Recommended Practices (SARPs) and guidance material are included in ICAO’s Annex 17 - Security, as well as ICAO’s Security Manual. The SARPs include the obligation to develop national aviation security training programmes.the best security procedures and the most advanced security equipment become ineffective in cases of human error, human negligence or personnel inefficiencies.AVseC trAInIngThe following ICAO ASTPs have been developed:1. Basic Course - aimed to guide the development of basic airport security personnel training to enforce, monitor and apply airport security preventive measures in accordance with locally approved programmes;2. Aviation Cargo and Mail security training - aimed to train selected personnel involved in the handling of cargo, courier and express parcels, mail and company stores to apply security preventive measures in accordance with approved aviation security programmes;3. Aviation security Crisis Management - aimed to provide management personnel with the knowledge and skills needed to develop and implement sound crisis management procedures;4. Aviation security Management - aimed to train aviation security personnel at the managerial level to plan, coordinate and implement the application of airport security preventive measures in accordance with approved programmes;5. Aviation security instructors - aimed to enable personnel to deliver specialized aviation security training courses to selected personnel utilizing validated material-dependent course material; and6. National inspectors - designed to provide aviation security personnel with theoretical and practical knowledge of audits and inspections as part of the National Quality Control System.XXX14 ICAO trAInIng repOrt – number 1 2015 AVseC trAInIng14 ICAO trAInIng repOrt – number 1 2015facilities in this field of activity worldwide. All existing regional and sub-regional centres cooperate closely in order to achieve consistent results in an endeavour to promote increasingly higher standards in aviation security.The objectives are to conduct aviation security training courses based on the ASTPs and workshops in the region. These centres also support regional aviation security training efforts. Courses are given by instructors made available by States and the industry, and are open to government officials and participants from the airport and airline industry. New initiatives have been taken recently to introduce computer-based training (CBT) systems for the selection and training of detection equipment operators, and other security personnel, both on a worldwide basis as well as on a regional basis. As well, new efforts are being made to certify security personnel, including screeners, instructors and national inspectors which should provide assurance that these individuals meet all required international and national standards. New ICAO pOlICyICAO has the important task, not only to provide its Member States with the necessary regularly reviewed regulations and there is no best way of organizing training. what is important is that those who are carrying out the training are themselves prepared for, and committed to, achieving their task.guidance material, but also to encourage all forms of cooperation between States in establishing and implementing their programmes.The ICAO training policy in the field of aviation security has been reviewed and is being realigned through cooperative agreements between ICAO’s Aviation Security and Facilitation (ASF) Section and the recently created Global Aviation Training (GAT) Office. The TRAINAIR PLUS course development methodology is being applied to aviation security and the aforementioned courses will be made available through the TRAINAIR PLUS network of Regional Training Centres of Excellence (RTCEs) as well as the ASTC network, which is being enlarged. Training is an essential keystone in any aviation security system and is, therefore, high on the agenda of ICAO’s capacity-building programmes. As such, great emphasis will be placed on it within the ICAO Comprehensive Regional Implementation Plan for Aviation Security and Facilitation in Africa (AFI SECFAL) initiative, which is currently being launched and where ICAO aims to coordinate its efforts with all stakeholders. XXX ICAO trAInIng repOrt – number 1 2015 15pIlOt trAInIngCOmmerCIAl And generAl AVIAtIOn: twO sIdes Of the sAme COInwhile commercial aviation and general aviation can be thought of as two separate worlds, they are actually more like two sides of the same coin. you can’t have one without the other.General aviation (GA) is a rich training ground for a wide range of aviation careers – a GA pilot is a career in itself. GA flying is also a great way for commercial pilots to stay in touch with fundamental skills like aircraft control, decision-making and instrument interpretation.The ShIfT TO GA fOR pIlOT TRAININGIn the United States, GA has become the primary training ground for airline pilots, eclipsing the military services as a source of new commercial pilots. And this trend is likely to continue. Military branches are training fewer people to fly manned aircraft and putting more resources into training drone operators – experience that, so far, hasn’t translated into a career in civilian aviation.It’s important to recognize that more and more of the pilots we depend on to fly passengers and move cargo will get their training and build their flight hours in general aviation.As the need to transport people and goods continues to grow, so will the need for more pilots. GA will play an important role in fulfilling this need by attracting more people into aviation and creating a flight training environment that’s both effective and accessible. The International Council of Aircraft Owner and Pilot Associations (IAOPA) affiliates around the globe have developed a range of programmes to address these issues, programmes that could serve many other countries well. ReAChING OuT TO The NexT GeNeRATIONWe need to reach out to young people to spark their interest in aviation. This year the U.S. Aircraft Owner and Pilot Association (AOPA) is building a new Ambassador Programme, which includes elements that will help get youth excited about aviation and the many opportunities it offers.Not only should teens know that there are promising career paths in the field of aviation, they should know that they have what it takes to follow these paths. AbOuT mARk R. bAkeR He is a long time general aviation (GA) pilot and the President of the Aircraft Owners and Pilots Association (AOPA), the world’s largest civil aviation organization. An enthusiastic advocate for GA, weekends find him enjoying the company of his fellow pilots at airports and seaplane bases around the country. In conjunction with his role as President and CEO of AOPA, he is Chairman of AOPA’s Political Action Committee, Chief Executive Officer for the AOPA Foundation, President of the International Council of Aircraft Owners and Pilots Associations representing pilots in 72 countries, and Publisher of AOPA Pilot, the world’s largest and most influential aviation publication.16 ICAO trAInIng repOrt – number 1 2015 pIlOt trAInIngAviation is accessible and exciting and it offers a wider variety of career opportunities than most people imagine. We want to be sure teenagers – the next generation of pilots – know how to get started. In conjunction with the Ambassador Programme, we also offer AV8RS, a unique, free AOPA membership programme that is dedicated to teens. The programme gives them access to more information about flying and aviation; helps them get started with flight training; and helps them connect with other teens who are interested in flying. Bringing teens together in their medium – on social media and in virtual communities – is critical to getting them engaged in aviation. Creating online communities requires very few resources and serves as a platform that can be replicated almost anywhere.Another way to engage teens in aviation is to bring the subject into the classroom. IAOPA affiliates do this by providing, free of charge, all the tools teachers need to explore aviation with their students. Available for download, PATH – the Parent and Teacher Handbook – provides classroom modules covering topics like communications, flight controls, aerodynamics, weather, aviation history and more. It also provides student worksheets, activity plans and classroom presentations that allow teachers to introduce their students to aviation. AOPA is also partnering with youth organizations like the Boy Scouts of America to help them expand and update their aviation offerings.up AND AwAyBut what happens when these young people decide they’re ready to learn to fly? What kind of experience can they expect when they walk into a flight school?For decades, the answer has been open-ended. This inconsistency in training environments and experiences led to a dropout rate of In the united states, gA has become the primary training ground for airline pilots, eclipsing the military services as a source of new commercial pilots. ICAO trAInIng repOrt – number 1 2015 17pIlOt trAInIngup to 80 percent for student pilots – not because they didn’t “have what it takes” to learn to fly, but because the training experience wasn’t meeting their needs. To bridge the gap between student expectations and what flight schools deliver, many IAOPA affiliates are working directly with flight schools to help them get more students through the training process. AOPA conducted thorough research into the reasons so many student pilots were not completing their training and then worked closely with flight training providers to identify the most effective ways to overcome these obstacles. We’ve shared this information about best practices in flight training throughout the industry. We’ve also expanded our efforts to create a forum where flight schools can share their own experiences, collaborate to resolve stubborn challenges, and build on their successes. By publicly recognizing the most successful schools, and encouraging them to act as mentors for others, we’ve helped create a community that’s raising the standards of service and training while helping more students earn their pilot certificates. Introducing young people to aviation and improving training completion rates are key ways the general aviation community can promote aviation and ensure there will be enough pilots to meet our future transportation needs. But there’s another role GA can play, and that is as a continuing training ground for those who already have aviation careers.bRINGING flyING bACk TO flIGhTMany of today’s professional pilots are actually only flying the plane for two to three minutes out of each flight. They are often discouraged by their employers and regulators from spending more time flying by hand and are required to let the sophisticated automation in the aircraft handle most of the work. As a result, we’ve seen a notable increase in accidents where commercial pilots have lost situational awareness or didn’t know how to respond in an emergency.not only should teens know that there are promising career paths in the field of aviation, they should know that they have what it takes to follow these paths.Next >