The Apollo flight controller training system concept and its educational implications. [in Computer-assisted instruction, testing, and guidance, 1970, 313-335]
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CONTRIBUTORS:
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JOURNAL:
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Computing Reviews,
12(7),
312 -
312.
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YEAR:
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1971
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PUB TYPE:
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Book Review
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SUBJECT(S):
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Computer-assisted instruction; CAI; Apollo space; ASCATS
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DISCIPLINE:
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Computer Science
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HTTP:
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LANGUAGE:
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English
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PUB ID:
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103-427-298
(Last edited on
2006/06/04 15:05:43 GMT-6)
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ABSTRACT:
This is a nontechnical but descriptive narration of the Apollo Simulation, Checkout, and Training System (ASCATS), which is a computer-driven, real-time simulator.
It was designed both to represent the flight controller mission environment to a high level of fidelity and to be useful as a training device. The simulator program has three objectives: 1) to test the controller's knowledge of mission objectives,rules, and procedures; 2) to develop controller proficiency in executing the flight plan; and 3) to validate mission rules and procedures.
Normally, a training program develops learner proficiency,
and evaluates the development by testing entry behavior (pretest), terminal behavior (post-test), and by the administration of interim tests during the training. Validation of rules and procedures is not normally a training function but, in view of the job synthesis being performed during training, it is understandable in ASCATS.
ASCATS evolved as a team trainer since the controller had to interact with a number of other members of the flight control team. Individual progress is almost always measured in terms of the team effort or output. Performance criteria are: correct analysis of functions, corrective action accomplished satisfactorily, adherence to mission rules, adherence to flight control procedures, and achievement of flight plan objectives. While these seem to be straight forward and clear, the training director observes that the mission is so complex that there are many options available to the controller and the decision boundaries are not clear-cut. This affects the number of simulations needed to bring the trainee to a prescribed level of proficiency. To illustrate, the reentry task simulation was performed 8 times by a trainee, while launch tasks were simulated 23 times and lunar descent tasks, 33 times, The trainee is exposed to about 222 hours of on-line simulation in addition to other training activities. ASCATS is relatively expensive to operate, and part-task training on an individual basis has not been possible.
The authors devote some space to implications of this system for education in general. They note that the typical school setting differs from the training environment in that it is less complex, and the direct application of schooling to specific occupational tasks is difficult to perceive. In terms of computercontrol of environment, they see in common a data base for monitor and control; realism through computer simulation; instructional ability to monitor, evaluate, and control the environment; and integration of individual skills to team performance.
Once the authors leave ASCATS and bear down on implementation of simulators in school settings, they become extremely theoretical and philosophical. Much of the discussion involves conventional-type CAI using teleprinters, CRT devices, and optical projection, rather than the three-dimensional simulated environment typified by ASCATS. They conveniently avoid any references to cost. Admittedly, "it has not been within the scope of this chapter to discuss costs and other problems . . . ," but the reviewer believes that anyone taking a position on the use of computers in education must not abdicate the responsibility of dealing with real-life cost considerations. At a time when school bond issues are being defeated, and numbers of public school teachers are being discharged for lack of operating funds, theoretical formulations are useless.
In conclusion, the first part of this paper is excellent in delineating the methods and procedures of ASCATS. The section dealing with implications for education is essentially a regurgitation of some blue-skying, and not much more.
[Editorial Note: For comments on this paper, see Silvern's review of LICKLIDER, J. C. R. "A critique of the Apollo system and its educational implications"]
L. C. Silvern, Los Angeles, Calif.
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