A Framework for Model-Based Adaptive Training

Training System - List of Tables and Illustrative Material

Table 2-1 R1-SOAR Learning [van de Brug, Rosenbloom & Newell 1986]

Table 4-1 Extended Trainee Characterisation

Table 4-2 Proto-MOBAT Training Units

Table 4-3 Proto-MOBAT Model Types

Table 4-4 Learning by Doing and Problem Solving

Table 7-1 MOBAT Training Unit Properties

Table 7-2 Mapping Modelling Dimensions to Modelling Specifications

Figure 1-1 Training System Architecture (adapted from [Slater et al. 1994] )

Figure 1-2 Training System Specification Framework

Figure 2-1 QUIC Generic Task Classification [Leitch & Gallanti 1992]

Figure 3-1 The ITSIE Specification Methodology [Sime & Leitch 1993]

Figure 3-2 Types of Learning Styles (Learning Modes)

Figure 3-3 MOBAT Specification Framework Key Questions

Figure 4-1 Proto-MOBAT Framework Overview

Figure 4-2 Power Plant Model [MOBIT 1994, W5-W6]

Figure 4-3 Partial Concept Hierarchy

Figure 4-4 Mapping Domain Specific Tasks to Generic Tasks

Figure 4-5 Proto-MOBAT Problem Space Map

Figure 4-6 Expert Specification Levels

Figure 4-7 Trainer Specification Levels

Figure 5-1 Scheduling-MOBAT Framework Overview

Figure 5-2 Existing Problem Space Map

Figure 5-3 Skeleton Training Plan for Order Scheduling Objective

Figure 5-4 Mapping Task Decomposition & Scheduling Knowledge

Figure 5-5 A Scheduling Rule Implementation

Figure 5-6 Rule Augmentation

Figure 5-7 Procedural Representation

Figure 5-8 Extended Scheduling Problem Space Map

Figure 5-9 Transfer of Learning

Figure 6-1 Workmanship-MOBAT Framework Overview

Figure 6-2 Workmanship-MOBAT Skeleton Training Plan

Figure 6-3 Training Unit Representation

Figure 6-4 Workmanship-MOBAT Object Oriented Structures

Figure 6-5 Partial Workmanship-MOBAT Problem Space Map

Figure 6-6 Generic and Specific Method Representation

Figure 6-7 Workmanship Case Model Representation

Figure 6-8 To Present at Different Levels

Figure 7-1 The Extended MOBAT Specification Framework

Figure 7-2 Tasks in Problem Spaces (modified from [Leitch & Gallanti 1992])

Figure 7-3 Trainee Profile and Trainee Model