• Introduction to Cleanrooms (3 hours)
• Aerospace 101 (8 hours)
• Digital Electronics (5 hours)
• Fundamentals of Instrumentation (22 hours).

The acquisition of the incumbent knowledge has been (and will continue to be) gathered via traditional font-end analysis techniques, including task analysis and learning analysis. Future strategies include concept mapping and knowledge engineering. This acquired knowledge is then distilled into key learning and performance objectives and developed into two types of Web-enabled delivery: asynchronous and synchronous.

By far, the majority of content currently contained within ALE is asynchronous, self-paced training. Over 30 hours of content is available, delivered through more than 50 discrete learning modules; each of which is accompanied by a corresponding pretest and posttest assessments.

The design and structure of the individual learning objects  is driven by several over-arching tenets:

The instruction should be of value to the aerospace community, either in the technician or engineering realms. ALE has striven to work with subject matter experts currently working in the field to identify appropriate training topics and validate their accurate treatment. This goal is consistent with FSRI’s legislative requirement to be an industry-driven organization.

The instruction should be short, ideally completed in a single sitting (such as during a lunch hour). Most modules are approximately 20 minutes long.

The instruction should be engaging, both from an applicability standpoint, but also in its strategic use of multimedia technology. Although trade-offs are required whenever a baseline technical platform is determined, FSRI decided to include the use of Internet plug-ins in order maximize the illustrative and interactive nature of computer-based training. Not all plug-ins are required for all learning modules, and any required plug-in players are free and easily downloaded from commercial Internet sites. Some of the players incorporated within ALE are Macromedia’s Flash, Adobe’s Acrobat, and Cycore’s Cult 3D. Video and audio capabilities also are included in ALE’s media strategy.

The structure of the over-all curricula is hierarchical. A simple curriculum might consist of a series of modules or learning objects, each containing individual instructional topics. A more complex curriculum, such as in the Introduction to Cryogenics program, requires a more detailed hierarchy. The cryogenics program is composed of large sections, which consist of blocks. The blocks are made up of modules that in turn, are comprised of lessons. The components of the lessons are perhaps the most important part of the learning hierarchy. Lessons are made up of objects.

Objects, also referred to as shareable content objects (SCOs), are the lowest-level element that a learner would launch as a discrete piece of learning content. Objects are linked directly to an enabling learning objective and address one or more topics.

The structural hierarchy is illustrated below.

Curriculum Structural Hierarchy

Other instructional assets within ALE include synchronous Web-classes and collaboration forums. A key to the success of live, Web-facilitated instruction is its integration into the learning process as an intrinsic element, rather than a one-time, transactional event. Viewing both asynchronous and synchronous offerings as complementary tools to achieve a single goal helps to maximize each technique’s unique strengths.

An example of this approach is FSRI’s curriculum on Propulsion Theory. FSRI is in the process of developing a three-hour program on Propulsion Theory, with support from subject matter experts at Pratt & Whitney.

Although housed within the aerospace technician curriculum, the Propulsion Theory modules are actually designed as an introductory primer for anyone interested in rocket propulsion. The program begins with the basics of Newton’s laws and progresses through abstract concepts, concrete examples, and complex simulations to provide a short but detailed overview of propulsion theory.

Propulsion Theory consists of four asynchronous e-learning modules and one synchronous Web class. The asynchronous modules are designed to be stand-alone learning objects, but they can be bundled together with other modules to create a prescriptive learning path customized for the individual user. The five Propulsion Theory modules are

• Module 1: Newton's Laws of Motion. This module focuses exclusively on Newton’s laws. This information is crucial all subsequent understanding.
  
• Module 2: The Forces of Propulsion. This module covers specific propulsion forces such as unbalanced force, Newton's laws as they relate to reaction engines, the rocket equation, effective velocity, and specific impulse.
  
• Module 3: Solid Propellant Rockets. This module addresses solid propellant fuel types and engine design.
  
• Module 4: Liquid Propellant Rockets. This module discusses liquid propellant fuel types and engine design.
  
• Module 5: Equations and Practical Applications. This is a live web session facilitated by Samuel Durrance, executive director of the Florida Space Research Institute and a former astronaut with over 615 hours in space. Durrance will discuss propulsion-related equations and some practical applications of the theoretical concepts. Not only will the live session be repeated as necessary for new students, it will also be recorded and stored as an asynchronous event.

In addition, FSRI has built into ALE the capability for users to collaborate on project work remotely. This is accomplished through the combination of bulletin board discussions, real-time text chat, and electronic conference rooms.

Technical strategy

As previously mentioned, ALE is a robust online environment, aggregating a wide array of capabilities into a single offering. ALE encompasses all instructional media and learning modalities, including 

• asynchronous e-learning modules
• asynchronous assessments
• asynchronous community collaboration (threaded discussion boards)
• synchronous facilitator-led, Web-based training
• synchronous assessments (live, online)
• synchronous community collaboration (embedded real-time chat)
• synchronous small group collaboration (virtual meeting rooms utilizing voice over-IP with electronic white boards and application sharing capability)
• high-end graphics
• video
• audio
• virtual 3D environments
• Flash-based embedded instructional interactions
• Shocked Authorware interactive learning modules and assessments
• competency mapping and skill gap management
• certification management
• SCORM-compliant data capture (an e-learning standard established by the Department of Defense)
• multiple data reporting capabilities
• embedded email feedback features. 

Integration of suppliers. When developing ALE, FSRI was faced with the common challenge of an extremely aggressive deadline. Because the development timeline was so tight, it was quickly decided that the solution wouldn’t be found by creating a new, proprietary system from scratch, but from the thoughtful integration of commercial, off-the-shelf applications into a cohesive system.

In order to meet both the schedule requirements and the functional requirements for learning and knowledge transfer, a system that supports a variety of learning interventions and management functions was deployed. FSRI solicited proposals from a variety of developers and ultimately selected the University360 corporate university solution from RWD Applied Technology Solutions, a division of RWD Technologies. The system is unique in that it follows a best-of-breed product strategy to meet all of the functional requirements of FSRI's ALE. In addition, it was able to be quickly implemented and customized for FSRI. The complete ALE system includes the following major technical components: 

• Hardware and software infrastructure for hosted model. Key to the rapid deployment of the hosted learning solution was a collection of existing hardware and software. This included a server farm located in AT&T's data center, Bandwidth-On-Demand™ service, and Oracle database software. Another key component is the University360 Message Broker architecture that can transfer records between the various components of the system. This hardware, software, and network baseline made it possible to rapidly configure key system components for the advanced learning environment. 

• Saba is the preintegrated LMS (learning management system) solution for tracking learner records, competencies, course catalog content, curriculum, and advanced reporting. ALE also uses Saba as a primary portal interface for accessing all other types of learning from the learning catalog. For instance, a learner can select from scheduled, classroom instructor-led classes; self-paced e-learning, virtual classroom, collaboration discussion boards, online exams, and resources available for checkout. Registering learners in the University360 environment is accomplished through a Saba interface and automatically transferred to the other components of the system through a message broker architecture that links the components together.
  
• Centra is the main virtual classroom component integrated with the University360 solution. With Centra, instructors can share learning materials with learners in real-time and provide collaboration at a distance. Learners see PowerPoint slides, text slides, Webpages, surveys, application sharing from the instructor, and annotations. Additionally, these real-time sessions can be recorded for later playback and review.  

• Testing and assessment services. The Certification.Net test delivery service is integrated with the other tools in the University360 solution suite. SCORM compliant tests data are processed and transferred to the main learner record in Saba. Surveys, assessments, and exams are delivered from the system. The system features many question types, including links to performance-based skill questions, and provides valid psychometric reporting data on the pooled questions and their performance. The system also provides detailed prescriptive feedback. 

• WebBoard, from Akiva, is the collaboration component of the system. Capabilities include posting to discussion boards, chat functions, broadcast email distribution, search, and rudimentary document and file storage capabilities--all from a Web-based interface. The collaboration capabilities can be accessed from the Saba catalog, or directly from the main portal page.

Preintegration. It would be impossible to integrate all of these components in a short 10-12 week timeframe and at a reasonable cost. The cost and time savings comes from the preintegration made possible by the message broker transfer agent that connects all of these components. With preintegration in University360, it was possible to configure the system, rather than customize it. Configuration included a private label look-and-feel based on FSRI's logo, colors, and identity, and the addition of two custom portal areas to accommodate FSRI’s current and future needs.

Scalability. FSRI was very aware of the need to develop a system that not only served the current population but also accommodates future growth. Scalability and capacity were key considerations.

Flexilble content model. The ability to manage competency of diverse audiences and a wide set of training and educational resources, whether Classroom, Web, CD, or paper-based A/V materials also provide significant flexibility to meet a variety of needs of an organization, or multiple clients. Best of all, actualization of blended solutions that form a well-rounded learning, knowledge, and performance offering are possible based on the flexible content model.

ALE as a learning model

The development of the Advanced Learning Environment was managed in such a way as to allow maximum reusability in two critical areas.

Internally. Within ALE, content objects, media assets, and instructional resources were intentionally constructed to allow for reusability in a variety of contexts. Although not a true learning content management system in its execution, ALE’s design positions the portal for evolution to a an actual LCMS.

In the meantime, objects are purposefully modular to allow the system to arrange them into a customized, prescriptive learning path based on an individual learner’s unique needs or interests. Likewise, the design of performance support tools allows users to access them separately from the instructional objects--as on-the-job resources outside of any formal training. Each learner’s ALE experience is unique, although the components of that experience are culled from a single pool.

Externally. ALE also was designed to act as a model for other industries or organizations to use for similar requirements. Certainly, non-aerospace-related military and federal organizations are facing similar knowledge acquisition and dissemination challenges. Similarly, private industry, including manufacturing and medicine sectors, are confronted with the same issues. Another important area that could benefit from an ALE model is within the state-level education systems, using the ALE paradigm for teacher professional development and in-service training requirements.

Other considerations. Continual life-cycle maintenance and capability upgrades are part of ongoing operations and support planning, including the development of additional content modules. In addition to component upgrades and extension features like wireless content and learning content management system (LCMS) functions, many future expansions of the system and services are possible. Because of the message broker architecture, it’s possible to add links to enterprise-scale applications, such as knowledge management systems, CRM, ERP, and document management systems. The architecture also offers the flexibility to transfer the system from a hosted solution to a behind-the-firewall solution if required.

ALE as a model of public-private partnerships

The development of ALE involves a number of partners in addition to the Florida Space Research Institute. FSRI’s partners include the federal government, the Florida state government, private industry, and several academic institutions. ALE is a microcosm of the larger role that FSRI plays within Florida, facilitating partnerships between academia, industry, and government. ALE’s current list of partners includes 

• NASA Kennedy Space Center
• Workforce Florida, Inc.
• RWD Technologies / Latitude 360
• Steel Beach Productions
• Institute for Simulation and Training/ University of Central Florida
• Brevard Community College
• University of Florida
• NASA contractors
• Aerospace Technology Advisory Committee
• Institute for Human and Machine Cognition / University of West Florida
• NASA Langley Research Center. 

Bottom line

The demographics of the current typical aerospace worker are worrisome. Aerospace workers are an aging population and the skills that incumbents have acquired via years on the job will soon be leaving the industry due to retirement and attrition. A new, younger group of workers is preparing to replace them in mission-critical roles. This new workforce must have the proper training and tools to be effective. Not providing this new workforce with proper training and tools potentially risks crew safety as well as significant financial consequences.

The development of the Advanced Learning Environment has proven an effective strategy to provide the new workforce with the training and tools necessary to not only sustain the current level of productivity and performance, but improve upon them due to the cutting-edge strategies and technologies being proposed

Indeed, ALE serves a crucial role in not only training new aerospace workers but in supporting incumbent workers. The Advanced Learning Environment is a resource that is available and valuable long after the initial training program has been completed. Its intention is to encourage a culture of learning via a robust virtual community.