AICC Subcommittee Working Group Meeting
Meeting Minutes
October 6 - 10th ,  2003
Toulouse, France

Bernard Bouyt of Airbus (Chairman of the AICC and host of the conference) welcomed the group, and then those present introduced themselves.

Report on CMI Working group in the IEEE LTSC (Learning Technology Standards Committee)
Tyde Richards, IBM-Lotus

Tyde is the chair of the LTSC CMI working group.

Tyde briefly described the history of AICC CMI and its relation to the IEEE (Institute of Electronic and Electrical Engineers) and ADL (Advanced Distributed Learning) SCORM (Sharable Content Object Reference Model document).

Described current status of the IEEE LTSC working group activities:

• API (based on the AICC CMI API) is now an approved IEEE standard.
• Data model standard (based on the AICC CMI communication data model) is in IEEE ballot resolution. (It is being voted on, and voter comments are being addressed.)
• Creation of an advisory group to discuss how all the different groups (AICC, ADL, IEEE, IMS, etc) working on learning specifications could work together.
• One future effort of the CMI group is to build an XML schema for the CMI data model.

 ADL wants some other group to takeover stewardship of SCORM. An advisory group (under IEEE/LTSC sponsorship) came up with a set of 13 critera for stewardship.

Independent Test Lab
Bill McDonald, Alteon - ITL Chairman

The ITL's (Independent Test Labs) Test CMI and content for compliance to two AGR's (AGR006 (file-based CMI and content) and AGR010 (web-based CMI and content using HTTP communication)

There are two independent test labs:

• US Naval Undersea Warfare Center (NWUCK)
• University of New Mexico (UNM)

The test suites only tests the minimum required elements. The test suite is freely available. So far 826 organizations (or individuals) have acquired the test suite.

AICC also has an AICC Sample Lesson that is free. 425 current registered organizations (or individuals).

Current plans: Develop new test suite after document revision is complete (CMI001 version 4.0)

CMI001 Document Maintenance
Bill McDonald, Alteon - CMI Subcommittee Chairman

Draft document is available at : http://aicc.org/review/

There is a bulletin board for review of CMI001 version 4 drafts. See "CMI001 Ver 4.0 Draft Review" on the AICC Forum (BBS).

Working draft 10 reflects latest version of the new document.

Bill McDonald provided an overview of the current specification update effort.

He outlined ground rules for the effort.

He presented a revised plan, schedule and status for the review and approval process.

Specific issues regarding the CMI revised document were discussed.

Objective status vs PutObjectives

It was decided that the document should clarify that:

• Objective status is to report student performance on objectives.
• PutObjectives may be used to journal performance on objectives.
• If both exist, objective_status reported in a putparam message is the overriding entry for the student's record.
• If objective_status is not reported in putparam but does exist in PutObjectives, then what is reported in PutObjectives should be used to update the student's record.

Completion Requirements

13 rules exist in draft 10. These will remove ambiguity on the firing order of completion requirements and how the NEXT portion of completion requirements is executed. Based on Bill's description these 13 rules have been accepted into the new document.

Cross Reference Table

Currently the document contains explicit description of each data element's usage (whether it goes from content to the LMS, from the LMS to content, or both ways) in the API binding.  A similar explicit table is needed for HACP and file-based bindings.

It was suggested such additional tables would be better in a best practices document than the guidelines.  Jack will construct additional tables for consideration.

 Credit versus no-credit

At the previous CMI meeting a list of data elements that should not be updated when the no-credit flag was on, received review. It was decided that a smaller list is more appropriate to the intent of the current specification.

Bill McDonald resumed review of outstanding issues with the CMI document revision.  Concensus was reached on all the issues.  Bill will put out a new draft, draft 11, reflecting all these decisions.  This document will be available for further review.

Offline Player for Training Content
Jack Hyde, AICC Advisor

Goals: Enable existing course content to play and record data while not connected to the WEB.

Allow interoperability of different offline players with differnt online CMI systems.

 Means: Need a standard mechanism for offline players to communicate with assignable units.  We have this with the AICC CMI guidelines for HACP and API communication.

Need a standard of what to information, how to format it and how to communicate it between the offline player and the online CMI.

Data Model: Discussion on aspects of the data model and why additional fields (from the AICC CMI data model) are needed.

Course Status: Track whether the student wants to take the course offline or take it online.

May need a new element for identifying length of offline session to force resyncing.

The offline player data model is independent of the AICC and SCORM data model. The method is for communication of offline CMI and Content. This proposed guideline is a wrapper for that communication.

 In discussions it was decided:

• The project should be continued.
• Offline player should be renamed to Offline CMI
• Bucket concept for data with a focus on header/wrapper information.
• The interface is not a HACP extension, just a set of offline HTTP Messages.
• Security & encryption is outside the scope.

Vendor Checklist
Mike Sharp, Honeywell

The presentation and document will be on website by one week after meeting.

Mike discussed the prupose of the checklist and status of the checklist. Suggestion of changes were discussed and considered.

Bill McDonald suggested this checklist could replace AGR001.

Mike discussed goals of the projecte. One is to see what is out there. Distance learning and what can be used. Michele Asmar is working in this area and will coordinate with Mike Sharp.

Mike will have a better draft fro publication as and AGR at Phoenix meeting (Feb 2004).

Jack Hyde recommended a similar guide for courseware development.

Executive Committee Meeting

The AICC financial situation is good.

Committee approved use of up to $3000 for Bill McDonald to acquire software or hardware for development of test suites.

Tuesday - October 7, 2003

Chairman's Report
Bernard Bouyt, Airbus - AICC Chairman

Future Meetings

Feb 2-6, 2004              Phoenix            Hosted by Honeywell

Jun 14-18, 2004           San Francisco   Hosted by Macromedia

Oct 4-8, 2004              Bangkok          Hosted by Thai Airways

Feb, 2005                    Florida          Hosted by the FAA

Jul 2005                       Helsinki            Hosted by Finnair

Executive committee discussed the stewardship of SCORM.  AICC will participate and work with whoever becomes the steward of SCORM to work toward a convergence of AICC guidelines and the SCORM specification.

AICC is represented in IEEE/LTSC CMI advisory group with Bill McDonald the official liaison.

AICC will be represented in ISO by Jack Hyde.

Friday's DELS session will be delayed until the next meeting.

When the Rubber Meets the Virtual Road
Ian Wright, Avion WBT

Ian discussed his experiences in developing courseware for the WEB.

He is developing approximately 18 hours of courseware.

He covered

• The project
• The environment
• Use of Flash MX
• XML
• Techniques
• Use of AICC/SCORM specifications
• Tools

Simple Sequencing Training Delivery and Management
Neil Cramer, NWA

Neil discussed the SCORM Simple Sequencing implementation of IBM-Lotus Learning Space.

He discussed

• Definitions
• Terminology
• Sequencing in IMB-Lotus LMS 1.0
• Sequencing strategies
• Objectives linked to sequencing
• Examples of sequencing rules

Training at Air New Zealand
Kaye Sutherland, ANZ

Kay described

• The ANZ fleet
• Types of training
• Training philosophy
• Training evolution,
• The new A320 training program

She talked about the improved training for the A320 and the ANZ course format.  She also talked about some of the issues facing ANZ training.

Cybel: Best Practises in E-learning
Thierry Vagne, Cybel

Mr. Vange diswcussed the characteristics to consider when starting a CBT program from cost, learner type, pedagogical objecties, training environment.  He also discussed the evaluation of the content from standalone to web.  And finally he presented the example of the Airbus training portal and content accessed via the portal.

Aeroflot Personnel Training Center
Nikolai Levochkin and Olga Semenova, Aeroflot Training Center

The aviation training center is the largest in the Russian Federation.  It trains 10000 students a year.

Aeroflot has 5 levels of English language training.  2500 students use the language training.

Currently language training is about 70% instructor and 30% CAI.  However, the role of CAI in language training is increasing - listening, speaking, reading, and writing.  There are a variety of learning environments using graphics, audio, video, recording, speech recognition, and speech synthesis.

Mr. Belshi demonstrated speech recognition software using pilot in conversation with ATC.

Aeroflot uses the Microsoft Flight Simulator to enhance language skills using an English Quick Reference Handbook and non-normal procedures.

Using 3^rd Generation LCMS Technologies
GianLuca Rolandelli, Giunti

Mr. Rolandelli provided an overview of Guinti.

He described the XLearning product for technology based training.

He discussed the lack of convergence of various standards.

He expressed concern with adoption of simple sequencing.

• Market need.
• Complex system to use for building sequences.
• Very powerful approach.
• Need convergence of various standards for widespread adoption

He discussed what needs to be done to develop application profiles.  ADL is doing good work in this area.

He described features of he Guinti system (Learn eXact) which is a content management and learning management system:

• Authoring client
• Digital repository
• LMS
• Multimedia delivery

The system includes an implementation of SCORM simple sequencing which they plan to show at the plugfest at the end of October.

Learn eXact new features:

• Advanced templates
• Advanced work-flow management
• SCORM 1.3 simple sequencing

He demonstrated a Boeing simple sequencing use case and then he demonstrated how the system could be used to build simple sequences.

There followed a long discussion of problems in SCORM and the AICC.

• Need AICC to adopt XML content packaging
• SCORM needs to adapt some of AICC approach

Wednesday - Oct 8, 2003

From AICC Guidelines to Learning Plaza
Enzo Iodice, Bipop-Carire

Enzo described the implementation of the AICC CMI Guidelines for the LMS product his team created for the Italian bank Bipop.  Enzo gave an overview of his LMS and the interfaces to various online products and tools accessed via his interface.  He demonstrated two product features for the learner and the administrator.  He also discussed the challenges of integration with 3^rd party content and how he has resolved problems and created a very robust, easy-to-use interface to support Bipop training.

Cast Manager and Course Composer
Regis Bussone, Lorcom

Cast Manager provides for organization and storage of content objects (resources) based on Oracle, XML, client-server architecture.

Course Composer is an authoring tool for course creation and maintenance.  Course composer was demonstrated.  It supports virtually any pedagogical strategy using templates that enable large scale production of high quality training. Technologies used: HTML, XML, Flash.

Discussion of New Technology Training Directions
Bernard Bouyt, Airbus - AICC Chairman

A separate report is being prepared and will be loaded on the AICC Web site.

Discussion topics:.

• Use of manufacturer-provided courseware
• Use of intranet for courseware
• Use of internet for courseware
• Use of instructor versus CBT
• Use of instructor-lead training
• Use of CBT and digital training devices

Aircraft Cockpit Training in a Virtual Environment
Didier Massat, Faros Group

Faros has merged and integrated CBT and simulation in one simple trainer.

Didier presented an overview of the company.  It builds low to mid level simulators.

He described the ACTIVE concept.

Faros sells an integrated product that includes CMI.  The instructor controls the users through the CMI.  The student can be assigned to groups based on training needs.  Instructors can manage all users in real time.  Instructors can create and monitor exercises.

Training Infrastructure Subcommittee
Ed Cohen, Plateau Systems

Ed reviewed key points in AGR002 (the AICC Platform document) that need to be updated.  Comments were made on each update recommendation.

Ed will incorporate comments and make the updated AGR available for review and comment on the AICC Web site.

Reusable Object Working Group
Anne Montgomery, AICC Technical Coordinator

Anne described the status of the effort to develop a recommended aggregation level scheme.

Currently there are 5 levels of aggregation defined.

A number of tentative decisions were made worthy of further discussion at future meetings:

• Level 2: rename Launchable Resource (from SCA).
• Level 3: rename Assignable Unit.
• Level 4: change Learning Package to Student Training Package.  Add reference to on-line learning.  Add reference to organizing principle.
• Level 5: redefine as a digital description of a full training program that may include non-digital events (simulator sessions, classroom sessions, etc.) as well as digital components.

Thursday - Oct 9, 2003

Welcome
Jean Michel Roy, VP Airbus

Jean-Michel made several points

• Flight safety and training are linked together
• Training is at the heart of safety
• Standards do not mean the loss of competitiveness
• Airbus supports the AICC

Simultaneous Development of Maintenance Manual and Training Courseware
Jean-Paul Vaudon, Airbus

During the theoretical training phase, graphics are used as primary source of information transfer.

During operations phase of training student will use the actual AMM (maintenance manual) not a training manual.

There is an integrated team between training and technical publication departments for common

• Graphics, tools, formats, and level of information.
• Innovative ideas on A380 project
• Description and operation portion of the maintenance manual and training
• Naming convention for graphics that can be referenced in both AMM and CBT.

Prime objective:  Increase retention and improve system knowledge.

Once change is the use of color graphics in the manual as well as the training.

Same approach for flight

Same thing: Integrated team and same graphics in FCOM and CBT.

Airbus Training Perspective
Patrick Alizon, Airbus

Flight Training concept -- move from CBT and PTT (part task trainers) and FBS and FFS to CAT (instructor led), CBT enriched with simulation and MFTD and FFS.

Flight footprint:       Phase 1, ground school CBT/MFTD = 14 days

                              Phase 2, FFS = 13 days

Overall length of course is the same as currently, but there is less FFS and more CBT/MFTD than in previous footprints.

ALG = Automatic Loft Generator.  Loft training has randomized elements so each Loft session is different.

Virtual reality concept.  Use digital mock up of the airplane that the student can navigate around  (See Aircraft Visit Project below).

Airbus will use this tool for a flight crew walk-around, maintenance component location, and link to troubleshooting exercises and a virtual cabin.

MFTD = Maintenance/Flight Training Device.  Flat panel computer displays that contain panels and simulations organized in a frame that resembles the airplane cockpit.

Two versions: 3D and 2D :

• 3D has 3D replica for FCU/MCDU, KCCU and throttles in a framework that also includes 7 (or more) computer screens to display panels in their correct location and size..
• 2D: 2 or three desktop screens.

Patrick described the various maintenance and flight training devices and advances made for the A380.

A380-800

• First flight early 05
• First Flight Training Course Nov 2005
• Enter into service Mar 2006
• Freighter first flight 2007

Airbus LMS
Jacque Talvard, Airbus

The LMS will be ready for release in mid 2005.  It is designed for customer needs, runs on airbus Intranet, and is AICC compliant. Airbus also announced its plans to get the new system AICC-Certified.

Jacques discussed targets for the LMS and the incorporation of existing legacy data and systems into the LMS.

Specs:

• 200 simultaneous users
• 1000 routers with 400 entries per router
• Capability to change database easily

Components

• Apache server
• Database: MySQL
• Client GSM, Powerpoint, etc
• ME Explorer 5.5
• Windows 2000/XP secured platforms
• AICC local proxy

Jacques also discussed software development, AICC HACP implementation, administrator options, import/export capabilities, and student reports.  He completed the presentation with a demonstration of the system.

Airbus Maintenance Courseware
Francois Bergery, Airbus

Francois provided a demonstration of CAT (Computer Assisted Training -- also sometimes referred to as instructor led CBT) and mini CBT courses.

Training modules have complete schematics.  The instructor guide part of the CAT course defines minimum subjects to be covered by instructor.

In the future not all CAT modules will also be standalone (CBT).

Mini CBT is used by the instructor and has more information than CAT.  It is used for a different level of training.

ATLAS modules use director.  Flight uses PowerPoint and Maintenance uses ATLAS.

Originally the Airbus modules were designed as instructor led, but Airbus needed to deliver the content to airlines as CBT.  This is why there are both CAT and CBT for some models.

Airbus Flight Crew Courseware
Fred Baudin, Airbus

Initially, flight training will use mini-CBT to present information.  It has no sound, which makes it easy to modify.

There is a common repository for text and graphics used by CBT and FCOM (Flight Crew Operations Manual).

Knowledge is taught in CBT/mini CBT, and procedures are taught in the M/FTD.

Airbus wants to go to a paperless FCOM, but now needs to have paper because of regulations.  FCOM data is stored in XML, and on the A/C it is transformed to HTML.

For CBT there is a dump out of PowerPoint into HTML.

Aircraft Visit Project
John Bradley, Airbus

John demonstrated virtual reality software representing the airplane and its environment.  The plan is for this software to be made for all airplanes.

• Replace field trips to the airplane.
• Develop a "walk around" for both flight and maintenance
• Component location for maintenance
• Virtual airplane

Manufacturing data (CATIA) is downsized to be adapted to a PC.  There are a reduced number of polygons in the PC version.

John provided a demo of the A/C visit project.  He performed a free walk-around and component location demonstration.

Airbus will deliver a generic configuration of the software but provide an editor for customization by the customer.

Friday - Oct 10, 2003

Friday's agenda was rescheduled.

Meeting Attendee List