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Elements and Performance Criteria

  1. Plan a synthetic learning activity
  2. Prepare trainee for synthetic training activities
  3. Guide and facilitate learning in a synthetic environment
  4. Monitor learning in a synthetic environment
  5. Conduct post-training activities
  6. Review synthetic environment facilitation processes

Range Statement

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Potential risks must include:

effects on what is learned and relationship with the real world

negative learning

Limitations of synthetic training device must include:

fidelity

instrumentation

movement

resolution

Synthetic training devices must include one or more of the following:

associated simulator computer hardware and software

desktop simulator

flight training device

full motion simulator

operating system

part-task trainer

simulator

single, multiple or team operator simulator

synthetic training device

virtual reality training system

Delivery plan must include:

determination of learning management tools such as feedback systems and support mechanisms

individual/group learning objectives or outcomes for learning program or segment of learning program to be addressed

learning/activities/events to be addressed in e-learning sessions

number of trainees and their specific support requirements

resources and/or tools to be used

timing, sequence and number of pre-planned sessions

types of pre-planned sessions – synchronous (in real time using conferencing, chat, forum) or asynchronous (not in real time using email, offline forum, bulletin boards)

topics to be addressed in learning sessions

Safety and emergency procedures must include:

established procedures

industry safe practice

Risk management issues must include one or more of the following:

emergency communication

equipment malfunction/failure

fidelity and resolution constraints/limitations smoke or overheat warnings

loading stops

motion stops

negative learning

simulator access/egress

simulation/motion sickness

TEM

Good practice in facilitating learning in a synthetic environment must include:

assisting trainees in locating, using and evaluating online information

facilitating group work

guiding learning activities through setting up questions, issues, scenarios to be addressed

knowing when to intervene/when to let trainees direct themselves

maintaining momentum and motivation of trainees through ongoing individual contact and feedback

moderating disruptive, abusive or dominant trainees

observing trainee interaction and intervening as required to maintain focus/momentum/engagement

Abnormal/unusual conditions must include one or more of the following:

emergency communication

equipment malfunction/failure

hardware malfunction/failure

loading stops

motion stops

participant simulation sickness

personnel equipment malfunction/failure

poor/unusual participant performance

smoke or overheat warnings

software malfunction/failure

Variations to activity conditions must include one or more of the following:

changes made in response to a strategic requirement

changes made in response to a training need

Cognitive load assessment must include one or more of the following:

anxiety

apathy

fatigue

impatience

inadequate demonstration

inadequate fault analysis

inadequate opportunity to practice

information overload

lack of preparation

outside pressures

physical discomfort

task complexity

unreasonable expectations

Debrief must include one or more of the following:

providing feedback to manufacturer, contracted suppliers and contracted maintainers

providing feedback to relevant organisational authorities

providing feedback to relevant personnel on conclusion of simulator activity

Review must include one or more of the following:

effectiveness of learning protocols, their application and proposed changes

feedback from trainees, colleagues, learning designers via survey or discussion

identification of issues in managing/monitoring e-learners and the need for changes to contact/monitoring processes

identification of issues in using a delivery plan and the need for changes/modifications to the plan

technology effectiveness

Reflecting on own performance must include:

asking critical questions about performance, problems, methods used and success of trainees

seeking, listening to and acting on feedback from trainees and others

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements, performance criteria and range of conditions on at least one occasion and include:

adapting to differences in equipment and operating environment in accordance with standard operating procedures

applying flexibility in facilitation when using synthetic devices, for example:

applying intervention techniques

assessing learning and performance

effectively using a variety of activities or providing directions for different trainee needs

conducting briefings and debriefings

confirming technical and human factors requirements for a synthetic environment including safety and emergency procedures

coordinating activities involving a range of complex tasks

coordinating information communications technology related activities

debriefing significant details of trainee performance

developing a delivery plan that ensures logical progression of learning content, trainee safety and continuity of trainee progress

evaluating instructional effectiveness

identifying potential risks including those associated with human factors aspects of synthetic training devices

implementing handover/takeover procedures for control of synthetic device in accordance with workplace procedures

implementing work health and safety (WHS)/occupational health and safety (OHS) procedures and relevant regulations

interpreting trainee needs and directing them to new learning opportunities

maintaining trainee records in accordance with workplace procedures

managing an environment that fosters learning and performance

monitoring and addressing abnormal/unusual conditions

monitoring and documenting trainee progress in accordance with workplace procedures

reading, comprehending and interpreting written technical English

reading, interpreting and following relevant regulations, instructions, procedures, information and signs

reporting and/or rectifying problems, faults or malfunctions promptly, in accordance with workplace procedures

selecting and employing appropriate simulation equipment

selecting and using required personal protective clothing and equipment conforming to industry and WHS/OHS standards

working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.

Knowledge Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements, performance criteria and range of conditions and include knowledge of:

abnormal conditions, including hardware, software and equipment malfunction/failure and poor/unusual trainee performance

advantages and limitations of synthetic training environments in facilitating learning

application of simulation and synthetic activities including live, virtual and constructive (LVC) simulations

common trainee errors and suggested suitable remedial instruction

debriefing and feedback techniques:

individual versus group debrief

basic techniques:

review simulation event

recall what happened

clarify facts

correct misconceptions

reinforce specific learning outcomes

intermediate techniques:

guided reflection of event

coaching methodology

transfer learning responsibility to participants

decisionmaking analysis

cost versus benefit/trade-offs

skill and knowledge technique enhancement

advanced techniques:

less guidance

using media/checklists/video

oral and written evaluation

part of group talks/part listens

varied perspective (observers)

developing and evaluating new concepts

developing self-evaluative learning in participants

documentation production and safe storage

effective use of a course of training, curricula/syllabus and lesson plans

effects of simulation sickness:

nausea subscale:

increased salivation

sweating

nausea

stomach awareness

burping

oculomotor subscale:

fatigue

headache

eyestrain

difficulty focusing

disorientation subscale:

vertigo

dizzy (eyes open)

dizzy (eyes closed)

blurred vision

established procedures applicable to simulation operations

functions of single-user, multi-user and distributed user operating systems

fundamentals of instructing, questioning, engaging and motivating trainees

handover/takeover procedures for controlling synthetic device/s

how to distinguish between a technical problem and a content problem, and how to respond accordingly

human factors implication and risks in a synthetic training environment

information communications technology in a simulation and synthetic environment

intervention strategies, principles and implications for a synthetic environment

relevant learning management systems

relevant WHS/OHS and environmental procedures and regulations applicable to simulation operations and personnel safety

relevant sections of national and state/territory regulatory requirements and codes of practice

sequencing and developing synthetic training activities and their relationship with real world training activities

structure and content of relevant training resources

techniques for introducing tasks in manageable segments to avoid overloading a trainee

training and assessment competency standards

when to intervene and when to let trainees direct themselves

when interventions must be made, to:

address safety

engage trainee

highlight a key learning point

initiate remedial actions

maintain momentum.