Self-directed learning in adaptive training systems: A proposition for shared control

Van Meeuwen, L. W., Brand-Gruwel, S., Van Merriënboer, J. J. G., Kirschner, P. A., & De Bock, J. J. P. R. (2010, April). Self-directed learning in adaptive training systems: A proposition for shared control. Poster presented at 1st International Air Transport and Operations Symposium. Delft, The Netherlands.In aviation, Air-Traffic Control professionals must be able to adapt to continuing changes in technologies. Professionals in such an environment must learn how to act upon the changes and they must learn how to maintain expertise to meet the skills required in the changed situation. As a consequence they should be able to indentify and study learning materials that fit their learning needs and meet their set learning goals. Learners are called self-directed learners when they can formulate own learning needs, set own learning goals, and can identify human and material resources for an optimal learning process. These skills can be defined as selfdirected learning (SDL) skills and training of these skills is desired. We focus on SDL skills learners need to develop and we plead for a shared controlled adaptive training system which can support the development of these skills.Kenniscentrum Mainport Schipho

Cued Retrospective Reporting: Measuring Self-Regulated Learning

Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2012, april). Cued retrospective reporting: Measuring self-regulated learning. Paper presented at the AERA annual meeting, Vancouver, B. C.Self-regulated learning (SRL) skills are especially important in professions where the half-life of initial training and education is short and where knowledge and skill obsolescence is quick. An example of just such a profession can be found in the constantly evolving field of Air Traffic Control (ATC), and thus SRL skills are essential for ATC trainees. If Air Traffic Controllers are to become and remain competent we must gain insight into how ATC trainees regulate their learning during task performance, how the acquisition of SRL skills can be stimulated, and thus how this can be measured. This study examines the use of cued retrospective reporting to measure learners’ SRL activities during the execution of complex ATC tasks. Results show that cued retrospective reporting is a workable method for measuring an extensive collection of regulation activities of ATC trainees. Further, relation between ATC task performances and SRL activities and other relating learner characteristics (i.e. Self-directed learning skills and the learners self-efficacy beliefs) were found.Knowledge & Development Centre, Mainport Schipho

Expertise development for a visual task: Eye movements, verbal reports, and spatial abilities in air traffic control

Van Meeuwen, L. W., Jarodzka, H., Brand-Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2011, August). Expertise development for a visual task: Eye movements, verbal reports, and spatial abilities in air traffic control. Poster presented at the 16th European Conference on Eye-Movements, Marseille, France.Errors in Air Traffic Control (ATC) are a risk to human life hence, air traffic controllers have to make fast and correct decisions. These decisions are based on complex visualizations of a surrounding area (figure 1). These visualisations are complex because they involve representations of many moving airplanes including their labels with crucial information (i.e., call sign, speeds, heading, etc.). Despite of increasing air traffic, live of people must not be at risk, so further understanding the causes for successful air traffic controllers as well as understanding the difficulties of less experienced air traffic controllers is crucial. Such findings may inform user interface designers and instructional designers in ATC. Hence, this study examined how experts, intermediates, and novices in ATC perceive and interpret ATC stimuli on a perceptual level (by means of eye-tracking) and on a performance level. Furthermore, the potentially mediating influence of spatial abilities was investigated. ATC decisions and a potential mediating influence of spatial abilities was investigated.KDC mainport Schipho

Processes mediating expertise in air traffic control

Van Meeuwen, L., Jarodzka, H., Brand-Gruwel, S., Van Merriënboer, J. J. G., De Bock, J. J. P. R., & Kirschner, P. A. (2010, August). Processes mediating expertise in air traffic control. Meeting of the EARLI SIG6/7 Instructional Design and Learning and Instruction with Computers, Ulm, Germany.Air traffic control (ATC) involves dealing with complex visualizations. Making decisions based on those visualizations requires not only conceptual but also perceptual skills, like efficient visual search of critical airplane compositions, their quick and correct interpretations, and the appropriate reactions. This study will examine expertise differences in perceiving and interpreting ATC stimuli on a perceptual and conceptual level. Moreover, the potentially mediating influence of spatial abilities will be investigated. ATC Performance, eye movements, verbal reports, and spatial ability will be obtained from experts, intermediates, and novices.Kenniscentrum Mainport Schipho

Self-Directed Learning in Adaptive Training Systems: A Plea for Shared Control

In the field of aviation, air traffic controllers must be able to adapt to and act upon continuing changes in a highly advanced technological work environ- ment. This position paper claims that explicit training of self-directed learning skills (i.e. the ability to: formulate own learning needs, set own learning goals, and identify learning tasks that help to achieve personal learning goals) is important for future professionals in aviation. In this paper, we present an adaptive training system in which the system and trainee share control over learning task selection and which can help trainees to develop their self- directed learning skills

Expertise differences in air traffic control: An eye-tracking study

Van Meeuwen, L. W., Jarodzka, H., Brand-Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2012, April). Expertise differences in air traffic control: An eye-tracking study. Paper presented at the American Educational Research Association Annual Meeting 2012, Vancouver, B. C.Air traffic control (ATC) involves dealing with complex visualizations. Making decisions based on those visualizations requires not only conceptual but also perceptual skills, like efficient visual search of critical airplane compositions, their quick and correct interpretations, and the appropriate reactions. This study examined expertise differences in perceiving and interpreting ATC stimuli on a perceptual and performance level. Moreover, the potentially mediating influence of spatial abilities was investigated. Expertise differences were found between experts, intermediates and novices in ATC performance and eye movements. No expertise differences were found in spatial ability.Knowledge & Development Centre, Mainport Schipho

Self-directed learning skills in air-traffic control training; An eye-tracking approach

Van Meeuwen, L. W., Brand-Gruwel, S., De Bock, J. J. P. R., Kirschner, P. A., & Van Merriënboer, J. J. G. (2010, September). Self-directed Learning Skills in Air-traffic Control Training; An Eye-tracking Approach. Paper presented at the European Association for Aviation Psychology, Budapest.Future changes in aviation technologies require Air-traffic Control (ATC) professionals to be able to adapt to these coming changes in their profession. To be able to adapt to new situations professionals must be able to define learning needs, set learning goals and identify human and material resources (e.g. task selection) to fulfil these needs. These skills are called self-directed learning (SDL) skills Knowles (1975). As a consequence, in ATC training, SDL skills should be developed in an adaptive training system (Van Meeuwen, Brand-Gruwel, Van Merriënboer, & De Bock, 2009). However, in order to self-direct learning, insight in to past performance is necessary. It requires a self-assessment from a present situation. Self-assessment can be seen as one of the self-regulated learning (SRL) skills (Zimmerman, 1990). This leaves the following research question to answer: Can we measure the learners SRL skills without disturbing task performance and is there a relation between learners’ SRL-skills during task performance and the quality of their SDL-skills?Kenniscentrum Mainport Schipho

Indicators for successful learning in air traffic control training

Van Meeuwen, L. W., Brand-Gruwel, S., Van Merriënboer, J. J. G., De Bock, J. J. P. R., & Kirschner, P. A. (2010, August). Indicators for successful learning in air traffic control training. Paper presented at the 5th EARLI SIG 14 Learning and Professional Development Conference. Munich, Germany.Air Traffic Control (ATC) is a cognitive complex job. To access Air Traffic Control (ATC) training, a selection procedure takes place. This selection increases the chances of trainees reaching the high standards at the end of the training. Nevertheless, still a large number of trainees drops out. To improve trainees learning skills, in this study indicators for successful learning in ATC training have been examined; based on focus group meetings with ATC training experts, ATC trainers, and ATC trainees, indicators for successful learning were formulated. Results show that both the experts and trainers identify setting own learning goals, identifying own human and material resources, and self-efficacy as important indicators for successful learning. The trainees, however, identified the ability to adjust task performance and the orientation on task performance as important indicators for successful learning in ATC training. Overall, a significant agreement was found between the rankings of all three focus groups. This resulted in a ranking of most important indicators in ATC training by each group. The ranking of the experts and trainers correlated significantly, whereas no correlation was found between the trainee group and any of the other groups. Differences and similarities in agreement between groups are discussed. In addition guidelines for instructional design are formulated in which optimal trainee involvement in individual ATC competence development is discussed.Kenniscentrum Mainport Schipho

Estrogenic effects of mixtures of phyto- and synthetic chemicals on uterine growth of prepubertal rats

Through the diet humans are exposed to many weak estrogenic phytochemicals (PCs) and synthetic chemicals (SCs), but most experimental studies used individual compounds rather than mixtures. Estrogenic effects were determined in the rat juvenile uterotrophic assay using a predefined phytochemical mixture (PCmix) containing coumestrol, genistein, naringenin, (+,-)catechin, (-,-)epicatechin and quercetin, and a predefined synthetic chemical mixture (SCmix) containing nonyl-, and octylphenol, beta-hexachlorocyclohexane, methoxychlor, bisphenol A and dibutylphthalate. The mixture composition was based on human dietary uptake and actual ratios in serum. 17beta-Estradiol and genistein were also tested individually. It was found that combinations of phytoestrogens and exogenous 17beta-estradiol act additive. In contrast SCmix, inactive by itself even at high dose levels relative to human exposure, caused no synergistic or antagonistic uterotrophic effect with E(2) and/or the PCmix. Based on ED(05) and ED(01) values of the PCmix the margin of exposure in regular human diet for a uterotrophic effect is estimated many orders of magnitude. However, food supplements with phytochemicals might bring individual exposure around ED(05) and ED(01) values of the PCmix. Based on the results of our study the contribution of SCs to total estrogenicity in human diet can probably be neglected.</br