Abstract: The Norwegian Military Academy (Army) has been
using a tactical simulator for the last two years. During this time
there has been some discussion concerning how to use the simulator
most efficiently and what type of learning one achieves by using the
simulator. The problem that is addressed in this paper is how
simulators can be used as a learning resource for students concerned
with developing their military profession. The aim of this article is to
create a wider consciousness regarding the use of a simulator while
educating officers in a military profession. The article discusses the
use of simulators from two different perspectives. The first
perspective deals with using the simulator as a computer game, and
the second perspective looks at the simulator as a socio-cultural
artefact. Furthermore the article discusses four different ways the
simulator can be looked upon as a useful learning resource when
educating students of a military profession.
Abstract: In this article we explore how computer assisted exercises may allow for bridging the traditional gap between theory and practice in professional education. To educate officers able to master the complexity of the battlefield the Norwegian Military Academy needs to develop a learning environment that allows for creating viable connections between the educational environment and the field of practice. In response to this challenge we explore the conditions necessary to make computer assisted training systems (CATS) a useful tool to create structural similarities between an educational context and the field of military practice. Although, CATS may facilitate work procedures close to real life situations, this case do demonstrate how professional competence also must build on viable learning theories and environments. This paper explores the conditions that allow for using simulators to facilitate professional competence from within an educational setting. We develop a generic didactic model that ascribes learning to participation in iterative cycles of action and reflection. The development of this model is motivated by the need to develop an interdisciplinary professional education rooted in the pattern of military practice.
Abstract: The Norwegian Military Academy (Army) has
initiated a project with the main ambition to explore possible avenues
to enhancing operational effectiveness through an increased use of
simulation-based training and exercises. Within a cost/benefit
framework, we discuss opportunities and limitations of vertical and
horizontal integration of the existing tactical training system. Vertical
integration implies expanding the existing training system to span the
full range of training from tactical level (platoon, company) to
command and staff level (battalion, brigade). Horizontal integration
means including other domains than army tactics and staff
procedures in the training, such as military ethics, foreign languages,
leadership and decision making. We discuss each of the integration
options with respect to purpose and content of training, "best
practice" for organising and conducting simulation-based training,
and suggest how to evaluate training procedures and measure
learning outcomes. We conclude by giving guidelines towards further
explorative work and possible implementation.