Combined UAV Joint Task Force Coordination
Target Audience Air Service / Active Duty Army personnel involved in Air/Combat Operations Support in an effort to support Operation Enduring Freedom
Objectives: The Student will…
1. Collaborate between different branches of Military Service to Identify mission essential parameters effected by Aircraft limitations
2. Determine which Aircraft limitations and capabilities are best suited for situational exercises in high altitude settings.
3. Collaborate with between different branches of Military Service to compare and contrast four different “Predator” UAV variants using the United States Army’s Distance Education Program
Teaching Materials Needed, Including Handouts
1. Student and Instructors will need an internet connection.
2. Students and Instructors will need access to www.wikispaces.com
3. Students will need access to UAV Training Manuals, and user level maintenance manuals for their assigned and qualified aircraft.
4. Instructions to access, login, and edit a wikispace webspace. http://helpcenter.wikispaces.com
5. Students and Instructors will need access to the DOD E-mail system
Advance Preparation Needed
1. Group class members into teams of three, ensuring that each class member is current and qualified on a different “Predator” variant aircraft.
2. Provide instructions to access, login, and edit a wikispace webspace before the activity
3. Provide limitations on information that can NOT be posted to wikispaces due to security reasons to the students.
Outline and Methods
- The class of 16 members will be broken down into groups of three or four members
- Each group would have a person qualified to fly a different UAV system from a different branch of military service(Air Force, Navy, Army, and NASA).
- Each group will need to create an individual login for each member
- Each group will create a wikispace page for each member
- Students will be introduced to each other by the instructor via email.
- Each group member should read the following http://helpcenter.wikispaces.com and refer to each other if they are having problems negotiating the wiki
- In the first week each member will post a picture of themselves, and a short biography including flight hours, aircraft certification, and number of deployments. DO NOT include family information pursuant to OPSEC guidelines
- In week 2 student should outline the limitations, capabilities and additional features of their aircraft. The wiki should be organized, professional, and easy to read.
- In week 3 the student teams will advantages their UAV Aircraft have over a manned Multirole/Combat support aircraft. The students should work collaboratively to ensure that they are all comparing their own aircraft to the same manned aircraft platform. This short essay will be done collaboratively, and will be added to the group wiki.
- Week 4 students will read, and critique the wiki pages of the other groups. Comments and questions must be answered in 24 hours, the first comments by each student will be one question or comment per group for each student no later than the third day of the week.
- Week 5, Using the historic background of American History students will decide which military theatre of operations between 1776 and 2001 would have been most effected by the use of UAVs. This short essay will be done collaboratively, and will be added to the group wiki.
- In week 6 students will and critique the wiki pages of the other groups. Comments and questions must be answered in 24 hours, the first comments by each student will be one question or comment per group for each student no later than the third day of the week.
- In week 7 students work collaboratively to decide what training and professional development the Military should either keep, or implement to improve the capabilities of the UAV program. This short essay will be done collaboratively, and will be added to the group wiki.
- In week 8 students will critique the wiki pages of the other groups. Comments and questions must be answered in 24 hours, the first comments by each student will be one question or comment per group for each student no later than the third day of the week.
- Before the end of week 8, each group member will post to the bottom of the wiki a short reflective statement (just a paragraph) on collaboration using a wiki, and how the exercise helped to increase the ability to understand UAV’s across the different branches of military service.
16. Before the wend of week 8, group members will grade their one of their other group-mates in 4 categories, this assessment will determine the participation points for the course.
a. On a scale of one to 5, how would you rate your partners communication with you?
b. On a scale of one to 5, how would you rate your partners ability to achieve tasks on time for your group?
c. On a scale of one to 5, how would you rat your partners willingness to compromise for the good of the group?
d. On a scale of one to 5, how would you rate your partners willingness to assist you, or other group members through this assignment?
Concepts and Key Points
- The use of the www.wikispaces.com is included to help with online, distance collaboration between service members of different branches of military service. The wiki will act a living document where group members can collaborate, edit, and share ideas with other users, groups. The wikispaces website is deal for not only the amount of support needed for users who have never used a wiki, but also for privacy needed for military personnel who are publishing information of a private nature.
- The following documents should be provided at the beginning of class in preparation for use of the wiki
The wikispace online tutorial and help page
How a wiki works, a short video introduction
The DOD Military One Source guide to Operational Security
Evaluation
The Course is graded for 60 points. 20 points for participation graded via a survey at the last week of class. 20 points for content accuracy. 30 points for a demonstration of knowledge applied to unique circumstances of a UAV platform operating in a theatre of operations.
Criteria of Knowledge Application
5 points. - Student is aware of resources to find information, but does not apply them to circumstances within the wiki. Has made no effort to assimilate information on platforms other than their own certified platform.
10 points - Student uses resources to find information and demonstrates understanding of the meaning of limitations and capabilities of UAV.
15 points -has demonstrated prior knowledge of certified UAV Platform and applies them to scenarios in the wiki, but has not demonstrated application knowledge on platforms other than their own certified platform.
20 points -Has demonstrated prior knowledge of certified UAV Platform is efforts to understand platforms other than their own certified platform.
25 points -Has demonstrated prior knowledge of certified UAV Platform and is able to understand platforms other than their own certified platform.
30 points -Has demonstrated prior knowledge of certified UAV Platform and in more than 4 occasions applied limitations and capabilities to unique scenarios on platforms other than their own certified platform.
Content Accuracy
5 points - Does not demonstrate understanding of system limitations and capabilities, has posted information not found or is inaccurate according to their platforms service and technical manuals
10 points - Demonstrates understanding of system limitations and capabilities
15 points - Demonstrates understanding of system limitations and capabilities and is able to understand platforms other than their own certified platform.
20 points - Demonstrates understanding of system limitations and capabilities and is able apply understanding of platforms other than their own certified platform.
References
United States (2010). Unmanned Aircraft Flight Systems Regulations: Army Regulation 95-23. Washington, DC. Aviation Headquarters, Dept. of the Army
Wikispaces by Tes Support Center (2016, Sept 19) Retrieved from URLhttp://helpcenter.wikispaces.com
Koul,
ReplyDeleteA lot of that was over my head, but here's what I can comment on. I thought your rubric was pretty clear and the expectations were laid out well. You also had very specific expectations for time limits on when things needed to be worked on to make your students are productive. It sounds like the UAV (do you call them pilots?) students will learn a lot about different UAV systems so that they are more aware of the pros and cons of different systems.
I liked what you chose for them to do in week 7 when you make them analyze professional development. I feel that is so helpful. Making them think about what has been helpful and what they need. It is so relevant to them because it could change the way the program that they are in works and will be very applicable to their lives.
One thing I might have missed is how all of the wikis will be connected. Is it through email that everyone can connect to other wikis or will they all be connected? I just wasn't sure how just using email would work if that was the case.
-DeAnna
I actually imagined this as one long wiki that would be updated into different section week by week, so every we we would add a different paragraph or section. Thanks for reading my post, it was rather long.
ReplyDeleteProfessional Development is extremely important, learning from other Soldiers and Airmen mistakes and experiences is a very important task when messing up just once might cost millions of dollars. Or a life.
Your plan to prepare your students for Wiki work mirrors West and West’s (2009) suggestion to provide resources that enable students to learn about the Wiki process prior to the onset of their project. Your list of online resources and guides is something I need to consider adding to my Wiki lesson plan.
ReplyDeleteIn your introduction, you ask if the Wiki can be used for group members to collaborate by posting ideas and then deleting them later. Based on my own personal experience with Wiki’s in the K-State learning environment, this is an easy way to safely put forth ideas and “talk” to each other. It’s simple to type thoughts, strategies, and examples directly on the Wiki page where team mates can view them and respond. The Wiki page is also a great place to post questions, and receive help from team members when needed. That’s one of the great benefits of the Wiki---the collaborative process allows learners to create a community of learning and gain knowledge from each other through the experience of creating the Wiki page.
Reference
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey –Bass
Yes, I find that putting things up and then modifying them to be easier then to create an outline, and then create the essay, where as on the wiki, we can just OVERWRITE and shape until we get the final product we want. It's often beneficial for collaborative participants who don't read thread discussion notes or see emails but then go to post the wiki.
DeleteAlso! Think about Wiki's were group members don't EVER know each other. The online video game World of Warcraft has had an ongoing collaborative wiki where MILLIONS for video gamers post information about resource managements, game play strategies, and even video game lore history, all of them without knowing each other. By deleting and editing the existing, people can collaborate without any other communication
ReplyDeleteKoul,
This week’s reading suggests rubrics can be “helpful in guiding outcomes-based assessments and clarifying assessment criteria (West & West, p. 40). Your rubric outlining expectations for participation, content/accuracy, and demonstration of knowledge was very clear. Thanks for sharing!
West, J. & West, M. (2009). Using Wikis for Online Collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
This comment has been removed by the author.
ReplyDeleteHow do you envision yourself as a facilitator engaging with the course? "During the process, online instructors guide from the side, monitoring the project's momentum, ensuring balanced contributions, supporting conflict resolution, and encouraging reflection" (West & West, 2009).
ReplyDeleteThat is one thing I think is interesting - how do we, as instructors and facilitators, allow students to work freely in a wiki environment without stifling them?
West, J. & West, M. (2009). Using Wikis for Online Collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
This is a pretty detailed program that you put together. I found it interesting that you are playing with the use of wikis to the extent that you are trying to run an entire course completely by wiki. As you said, most formal education institution would shun this approach, but I believe it is novel. If it is successfully done by you, it may catch on to others.
ReplyDeleteI found your evaluation section fairly detailed as well. I know the course is not teaching wiki per se, but I wondered if you considered allocating any part of a grade for “use of wiki tools”. Maybe that could be subsumed under one of the participation survey questions.