The Thayer Method: Student Active Learning with Positive Results

Graduation from West Point requires successful completion of four courses in the mathematical sciences. These core mathematics courses include topics in discrete dynamical systems, differential and integral calculus (single variable and multivariable), differential equations, linear algebra, probability, and statistics. The instructional system employed throughout the core is the Thayer Method, named for Colonel Sylvanus Thayer, the Father of the Military Academy. In the Thayer Method, traces of cooperative education and discovery learning are evident. It is quintessential active learning. The West Point catalyst is the fundamental principle that cadets are responsible for their own education

DEVELOPMENT OF A MODEL OF PROFESSIONAL READINESS FOR FUTURE PILOTS STUDYING AT HIGHER EDUCATION MILITARY INSTITUTES (HEMI)

The research seems to be important because Ukraine’s integration into international security and European educational systems provide for a high level of professional competence of Ukrainian Armed Forces officers (Ukraine AF), which is considered to be mandatory for assigned task execution, military personnel’s coordination in peacekeeping operations and joint military exercises with different countries, as well as for training, experience exchange, and competitiveness. The purpose of the research: The purpose of the article is to develop a model of best practice for future pilots in simulators. Methods of the research: The main method of the research is analysis of literature and documents regulating flight operations, in order to study issues and theoretical and methodological principles of the research and combat flight modeling in simulators to determine the nature and specifics of pilots’ activity at different stages of combat flights. Results of the research: The article describes a model of professional practice for future pilots, which includes components of their readiness for combat missions. The practical significance: The model is aimed at teachers’ adaptation to new conditions of training of future pilots at HEMIs and at improvement of simulator training

Sala móvil para entrenamiento táctico militar en planificación de misiones de caballería

Introduction: This article is the result of the research project entitled “Mobile classroom for military tactical training in cavalry mission planning, development in the Cavalry school of the Colombian Army from 2010 to 2017”. Its purpose is to identify tools to improve the training process of military personnel. Problem: The training is carried out in a theoretical environment as there is currently no alternative means to training personnel in this field. The present investigation aims to improve the instruction of the army personal with their varying roles and ranks –officers, non-commissioned officers (NCOs) and enlisted soldiers–, when encountering individual and collective training. Objective: Evaluate the impact of the implementation of a mobile classroom equipped with simulation tools, as a strategy for the formation of the members of the Cavalry School. Methodology: Empirical study developed in 5 stages: (i) initial instruction, (ii) diagnostic test, (iii) diagnostic feedback, (iv) performance test and (v) performance evaluation. For this, the adaptation of a trailer, such as a mobile classroom, and the ARMA 3 game was used. Results: The use of the mobile classroom allowed for an increase in the number of trained people whilst reduced training times resulting in lower operating costs and greater sustainability. Conclusion: The implementation of the mobile classroom and the simulation system contributed to the development of skills and abilities, improved decision-making capacities, increased perceptual variation and improved coordination, communication and team decision-making. Originality: First mobile classroom for military training, with invention patent, 10-61804. Limitation: The investigation was carried out at the Cavalry School. The results can only be replicable in other military study centers.Introducción: El presente artículo es resultado del Proyecto de investigación titulado: Sistema Portátil deSimulación Para Vehículos Militares Para el Entrenamiento Táctico, Desarrollo por la Escuela de Caballería,Ejército de Colombia del 2010 al 2017, tiene como propósito identificar herramientas para mejorar el procesoformativo del personal militar. Problema: El entrenamiento se realiza en un ambiente teórico, no se cuenta con un medio eficaz para entrenar al personal en la toma de decisiones. A efectos de permitir la instrucción de las funciones y competencias –oficiales, suboficiales y soldados– que genere un entrenamiento individual y colectivo. Objetivo: Evaluar el impacto de la implementación de un aula móvil prevista con herramientas de simulación, como estrategia para la formación de los miembros de la Escuela de Caballería. Metodología: Studio empírico desarrollado en 5 etapas: (i) instrucción inicial, (ii) prueba de diagnóstico, (iii)retroalimentación del diagnóstico, (iv) prueba de desempeño y (v) evaluación de desempeño. Para ello se dispuso de la adecuación de un tráiler, como aula móvil, y se usó el juego ARMA 3. Resultados: El uso del aula móvil permitió aumentar el número de personas capacitadas, disminuir los tiempos de capacitación, significó menos costos operativos y mayor sostenibilidad. Conclusión: La implementación del aula móvil y el sistema de simulación contribuyó al desarrollo de competencias y habilidades, mejoró las capacidades para la toma de decisiones, aumentó la variación perceptiva y mejoró la coordinación, comunicación y toma de decisiones en equipo. Originalidad: primera aula móvil para entrenamiento militar, con patente de invención 10-61804, Limitación: la investigación se llevo a cabo en la Escuela de Caballería. Sus resultados solo pueden ser replicables en otros centros de estudios Militares

POSSIBILITIES OF DEVELOPING INTERACTIVE E-LEARNING SYSTEM FOR BORDER GUARDS TRAINING IN THE STATE BORDER GUARD COLLEGE OF THE REPUBLIC OF LATVIA

Efficient use of educational technology and digital learning possibilities has always been the strategic area of high importance in border guards training at the State Border Guard College of Latvia. Recently, issues related to training during the Covid-19, have spurred and revived the discussion, topicality and practical need to use the potential of e-learning opportunities which brought up unexpected, additional, previously unsolved, unexplored, challenges and tasks to border guards training. New opportunities and challenges for trainers, learners and administration of training process both in online communication and learning administration contexts. In order to find out and define further e-learning development possibilities at the State Border Guard College the authors of this research explore the scientific literature on the current research findings, methodologies, approaches on developing interactive e-learning systems in educational contexts, particularly within the sphere of law enforcement. Based on scientific literature research findings authors put forward suggestions on improving the e-learning systems for border guards training

Forging Wargamers

How do we establish or improve wargaming education, including sponsors, participants, and future designers? The question stems from the uncomfortable truth that the wargaming discipline has no foundational pipeline, no established pathway from novice to master. Consequently, the wargaming community stands at a dangerous precipice at the convergence of a stagnant labor force and a patchwork system of passing institutional war-gaming knowledge. Unsurprisingly, this can lead to ill-informed sponsors, poorly scoped wargames, an unreliable standard of wargaming expertise, and worst of all, risks the decline of wargaming as an educational and analytical tool. This fundamental challenge is a recurring theme throughout this volume and each author offers their own perspective and series of recommendations

Tactical Implementation Of Strategic Guidance During The American Revolutionary War: Pedagogical Application For Classroom Use

The United States Air Force Academy is a specialized institution of higher learning dedicated to producing military officers in the U.S. Air Force. Specialized graduation requirements, like a required Military History course, present the opportunity for the implementation of unique pedagogical methodologies. Further, as a technologically forward-looking branch of service designed to control air, space, and cyberspace in a contested environment, the Air Force places a premium on twenty- and twenty-first century military history. Unfortunately, pre-airpower American military history gets overshadowed compared to later conflicts to the point where cadets attending the Air Force Academy get relatively little exposure to the American Revolution. Yet the American Revolution is a well-defined war in terms of leadership and the delineation of strategy, campaigns, and battles. An in-depth examination of the Revolutionary War gives cadets the opportunity to more easily learn about warfare and military history while gaining historical research skills. A study of American Revolution historiography shows a gap in work that transitions across the three levels of war. Further, a study of modern pedagogical methods highlights innovative techniques that foster an active learning, student-centered classroom environment instead of adhering to the traditional lecture. Combining military theory with pedagogy, one can create a classroom that incorporates gamification and teaches a military history of the American Revolutionary War while preparing cadets to enter the twenty-first-century Air Force. This study concludes with a semester-length military history course on the American Revolutionary War that includes all lesson plans and a complete syllabus. It places a high premium on briefing skills, primary source material, and a deep understanding of the levels of war. In addition, the course elucidates the fact that each level of war influences the others, and that actions at the tactical level can have a drastic effect on the operational and strategic levels. Since cadets will graduate from the Air Force Academy and enter the military as officers at the tactical level of war, this course will directly apply to their immediate future

Representation of Medieval Realia in PC game: Kingdom Come: Deliverance

The study describes the Czech computer game Kingdom Come: Deliverance and the scale of its historical depiction of medieval realia. The well-known title is set in the medieval Czech Kingdom in 1403 and the player is presented with a complex world where he has to survive, acquire the game mechanics and complete historically inspired quests within and besides the main storyline. In this study, we will present various historical aspects of the game, such as political background, geographical setting, social depiction of the part of medieval Bohemia, late medieval armour and weapons in comparison with reality. Kingdom Come: Deliverance is sometimes referred to as a medieval simulator or a learning tool, based on its effort to realistically demonstrate history

Game Assessment For Miltary Application

The primary purpose of conducting this research was to establish game assessment guidelines and characteristics for integrating elected characteristics of games into ongoing instructional approaches. The cost of repurposing commercial-off-the-shelf (COTS) games could offer a considerably lower cost alternative than the cost of creating a new instructional game developed for a specific instructional goal. The McNeese Game Assessment Tool (MGAT), created for the assessment of games in this usability study, is currently in a beta stage and was found to have potential for future game assessment. The overall assessment indicated that the tool was effective in analyzing game products for reuse potential and that the five instruments that make up the tool did meet the purpose of the design. However, the study also indicated that the instruments needed recommended modifications and further testing with a larger population group before the tool could be utilized. The assessment process identified in this study was a step forward in the area of game and simulation integration research. This study indicated that more research is needed in the area of instructional design to enhance instructional integration goals for future game, simulation and training applications