Learning Impact Evaluation of the serious game "Cultural Awareness – Afghanistan Pre-deployment"

Attention to human factor in conducting any type of military/security operations is currently an objective of utmost importance in the context of troop training within NATO. To this purpose, a number of serious games were developed, addressing different aspects of cultural awareness and correctness in approaching human beings during a mission. A significant example is "Afghanistan Pre-deployment – Cultural Awareness", a serious game widely adopted in NATO Defense Schools to support pre-deployment training of troops for the International Security Assistance Force (ISAF) missions in Afghanistan. In the context of GALA, the European Network of Excellence on Serious Games, the Romanian National Defense University (MAN) and NATO-STO CMRE conducted a user study particularly focused on the learning impact of this serious game. The study was first run in parallel on different typologies of players (soldier trainees at MAN; and civilian/military staff at CMRE) in order to get different perspectives in the game test and evaluation; results of respective analyses were compared, in order to evaluate the effectiveness of this type of serious game as a learning tool. A preliminary correlation study was conducted between users' perception of the game and their respective background and level of engagement

Supporting Social Learning and Cultural Awareness Using a 3D Virtual World for Military Training: An Empirical Study

This thesis is based on a research project conducted by the Norwegian Armed Forces named CAMO (Cultural Awareness in Military Operations). It is an investigation into how a virtual world can be used to support training in cross-cultural communication and cultural awareness for soldiers who are to be deployed to take part in international military operations. The informants were cadets in training to become officers, stationed at The Norwegian Military Academy. The data for the thesis was collected in a one-day experiment. Second Life, a multi user virtual environment (MUVE), was used as a platform in order to conduct a scenario-based role-play simulation related to cross-cultural challenges. The scenario was structured based on a set of mini-scenarios with accompanying learning goals, containing a selection of critical instances and situations that the soldiers could encounter during a deployment to Afghanistan and therefore should know how to handle. An Afghan village and virtual avatars were modeled in Second Life, and used to stage the role-play. I have created the following research questions: 1. How can Second Life support social learning? 2. How can Second Life support cross-cultural communication and cultural awareness in military training? The thesis is structured as a qualitative case study, in which we used a mixed-methods approach to data collection and analysis. Data collection methods were questionnaire, interview and observation. They were chosen to be appropriate in order to investigate how the soldiers learned about cross-cultural communication in a social context and how they evaluated the use of Second Life as a platform for teaching and learning about cross-cultural communication and cultural awareness. The interviews and observations were analyzed partially by using a grounded theory approach during data categorization. A combination of social learning theories was used to create an initial set of categories for the analysis that was later refined in a bottom up iterative process of data categorization. I have triangulated the questionnaire data with the interaction material and the interviews in order to evaluate these sources in relation to one another. We have found that Second Life supports aspects of interaction and learning in a social context by employing techniques such as perspective taking, reflexive practice and establishing common ground in communication. We also found that Second Life works well as platform for training in cross-cultural communication and cultural awareness by role-play scenarios where virtual representations of cultural artifacts are modeled and incorporate in the scenarios. However, we did come across some constraints that hindered the flow of communication. Finally, at the end, I present some suggestions for improvement to address the constraints

Occupational Injustice: Women\u27s Education in Afghanistan

The country of Afghanistan has had a turbulent political, economic, and social climate throughout the recent past. Instability throughout the country has had dramatic impacts on all aspects of its citizens’ lives. One especially prevalent factor that has been affected is the education of women. Receiving an education is an example of an occupation, which is any task or experience an individual finds meaningful. The inhibition of an individual’s ability to participate in valued occupations is called occupational injustice. Through an in-depth literature review, an online review of charitable organizations that promote education for women and girls in Afghanistan, and an interview with an individual who leads one of these organizations, this paper analyzes the political, economic, and social obstacles limiting a woman’s ability to receive an education in Afghanistan using occupational justice theory

On Counterinsurgency: Firepower, Biopower, and the Collateralization of Milliatry Violence

This dissertation investigates the most recent cycle of North Atlantic expeditionary warfare by addressing the resuscitation of counterinsurgency warfare with a specific focus on the war in Afghanistan from 2006 to 2014. The project interrogates the lasting aesthetic, epistemological, philosophical, and territorial implications of counterinsurgency, which should be understood as part of wider transformations in military affairs in relation to discourses of adaptation, complexity, and systemic design, and to the repertoire of global contingency and stability operations. Afghanistan served as a counterinsurgency laboratory, and the experiments will shape the conduct of future wars, domestic security practices, and the increasingly indistinct boundary between them. Using work from Michel Foucault and liberal war studies, the project undertakes a genealogy of contemporary population-centred counterinsurgency and interrogates how its conduct is constituted by and as a mixture firepower and biopower. Insofar as this mix employs force with different speeds, doses, and intensities, the dissertation argues that counterinsurgency unrestricts and collateralizes violence, which is emblematic of liberal war that kills selectively to secure and make life live in ways amenable to local and global imperatives of liberal rule. Contemporary military counterinsurgents, in conducting operations on the edges of liberal rule's jurisdiction and in recursively influencing the domestic spaces of North Atlantic states, fashion biopoweras custodial power to conduct the conduct of lifeto shape different interventions into the everyday lives of target populations. The 'lesser evil' logic of counterinsurgency is used to frame counterinsurgency as a type of warfare that is comparatively low-intensity and less harmful, and this justification actually lowers the threshold for violence by making increasingly indiscriminate the ways in which its employment damages and envelops populations and communities, thereby allowing counterinsurgents to speculate on the practice of expeditionary warfare and efforts to sustain occupations. Thus, the dissertation argues that counterinsurgency is a communicative process, better understood as mobile military media with an atmospheric-environmental register blending acute and ambient measures that are always-already kinetic. The counterinsurgent gaze enframes a world picture where everything can be a force amplifier and everywhere is a possible theatre of operations

MODELLING & SIMULATION HYBRID WARFARE Researches, Models and Tools for Hybrid Warfare and Population Simulation

The Hybrid Warfare phenomena, which is the subject of the current research, has been framed by the work of Professor Agostino Bruzzone (University of Genoa) and Professor Erdal Cayirci (University of Stavanger), that in June 2016 created in order to inquiry the subject a dedicated Exploratory Team, which was endorsed by NATO Modelling & Simulation Group (a panel of the NATO Science & Technology organization) and established with the participation as well of the author. The author brought his personal contribution within the ET43 by introducing meaningful insights coming from the lecture of \u201cFight by the minutes: Time and the Art of War (1994)\u201d, written by Lieutenant Colonel US Army (Rtd.) Robert Leonhard; in such work, Leonhard extensively developed the concept that \u201cTime\u201d, rather than geometry of the battlefield and/or firepower, is the critical factor to tackle in military operations and by extension in Hybrid Warfare. The critical reflection about the time - both in its quantitative and qualitative dimension - in a hybrid confrontation it is addressed and studied inside SIMCJOH, a software built around challenges that imposes literally to \u201cFight by the minutes\u201d, echoing the core concept expressed in the eponymous work. Hybrid Warfare \u2013 which, by definition and purpose, aims to keep the military commitment of both aggressor and defender at the lowest - can gain enormous profit by employing a wide variety of non-military tools, turning them into a weapon, as in the case of the phenomena of \u201cweaponization of mass migrations\u201d, as it is examined in the \u201cDies Irae\u201d simulation architecture. Currently, since migration it is a very sensitive and divisive issue among the public opinions of many European countries, cynically leveraging on a humanitarian emergency caused by an exogenous, inducted migration, could result in a high level of political and social destabilization, which indeed favours the concurrent actions carried on by other hybrid tools. Other kind of disruption however, are already available in the arsenal of Hybrid Warfare, such cyber threats, information campaigns lead by troll factories for the diffusion of fake/altered news, etc. From this perspective the author examines how the TREX (Threat network simulation for REactive eXperience) simulator is able to offer insights about a hybrid scenario characterized by an intense level of social disruption, brought by cyber-attacks and systemic faking of news. Furthermore, the rising discipline of \u201cStrategic Engineering\u201d, as envisaged by Professor Agostino Bruzzone, when matched with the operational requirements to fulfil in order to counter Hybrid Threats, it brings another innovative, as much as powerful tool, into the professional luggage of the military and the civilian employed in Defence and Homeland security sectors. Hybrid is not the New War. What is new is brought by globalization paired with the transition to the information age and rising geopolitical tensions, which have put new emphasis on hybrid hostilities that manifest themselves in a contemporary way. Hybrid Warfare is a deliberate choice of an aggressor. While militarily weak nations can resort to it in order to re-balance the odds, instead military strong nations appreciate its inherent effectiveness coupled with the denial of direct responsibility, thus circumventing the rules of the International Community (IC). In order to be successful, Hybrid Warfare should consist of a highly coordinated, sapient mix of diverse and dynamic combination of regular forces, irregular forces (even criminal elements), cyber disruption etc. all in order to achieve effects across the entire DIMEFIL/PMESII_PT spectrum. However, the owner of the strategy, i.e. the aggressor, by keeping the threshold of impunity as high as possible and decreasing the willingness of the defender, can maintain his Hybrid Warfare at a diplomatically feasible level; so the model of the capacity, willingness and threshold, as proposed by Cayirci, Bruzzone and Gunneriusson (2016), remains critical to comprehend Hybrid Warfare. Its dynamicity is able to capture the evanescent, blurring line between Hybrid Warfare and Conventional Warfare. In such contest time is the critical factor: this because it is hard to foreseen for the aggressor how long he can keep up with such strategy without risking either the retaliation from the International Community or the depletion of resources across its own DIMEFIL/PMESII_PT spectrum. Similar discourse affects the defender: if he isn\u2019t able to cope with Hybrid Threats (i.e. taking no action), time works against him; if he is, he can start to develop counter narrative and address physical countermeasures. However, this can lead, in the medium long period, to an unforeseen (both for the attacker and the defender) escalation into a large, conventional, armed conflict. The performance of operations that required more than kinetic effects drove the development of DIMEFIL/PMESII_PT models and in turn this drive the development of Human Social Culture Behavior Modelling (HCSB), which should stand at the core of the Hybrid Warfare modelling and simulation efforts. Multi Layers models are fundamental to evaluate Strategies and Support Decisions: currently there are favourable conditions to implement models of Hybrid Warfare, such as Dies Irae, SIMCJOH and TREX, in order to further develop tools and war-games for studying new tactics, execute collective training and to support decisions making and analysis planning. The proposed approach is based on the idea to create a mosaic made by HLA interoperable simulators able to be combined as tiles to cover an extensive part of the Hybrid Warfare, giving the users an interactive and intuitive environment based on the \u201cModelling interoperable Simulation and Serious Game\u201d (MS2G) approach. From this point of view, the impressive capabilities achieved by IA-CGF in human behavior modeling to support population simulation as well as their native HLA structure, suggests to adopt them as core engine in this application field. However, it necessary to highlight that, when modelling DIMEFIL/PMESII_PT domains, the researcher has to be aware of the bias introduced by the fact that especially Political and Social \u201cscience\u201d are accompanied and built around value judgement. From this perspective, the models proposed by Cayirci, Bruzzone, Guinnarson (2016) and by Balaban & Mileniczek (2018) are indeed a courageous tentative to import, into the domain of particularly poorly understood phenomena (social, politics, and to a lesser degree economics - Hartley, 2016), the mathematical and statistical instruments and the methodologies employed by the pure, hard sciences. Nevertheless, just using the instruments and the methodology of the hard sciences it is not enough to obtain the objectivity, and is such aspect the representations of Hybrid Warfare mechanics could meet their limit: this is posed by the fact that they use, as input for the equations that represents Hybrid Warfare, not physical data observed during a scientific experiment, but rather observation of the reality that assumes implicitly and explicitly a value judgment, which could lead to a biased output. Such value judgement it is subjective, and not objective like the mathematical and physical sciences; when this is not well understood and managed by the academic and the researcher, it can introduce distortions - which are unacceptable for the purpose of the Science - which could be used as well to enforce a narrative mainstream that contains a so called \u201ctruth\u201d, which lies inside the boundary of politics rather than Science. Those observations around subjectivity of social sciences vs objectivity of pure sciences, being nothing new, suggest however the need to examine the problem under a new perspective, less philosophical and more leaned toward the practical application. The suggestion that the author want make here is that the Verification and Validation process, in particular the methodology used by Professor Bruzzone in doing V&V for SIMCJOH (2016) and the one described in the Modelling & Simulation User Risk Methodology (MURM) developed by Pandolfini, Youngblood et all (2018), could be applied to evaluate if there is a bias and the extent of the it, or at least making clear the value judgment adopted in developing the DIMEFIL/PMESII_PT models. Such V&V research is however outside the scope of the present work, even though it is an offspring of it, and for such reason the author would like to make further inquiries on this particular subject in the future. Then, the theoretical discourse around Hybrid Warfare has been completed addressing the need to establish a new discipline, Strategic Engineering, very much necessary because of the current a political and economic environment which allocates diminishing resources to Defense and Homeland Security (at least in Europe). However, Strategic Engineering can successfully address its challenges when coupled with the understanding and the management of the fourth dimension of military and hybrid operations, Time. For the reasons above, and as elaborated by Leonhard and extensively discussed in the present work, addressing the concern posed by Time dimension is necessary for the success of any military or Hybrid confrontation. The SIMCJOH project, examined under the above perspective, proved that the simulator has the ability to address the fourth dimension of military and non-military confrontation. In operations, Time is the most critical factor during execution, and this was successfully transferred inside the simulator; as such, SIMCJOH can be viewed as a training tool and as well a dynamic generator of events for the MEL/MIL execution during any exercise. In conclusion, SIMCJOH Project successfully faces new challenging aspects, allowed to study and develop new simulation models in order to support decision makers, Commanders and their Staff. Finally, the question posed by Leonhard in terms of recognition of the importance of time management of military operations - nowadays Hybrid Conflict - has not been answered yet; however, the author believes that Modelling and Simulation tools and techniques can represent the safe \u201ctank\u201d where innovative and advanced scientific solutions can be tested, exploiting the advantage of doing it in a synthetic environment

The Journal of Conventional Weapons Destruction Issue 23.3 (2020)

Southeast Asia | Risk Management | Cluster Munitions Remnants Survey | IMAS Training in Vietnam | Mine Risk Education | Victim Assistance | Underwater Clearance | Virtual, Augmented, and Mixed Reality in HMA | HMA in the Gray Zone | IED Clearance Capacity in Afghanista

2015 Working Papers

Constructive Pathways: Stimulating and Safeguarding Components of WPShttps://digital-commons.usnwc.edu/wps/1001/thumbnail.jp

Facilitating Collaborative Learning in 3D Virtual Worlds. A Qualitative Meta Study.

This master thesis serves to investigate how collaborative learning can be facilitated in 3D virtual environments. The objective was to see how 3D virtual worlds could be applied when conducting collaborative learning, both formal and informal. I was also interested in reflection as a part of collaborative learning processes, and chose to integrate this into my research questions: 1. How can 3D virtual worlds, like SecondLife, facilitate collaborative learning? 2. How can one use virtual worlds for collaborative learning-purposes in both formal and informal learning situations? 3. In what way can reflection be beneficial to collaborative learning in virtual worlds? SecondLife is a widely used 3D virtual world, utilized in a variety of learning situations. Its design and layout seem conducive to creating spaces that facilitate collaboration, and supports both formal and informal learning. I have used a variety of theoretical frameworks and perspectives to structure the thesis, and form the basis for the discussions and conclusions. I have utilized constructivist learning theory to describe the collaborative learning facilitated through virtual environments. This is due to the generous focus on collaboration and team-work throughout this thesis. As collaborative-learning situations enable the creation of shared practices and understanding, I will discuss the perspectives surrounding communities of practice, first coined by Lave and Wenger (Wenger 2000). Computer-supported collaborative learning is a perspective that serves to integrate technology and learning, and I have relied on this to contextualize the examples used, the CAMO-project being one of them. Its objective was to create cultural awareness in military operations, through collaborative simulations in a virtual Afghan village. The other example involved nursing students, who practiced communication skills with fatally ill patients and their relatives. Both examples highlights the opportunities for collaborative learning in virtual environments. Taking advantage of new technology for learning purposes, could create new possibilities for learning, maybe particularly collaborative learning. This is an important topic, as it could facilitate better and more motivating learning methods. Research Method and Data Analysis As this thesis is a qualitative Meta study, I relied on interviewing as my main data collecting method. I interviewed three practitioners within the field of technology and learning. They had earlier collaborated as facilitators in the CAMO-project, and also possessed a variety of experiences with 3D virtual worlds and learning. The data collected was analyzed and categorized through an iterative process. I worked with the transcribed interviews and notes, in several stages to analyze and attain the best categorizations for the data gathered. These five categories included: 1. SecondLife as a Learning Environment, 2. Comparison Between Different 3D Virtual Worlds, 3. Collaborative Learning, 4. Formal and Informal Learning and 5.Dialogue and Reflection. These categories helped me present the most valuable data andformed the basis for the discussion. Findings and Main Conclusions The informants and the theoretical framework both supported 3D virtual worlds and the opportunities within these platforms to contain great potential for collaborative work. As collaborative learning requires participants to socially interact and communicate with each other, the suitability relies on the communication options and features within the learning platform. SecondLife and other 3D virtual worlds are often created to serve as arenas for socialization, they are therefore well equipped with the necessary communication tools. To facilitate both formal and informal learning there are aspects that need to be present. Within 3D virtual worlds there needs to be possibilities to plan and design formally structured exercises, as well as unstructured informal activities. The informants were generally favorable to utilizing virtual environments for informal learning purposes, but disagreed on the formal learning possibilities. However, there are numerous examples of 3D virtual worlds being utilized for formal learning practices, and all the informants have had positive experiences with lectures and seminars conducted virtually. Reflective practice, most notably known through the work of Donald. A. Schön, proposes the importance of dialogues and reflection sessions, for participants in collaborative learning activities (Schön, 1983). This was a major part of the CAMO-project, and enabled the participants to express, challenge and reflect on the learning experience. The informants were unanimous in their perceived importance of reflection, to attain the most valuable learning outcome. They saw this as an important aspect of collaborative learning

Open and distance learning for basic education in South Asia: its potential for hard to reach children and children in conflict and disaster areas

This is the main report in a UNICEF funded project which explores the ways in which, across South Asia, various forms of open and distance learning could be developed to better meet the needs of marginalised children and those affected by natural disaster and by conflic