Evaluation of sUAS Education and Training Tools
(Room 320D)
04 Dec 19
3:00 PM
-
3:30 PM
Tracks:
Full Schedule, Wednesday Schedule
The wide distribution and demographic composition of those seeking small unmanned aircraft system (sUAS) education, presents a need to fully understand the capabilities, limitations, and dependencies of effective training tools. Concepts, practices, and technologies associated with modeling and simulation, immersive gaming, augmented and mixed-reality, and remote operation have demonstrated efficacy to support engaged student learning and objective satisfaction. Identification and comparison of key attributes critical to an aviation educational framework, such as competency-based training, enables educational designers to identify those tools with the highest potential to support successful learning. A series of factors, such as system performance, regulatory compliance, environmental conditions, technological familiarity, and personal experience, require consideration in the selection, optimization, and application of such tools. Embry-Riddle Aeronautical University-Worldwide and Sinclair College National UAS Training and Certification Center have overseen the development, launch, and sustainment of respective sUAS education programs. Effectiveness of these programs is dependent on continuous evaluation of tools, specific to educational settings (e.g., online and in-person). A relevant example was the assessment of popular multirotor sUAS conducted by ERAU-W, which led to publication of the “Small Unmanned Aircraft System Consumer Guide” and selection of the Parrot BeBop 2 platform to support sUAS operations curricula. The intent of this work is to present critical considerations, including influencing factors and dependencies, associated with the selection and adoption of technological tools best supporting sUAS education. Background details; emerging approaches, models, and technologies; and examples of past tool evaluation, inclusive of assessment criteria and observations, will be discussed. Finally, a series of reflective remarks, including recommendations, relating to evaluation, adaptation, and incorporation of future tools supporting sUAS education will be presented. Examination of critical factors affecting successful tool adoption, among such a widely varied and distributed community, is envisioned to support improved development of future educational programming and tools.