1. Presenter: Deng-Chih Yang Professor: Ming-Puu Chen Date: 08/05/2009 Tung, M. C., Huang, J. Y., Keh, H. C., & Wai, S. S. (2009). Distance learning in advanced military education: Analysis of joint operations course in the Taiwan military. Computers & Education,53(3) 653–666. Distance learning in advanced military education: Analysis of joint operations course in the Taiwan military

2. Introduction 1/2  In the Taiwan military, candidates for promotion to colonel and major general must first undergo advanced military education (AME) training (Taiwan Yearbook, 2007).  Due to their work responsibilities, line officers rarely have time to leave their posts to take AME courses in a traditional college campus.  correspondence course : The learning progress of the students is reported to their instructors during monthly faculty meetings.

3. Introduction 2/2  ‘‘Joint Operations” course is the core course of the advanced military education program; the others are delivered in lecture format.  The differences between the on-campus and correspondence programs for ‘‘Joint Operations”  Learning style  Learning effectiveness  Learning participation  Learning materials  Study purpose  Because of correspondence program is less efficient. To overcome this problem, this study presents an e-learning system for advanced military education: Distance Learning for Advanced Military Education (DL4AME).

4. Related developments  The essential factors for effective e-learning for advanced military education(Wisher, Sabol, et al., 2002):  classroom participation  application knowledge related to real-world scenarios  helping students see the immediate value of what has been taught.  Comparison of on-campus programs, correspondence courses and e- learning(Sanders & Burnside, 2001):  Need to designate specific class time and locations  Multimedia content  Personalization

5. Distance learning for advanced military education (DL4AME) AME in Taiwan Requirements analysis Cooperation in war game simulations Groups discussion in after-action review meetings The teaching flow of the ‘‘Joint Operation” course

6. The Petri-Net model for DL4AME 1/2 The Petri-Net model of the ‘‘Joint Operation” course for on-campus program. P as a learning step or data repository of the ‘‘Joint Operations” T as its actual teaching/learning stage.

7. The Petri-Net model for DL4AME 2/2  Exercise Planning  T1,T2  Mission Planning  T3  Simulation Setting  T4,T5  Simulation Execution  T6,T7  Discussion  T8,T9,T10

8. DL4AME Implementation 1/2 Web part Microsoft Office SharePoint Server (MOSS) 2007 Windows SharePoint Service (WSS) 3.0 SharePoint Learning Kit (SLK)

9. DL4AME Implementation 2/2  Enterprise Content Management (ECM)  Key Performance Indicator (KPI)  Excel Calculation Service (ECS)  Virtual Path Provider  Communication Server and Exchange Server  Model management  Parameter, Assumption and Operation-planning Management units

10. Experimental evaluation of learning effectiveness  Impact on engagement planning - T3  Battle reaction and decision-making capability – T5  Case studies - T4  Sharing learning experiences – T10  Overall learning effectiveness

11. Discussion Impact on engagement planning –92% Battle reaction and decision-making capability -84% Case studies – 74% Sharing learning experiences -80% Overall learning effectiveness -84%

12. Conclusion  ”Joint Operation” course for DL4AME successfully achieved the goal of asynchronous remote learning without compromising learning effectiveness  Surveys of officer students are needed to improve the DL4AME user interface  Need more war game exercises and template information