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Title:
Outline
Overview of pending rulemaking tasks RMT.0281 (MDM.082) New teaching methods and new training technologies
The workshop
Outline
Overview of pending rulemaking tasks RMT.0281 (MDM.082) New teaching methods and new training technologies
The workshop
ToR published in July 2011. Agency task. NPA 2013-01 cover Part-M & 145. (external consultation until 22 May 2013) 2nd NPA will address Part-66 & 147. (currently under development)
A conference took place on 13th December 2012 to explain the changes proposed to Part-M and 145.
ToR published in July 2011. Agency task. Coordination with FAA and TCCA Status Report published on EASA website on the 22 Oct 2012 New ToR to be issued in 3Q2013, detailing that the task will be splitted in
the several subtasks (5).
ToR published in July 2011. Agency task. NPA 2012-08 consultation ended 30/10/2012. 335 comments received CRD planned for end 2013
RMT.0222 Critical tasks
Affects Part-M and Part-145 Group task ToR and GC published in 1Q2013.
NPA 2012-03 published in April 2012. Review group meeting November 2012: Disagreement of the members on
specific issues.
ToR published in Nov 2011. Group task. The objective is to clarify the authorising process to sign-off maintenance
task personnel and interface with certifying staff.
CRD + Decision RMT.0461 List of type ratings (Appendix I of AMC to Part66) 3Q2013
CRD RMT.0463, RMT.0547 Task force for the review of Part-M for General
Aviation - 3Q2013
Opinion RMT.0463, RMT.0547 Task force for the review of Part-M for General
Aviation - 4Q2013
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Outline
Overview of pending rulemaking tasks RMT.0281 (MDM.082) New training methods and new teaching technologies
The workshop
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EASA
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interacting with these new aircraft types, its components, simulating the aircraft (virtual aircraft); working (information dissemination technology); teaching: tutorial and self-learning.
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used to satisfy the theoretical training element either in the classroom or in a virtual controlled environment subject to the acceptance of the competent authority approving the training course.
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Distance Learning, e-learning, Web-Based Training (WBT), Multimedia-Based Training (MBT), Computer-Based Training (CBT), Simulation Training Devices (STDs), Virtual Aircraft, Mobile Learning (m-Learning), etc.;
Recommendations for the use of blended teaching methods; Potential impacts of these new teaching methods.
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evaluating:
the new technologies (digital aircraft, electronic engineering,
computers, Internet, etc.); staffs training.
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and implemented e-learning courses would result in poor training. Simulation and e-learning will probably never eliminate the need for well-qualified human instructors. Good teaching will always depend on effective instructors and courses. From a tutorial point of view, the use of technology and simulation in training is not intended to entirely replace teaching and substitute traditional classroom instruction.
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After having given a definition and following evaluation of their pros and cons, the scope of application for the following new digital teaching methods should be defined: e-learning or computer based training (CBT) or web based training (WBT) at the training facilities (tutor-aided); e-distance learning (not tutor-aided or e-tutor available on line) away from the training facilities; simulation or synthetic training devices or STDs (level, content, theoretical and practical tasks, assessment, criteria for qualification, etc.) any other teaching methods deemed to be evaluated in the course of this rulemaking task.
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should be given, appropriate use and limits of these new teaching methods may be recommended, as well as the appropriate balance when they are blended.
these teaching methods, so that the training is more engaging and efficient. Many pedagogic studies confirm that the more interactive and different teaching methods are used, the better the course is at maintaining the students attention and the more efficient the course is.
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147.A.115(a) and (d) allow the use of synthetic training devices when
they are considered beneficial for the training such as fault diagnostic purposes, but more guidance should be given;
Training (MBT) methods may be used to satisfy the theoretical training element either in the classroom or in the virtual controlled environment, but further guidance and definition of the MBT and virtual controlled environment should be given;
EAMTC Instructor Seminar RMT.0281 22
When, where, how and why Computer Based Training or STDs may
replace the practical portion of a type rating training course on a real aircraft? out in an actual maintenance working environment [AMC 147.A.200(d)], but no definition of actual maintenance working environment exists. necessary to address the fact that todays traditional course notes / documentation given to the student is often replaced by the access to computerized documentation through DVDs, CDs, videos and web based addresses or Internet websites or hyperlinks on computers. In some cases the student today may receive a laptop or a tablet PC with Applications (Apps) as a pedagogical support during the training.
30% of the practical training of the basic knowledge should be carried A review of 147.A.120 (maintenance training material) may be
teaching methods (theoretical and practical portion of the training), if appropriate: The extent to which experience and practical training can be replaced by an e-programme? Level of interactions between the (virtual) aircraft, its systems, the aircraft documentation, the database of the aircraft Level of interactivity of the learners (active and passive role) with the systems / ability of the learners
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use of the ADDIE model (Analyse, Design, Develop, Implement and Evaluate) or other similar instructional design models, tools or instructional equipment (standard, qualification or evaluation), prerequisites for how to use the system and instructions for use,
logical sequences of training and identification of the learning objectives, evaluation at the end of each sequence including authentication of the learner, records,
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ensure the motivation of the learners, check the learners ability to use computers or the technologies, ensure that the learning objectives are reached management structure of the system: administrators, password and
secure access, appropriate
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of these training methods and tools development of requirements in section B of EC n2042/2003); development of AMCs and GMs to evaluate the new training devices, their simulation capabilities, their associated programmes and their limits teaching methods, like:
Any other aspects that may mitigate or encourage the use of these
forum or chat between tutors and students, post comments to a forum for classmates and the instructor to review at a later stage, quality system (management system) and evaluation of the course; impact on the MTOE, privileges of the Part-147 organisation and the certificates of recognition, etc.
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mladen.hanzevacki@easa.europa.eu
Outline
Overview of pending rulemaking tasks
RMT.0281 (MDM.082)
New teaching methods and new training technologies The workshop
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2 Houses appoint a spokesperson for your house This house supports the freedom of the Part 147 AMTO to use new training methods and new teaching technologies in their courses - Facilitator Ian Williams or This house supports conventional training methods and teaching technologies and does not want them diluted by synthetic means - Facilitator Mladen Hanevaki 20 minutes to develop your argument in your House 10 minutes each House to expose your argument to the whole chamber Vote
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