“Bringing Flying to the Classroom” Conference of the Anyang Institute of Technology 27-30 May 2018 Capt Arie Korf B.Mil, MBL, CPL (Aus), ATPL (SA) Aviation Education Research Specialist Click on ‘New Slide’ button in tool bar above to select alternative cover options

Objective To explain an innovative teaching development in the Bachelor of Aviation Degree, Griffith University, Australia Aviation @ Griffith

Source: Boeing Pilot and Technician Outlook, 2017 Problem Setting Forecast: 637,000 new type-rated pilots to be qualified between 2017-2036 40% of these are needed in the Asia-Pacific region Training of pilots will have to be increased without compromising quality High cost of pilot training remains a challenge Source: Boeing Pilot and Technician Outlook, 2017

Some Proposed Solutions Airlines offering cadetships Alternative transport options, e.g. High Speed Rail Robotic First Officers Single Crew and Pilotless aeroplanes

Our Solution Use old technology in a new way

Caution: Use correctly!

Flight Procedures “Flight Procedures” introduces students to the procedural principles associated with all flight exercises. It aims to bridge the gap between aviation theory and the practice of flight training.

Material Development Approach Course - Constructively aligned Curriculum - Backward designed Assessment - “Extending the Learning”

Which Information is Included? All “sharp end” flight knowledge material taken from: Aerodynamics Air Law and Regulation Meteorology Navigation, Flight Planning and Aircraft Technical A typical 2-hour lab session will consist of a 20-40 min briefing covering the essential academic content. This may be followed by a video or actual demonstration. Only then students will get the chance to practice.

Conventional Aviation Material How is it Structured? Consists of 3 Parts (FP 1, FP 2 and FP 3) Presented over Trimesters 1, 3 and 5 of the 6-trimester Bachelor of Aviation (B.Avn) degree Supported by conventional flight theory FP 1 FP 2 FP 3 Conventional Aviation Material Trimester 1 Trimester 2 Trimester 3 Trimester 4 Trimester 5 Trimester 6

Syllabus Content

Innovative Assessments Performance investigations Flight exercise video recordings Class tests Reflective diaries Flight planning assignment Multi-crew assessment

Performance Investigation Example

PebblePad is a flexible personal learning space that is used by educational institutions worldwide. At the core of PebblePad are concepts of reflection, and self-ownership of learners' material. It is a flexible tool, with functions that include: Logging events, achievements and reflections. https://www.pebblepad.co.uk

Flight Video Recordings Example: Basic Visual Flight Rules (VFR) circuit task The very first circuit is recorded & uploaded on PebblePad Students also answer some reflective questions Designed to focus attention Practice until ready for assessment Record final attempt and upload on Pebblepad More reflective questions

Reflective Questions: VFR Circuit Describe your air speed control throughout the different stages of your circuit. (100 words) How did you have to adjust your speed to maintain your planned circuit geometry? (50 words) Which aerodynamic, regulatory or meteorological understandings informed your speed control decisions? (200 words) Did your management of airspeed have the desired results? Why or why not? (100 words) How will these experiences influence your circuit work in the future? (50 words)

Analyzing the Rubric Results

Multi Crew Operations

Measuring the Project Ethics fully approved- Griffith University Approval (Ref No: 2017/907) Student online surveys- before and after Student and staff interviews to supplement the data Aim with the research: To determine to what extent this teaching approach supports learning

Pre-Course Survey Results No of students = 142 No of responses = 70 (49.3%) Male/ female responses = 51/19 (73%/27%) Reasons for enrolling in this course? All responses centered around becoming a pilot or advancing their career. Previous flight experience? None- 32, limited- 38 Level of maths? Vocational or Maths A- 4, Maths B- 25, Maths C- 9, post school: 31 Level of Physics? School- 23, post school- 47/70 Suitability of using technology (PebblePad)- General strong favour

Post-Course Survey Results No of students = 142 No of responses = 82 (57.6%) Male/ female responses = 60/22 (73%/27%) No of times practicing the circuit tasks? Improvement when practicing the circuit task? Yes- 96% Areas of improvement: “My circuit geometry and spacing…” “...improve my ability to fly a plane...” “...reference points for each leg, speed and heading management.” “Knowledge of basic flight systems, airmanship and my cognitive thinking skills” >10 24.5% 3-10 74.4%

Post-Course Survey Results Ways in which the reflective questions helped the learning? “Made me think about my performance when completing the task” “It helped to prove the theoretical aspects of the course as you get to practice what you learn” “Reviewing and cementing this information in the head” “Highlighted weaknesses and areas to focus on in the future”

Post-Course Results Use of PebblePad in the training: Overall, a very strong favourable response.

“Flight Procedures” is innovative because of the: “Cutting edge” content Range of coverage Teaching structure (including Pebble Pad) Unique assessments

Future Research To what extent does Flight Procedures help students adapt to the cockpit environment? To what extent does Flight Procedures aid situational awareness? How effective is the role of PebblePad to teach and assess multi-crew procedures?

Thank you!