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A-TEAM: Advanced Training for Emergency Assessment and Management IST - 1999 - 10176

A-TEAM: Advanced Training for Emergency Assessment and Management IST - 1999 - 10176 Second project review February 19, 2002. Meeting Agenda: 09:00 - 09:15 PO/Reviewers meeting, Opening and Introduction 09:15 - 09:45 Coordinators Progress report: ESS

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A-TEAM: Advanced Training for Emergency Assessment and Management IST - 1999 - 10176

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  1. A-TEAM: Advanced Training for Emergency Assessment and Management IST - 1999 - 10176 Second project review February 19, 2002

  2. Meeting Agenda: 09:00 - 09:15 PO/Reviewers meeting, Opening and Introduction 09:15 - 09:45 Coordinators Progress report: ESS overview, response to last review, administration, resources, problems 09:45 - 10:15WP 01 Pedagogical Framework Report (update) D01.4 From Theory to Practice CSALT 10:15 - 13:00 WP presentations: WP 02 Simulation exercises AUT WP 03 AI tools, CBR UPC WP 04 Hypermedia elements Chiron WP 05 System Framework ESS WP 06 Integration, Implementation ESS WP 12: Evaluation CSALT

  3. Meeting Agenda: 10:15 - 13:00 WP 07 Test Case UK DNV WP 08 Test Case Italy Syreco WP 09 Test Case Austria DCAG/ESS WP 10 Test Case Portugal Chiron WP 11 Test Case Switzerland ASIT 13:00 - 14:00 Lunch break 14:00 – 15:00 Reviewers retreat 15:00 -- 16:00 Reviewers comments, clarification

  4. The project consortium: - ESS GmbH, Austria • DCAG, Austria • Chiron, Portugal • DNV, UK • UPC, Spain • AUT, Greece • SYRECO, Italy • ASIT, Switzerland • CSALT, UK

  5. Project description: available in detail on-line: http://www.ess.co.at/A-TEAM including public part of the technical Annex, Reports (links and on-line versions, Deliverables, admnistrative pages with detailed work plan, technical discussions, Deliverable list (download). Visitors and comments most welcome.

  6. Project objectives: to improve thelearning process in complex, technical domains (emergency management related to hazardous installations and transport of hazardous materials).

  7. Project strategy: Improved learning is achieved by integrating information technology (dynamic simulation, visualisation, GIS, expert systems and case-based reasoning) within an innovative didactic framework (embedded, real-time multi-level rule-based evaluation and adaptive feedback)that fully exploits the potential of multi-media information systems.

  8. Project strategy: • Requirements analysis, pedagogical framework • Tool development: • Hypermedia management, student administration; • Complex 3D (CFD) Simulation cases • Case-based reasoning • Real-time expert systems framework • Test Cases: UK, Italy, Austria, Portugal, Switzerland • Evaluation NOT as a linear sequence of tasks but in a series of overlapping prototyping cycles.

  9. Progress Report: WP 00 Project Administration • primarily through web server: http://www.ess.co.at/A-TEAM with about 50,000 visits to date • mailing list: training@ess.co.at with more than 1,800 messages • regular reports (listing on-line) • project team meetings

  10. Meetings, Clustering • Second technical coordination meeting, Gumpoldskirchen, 15-17 March 2001; • architecture, • integration, • course structures (storyboards), • first evaluation workshop. • Concertation Meeting: • January, September 2001, (Luxembourg) A-TEAM represented with a presentation; • Cluster activities: report by CSALT

  11. Milestones: M1Design phaseWP 19 M2Development phaseWP 2,3,418 M3Implementation phaseWP 5,624 M4Test phaseWP 7,8,9,10,1130 M5Evaluation phaseWP 1236 M6Dissemination phaseWP 1342

  12. Project Schedule 2000/2003 task 2 3 4 5 6 7 8 9101112 1 2 3 4 5 6 7 8 9101112 1 2 3 4 5 6 7 8 9101112 1 2 3 4 5 6 7 8 WP 1 WP 2 WP 3 WP 4 WP 5 WP 6 WP 7-11 WP 12 WP 13

  13. Resource use: at the Nov.2001 MR: 52 % of project duration 60 % of resources reflecting slightly higher efforts of the start-up phase of some partners with development tasks.

  14. PROBLEMS: Project amendment submitted January 2001, signed last night; difficulties for new partner DCAG to join actively. Cost statements 2 and 3 (from February 2001 and July 2001) still not paid – partners are running out of funding.

  15. PROBLEMS: • Review preparations: • Responsibility ? • Electronic distribution of reports • Web access

  16. Response to Review Results • New versions of Deliverables • D01.1 User Requirements Analysis (revised) • D01.2 Functional Specifications (revised) • Additional Deliverable • D01.4 Pedagogical framework: From Theory to practice • Deliverables due-date: placed a footnote on the on-line list of Deliverables; initial and final due dates; Deliverables are meant as working documents within the consortium.

  17. Response to Review Results • Quality Assurance Plan: • peer review: project internal, informal; primary objective is internal usefulness as a working document; they are not meant as scientific publications. • QA in prototyping: internal QA procedures of each partner (describe in detail ? but same as overall approach: design, documentation, RCS); ....does not describe the experienceof the team nor the reviewers with this kind of process .... ??? ... end user involvement: DCAG IS an end user and will be involved in a revision of the QA plan, once the have a signed contract; direct end-user involvement in all case studies.

  18. Response to Review Results • User requirements Report: • has been completely restructured (CSALT); • includes learner/job profiles etc. • baseline/comparison: • use test before and after A-TEAM training; • compare overall results with current methods (also based on MC tests at regional fire fighter training school in AT/LA); • case studies unified in term of learning objectives, groups/profiles of learners, ...

  19. Response to Review Results • Functional Specifications: • metadata standards: references included, application as far as feasible; ... Assessment should focus on post-training performance: difficult in the case of emergency response training as this needs a real emergency: METHODOLOGY ? ... Assessment method discussion is too limited and the two methods presented are too crude and antiquated to be of value; the corresponding sections of the Deliverables D1.2 have been re-written, to better explain the concepts:embedded, real-time multi-level rule-based evaluation and adaptive feedback, scenario-based assessment, under time pressure/stress, consideration of risk (D5.1).

  20. Response to Review Results • Functional Specifications: • ...The consortium should consider, for example, scenario based assessment of actual learner performance ... this is supported by the embedded rule-based assessment in RTXPS, see above. • ... Some of the stated technical functional requirements contradict prevalent pedagogical thinking... • TOO GENERAL: • what IS prevalent pedagogical thinking ? • which requirements contradict, and how ?

  21. Response to Review Results • Pedagogical Framework: ... direct application of these theories for A-TEAM is missing: has resulted in the production of the new (additional) Deliverable D01.4: Pedagogical Framework: from Theory to Practice (CSALT)

  22. Response to Review Results Exploitation plan: ... consortium have experienced difficulties in getting companies to actively participate in the project ... NEW PARTNER replacing ET&P is a medium-sized chemical producer: Donau Chemie AG, operates 4 major production sites (all are Seveso II class) in Austria, test case: plant Pischelsdorf with 250 employees, ETOL, Wilton, UK (Emergency Services for 30 company chemical complex, several thousand employees (4,500 incident controllers).

  23. Meeting Agenda: 09:00 - 09:15 Opening and Introduction 09:15 - 09:45 Coordinators Progress report: ESS overview, response to last review, administration, resources, problems 09:45 - 10:15WP 01 Pedagogical Framework Report (update) D01.4 From Theory to Practice CSALT 10:15 - 13:00 WP presentations: WP 02 Simulation exercises AUT WP 03 AI tools, CBR UPC WP 04 Hypermedia elements Chiron WP 05 System Framework ESS WP 06 Integration, Implementation ESS WP 12: Evaluation CSALT

  24. Outlook: • Integration and implementation workshop (testing of protocols), possibly in combination with the • Content development workshop, (scheduled for the next few weeks 2002) • Evaluation workshop II • Setting up the individual test cases

  25. WP 05: Training system framework Interactive multi-media with embedded GIS, simulation models and expert system/CBR and rule-based on-line evaluation and ex-post analysis of logs (scenarios) by a tutor (D1.4, D12.1). Based on: • D01.1, D01.2, D01.3, D1.4, D12.1: • interaction, feedback, adaptive course structure • Cognitive flexibility theory • Cognitive apprenticeship

  26. WP 05: Training system framework Modes of operation: • single user, self-paced • single user, event driven (real or simulated time) • multi user (multiple actors, mutiple views), event driven through networked/Intranet clients, FORMS, cgi based asynchronous update of the dynamic knowledge base

  27. WP 05: Training system framework Main conceptual framework: forward chaining real-time expert system that generates a rule-based sequence of ACTIONS which include: • simulated or user generated events represented by HTML, imagery, • simulation models, CBR • on-line evaluation (user decisions, feedback)

  28. WP 05: Training system framework • High degree of interactivity • Context and history sensitive navigation, event driven or self-paced • User control over content • Scenario analysis (WHAT IF), simulation and forecasting, visualisation • Embedded immediate multi-level evaluation and feedback, rule-based, structure • Combines user feedback and navigation

  29. System architecture: evolving specifications and discussion on-line, finalised at second coordination meeting.

  30. WP 06: Integration and implementation System architecture : client-server based on TCP/IP and http Main components: • RTXPS real-time expert system • DocCentre MM content management • embedded and external simulation models (incl. UDM, CFD) • CBR agent

  31. WP 09: Austrian Case Study 3 courses, building upon each other: • Hazardous substances (introduction) • fire fighters (volunteers), plant employees; • Hazardous substances (advanced) • fire fighters (command level), plant fire fighters; • Plant specific scenario management • plant fire fighters, management.

  32. WP 09: Austrian Case Study Learning objectives: ranging from basic familiarization to strategic incident management; generic and location specific skills and domain knowledge. Implementation: plant training center with tutor; client-server connection to ESS using a VPN connection. LFWS: remote access for individual learning in support of traditional approach.

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