Training syllabi represent enhanced training material and contain provisions for instructor endorsements and recordkeeping. Such syllabi not only present the course of training in a logical step-by-step, building block sequence, they contain provisions to remind both learners and instructors of critical regulatory training benchmarks which are approaching. When required endorsements and recordkeeping provisions are designed into training syllabi, it is much easier, from the instructor’s standpoint, to conduct required training, track learner progress, and certify records. The training record can be reviewed and the training status easily assessed in case the learner transfers to another school or instructor.

Another example of enhanced, instructor-oriented material for pilot training is a maneuvers guide or handbook which includes the ACS as an integral part of the description of maneuvers and procedures. From the beginning learners understand how to perform the maneuver or procedure and also become familiar with the performance criteria. The examiner for the Airframe and Powerplant (A&P) is required to ask four questions in each of the subject areas, which are required by the regulations to be taught. The examiner also is required to assign a practical project from each subject area. Individual maintenance instructors, as well as publishers, have compiled lists of typical questions and projects. Use of these questions and projects as part of the syllabus helps an instructor ensure that all subject areas for a particular class have been covered.

Whatever type of projected training aid used, it is essential for the content to be current and support the lesson. Use of projected materials requires planning and practice. The instructor should set up and adjust the equipment and lighting beforehand and then preview the presentation. During a classroom session, the instructor should provide learners with an overview of the presentation before showing it. After the presentation, the instructor should allow time for questions and a summary of key points.

Computers have changed the way information is presented to today’s learner. A laptop computer may be all that is needed for the one-on-one presentation. For groups, the instructor can tailor the presentation for the class and use a large screen or other viewing system.

Instructors need to follow some basic guidelines when using video. The presentation is not designed to replace the instructor. Prior planning will help determine the important points and concepts that should be stressed, either during the presentation or summary. Instructors should be available to summarize the presentation and answer any questions learners may have regarding content.

“Interactive” refers broadly to computer software that responds quickly to certain choices and commands by the user. A typical system consists of interactive material and a computer. With search-and-find features incorporated, the system is a powerful information source. The software may include additional features such as image banks with full color photos and graphics, as well as questions or directions which are programmed to create interactivity for learners as they progress through the course.

The questions or directions are programmed using a branching technique, which provides several possible courses of action for the user to choose in order to move from one sequence to another. For example, a program may indicate, “That was incorrect. Go back to … and try again.”

As mentioned earlier, CAL has become a popular training delivery method. In its basic form, CAL is a combination of more than one instructional media, such as audio, text, graphics, and video (or film) usually shown on a PC.

With CAL, the roles of both learner and instructor change. Learners become more involved and instructors may no longer occupy a center-stage position in a typical classroom setting. Instead, instructors become supportive facilitators. As such, they serve as guides or resource experts and circulate among learners who are working individually or in small groups. This results in considerable one-on-one instructor-learner interaction. Thus, the instructor provides assistance, reinforcement, and answers for those who need it most.

In this situation, the CAL should still be considered as an add-on instructional aid to improve traditional classroom instruction. The instructor, although no longer the center of attention, continues to maintain adequate control over the learning environment to ensure learning objectives are being achieved. [Figure 5-18]

A more advanced application of computer-based training may involve less instructor control. For example, a laboratory-type environment may be configured with separate study areas for each learner. With this setup, the physical facility is usually referred to as a learning center or training center.

Learners in these centers are often monitored by a teacher’s aide or other trained personnel who can provide guidance, answer questions, and act as a conduit to the instructor who is responsible for the training. In this case, the responsible instructor needs to establish procedures to make sure the required training is accomplished, since he or she certifies learner competency at the end of the course.

Models, mock-ups, and cut-aways are additional instructional aids. A model is a copy of a real object. It can be an enlargement, a reduction, or the same size as the original. The scale model represents an exact reproduction of the original, while simplified models do not represent reality in all details. Some models are solid and show only the outline of the object they portray, while others can be manipulated or operated.

Although a model may not be a realistic copy of an actual piece of equipment, it can be used effectively in explaining operating principles of various types of equipment. Models are especially adaptable to small group discussions in which learners are encouraged to ask questions. A model is even more effective if it works like the original, and if it can be taken apart and reassembled. With the display of an operating model, the learners can observe how each part works in relation to the other parts. When the instructor points to each part of the model while explaining these relationships, the learners can better understand the mechanical principles involved. As instructional aids, models are usually more practical than originals because they are lightweight and easy to manipulate.