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Training with a blend of simulation training devices and other digital media (e.g. AR/VR, wearables or portable devices) has substantial advantages over training with real aircraft and systems only. Such training devices and media are able to offer a learning environment and level of fidelity that is optimised for training situations that cannot be easily trained with real aircraft or systems for safety, cost, environmental or organisational reasons.

Traditionally, instructional design models have a strong focus on part task training in early phases of a learning process, but the 4C/ID model advocates a structured combination of both. The sequence of learning tasks (whole tasks) is the backbone of training, while part task practice supports learning or refreshes the highly routinised skillset at the time at which it is needed most in the sequence of learning tasks. The design of a training session is a detailed process with careful considerations. The TNA focused mainly on broad lines and high-level competencies. A training design investigates small operational details and outlines the training in the form of blueprints. At first, blueprints are designed without limitations to prevent constraints-driven training. If limitations in a new training design are too decisive, there is risk of constraints-driven training. This can potentially result in inefficient and/or ineffective training.

Programme leader Joost Vreeken on the Unmanned and autonomous knowledge programme