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"what/how" information, to use immediately in the cockpit,
on level 2 "why" information is given, the system rationale
providing more details to understand level 1 information,
and on level 3 more detailed and expert information
is given, to understand and to study the other two levels.
Normally in operations in the cockpit, only information
on level 1 is needed to be able to perform a task.
Level 2 information can be required by the pilot to get an
explanation about why the action had to be performed.
This information might be read afterwards. Level 3 information
will usually be too detailed and will be read for
reference purposes or if the pilot wants to have a better
understanding of the aircraft and its functioning. For
training level 1 and 2 are equally important, but also some
parts of the level 3 information might be of interest.
To provide the pilot with the right information, and the
right level of information at the right time, the information
should be linked to the task he or she is performing or
should perform. Tasks are for example strongly related to
the phases of flight and the state of the aircraft (Ramu
2001). In training one has to make sure that a representative
set of tasks is addressed in the training material. By
linking the documentary units to tasks, suitable information
for operations and for training can be provided from
the database. If both training and operational documentation
is to be task-oriented, how could the database of
documentary units be developed from this perspective?
1. Define the operator's tasks and the training goals. The
development of training usually starts with a detailed
task analysis and definition of training goals. Several
methods and tools are available to this. For example Instructional
Design methods (Gagné, Briggs, and Wager
1992; Merrill 1994) and tools like Designer's Edge
(Allen Communication) support this analysis. Airbus
had its own method, ADOPT, which is also based on
ideas from Instructional Design.
2. Define the training necessary to be able to perform the
tasks, up to the level of training items. Training items
are the smallest elements in training for example a
module in the courseware.
3. Break down the training items into information that can
be defined as documentary units.
4. Define documentary units at all the three levels, maybe
with an option to skip level 3.
5. Choose the right kind of medium or modality of each
documentary unit.
6. Check whether there already exists a documentary unit
which provides the information (some tasks need the
same information).
7. Create the documentary unit in such a way that it is as
understandable as possible for a not-experienced operator.
8. Tag the documentary units with the task to which it
belongs and the context in which it is to be performed,
and by doing this automatically create a link to the
knowledge, skills and attitudes needed to perform the
task.
Of course these steps will have to be iterated many times
before completeness of documentation can be reached. It
might be the case that not all information is inserted in the
documentation that is needed for legal, standards or com-
HCI-Aero 2002 33
pleteness reasons, or that information is needed for other
purposes and other personnel next to operators. This information
could be added using other methods. However,
the meta-data should make clear that these documentary
units are there for other purposes than training and operations.
In this way a database can be build which contains
all the necessary information for operations and for training.
Examples of Documentary Units
If we look at the pieces of information currently used in
the courseware and in the FCOM, it is clear that it is not
just a matter of taking the current FCOM, to cut it into
fragments and to re-use them for training purposes. For
example the graphics and pictures of (sub)systems used in
both documents are different. In the FCOM they are black
and white and give all the technical details. In the courseware,
they are colored, leaving away non-functional details,
showing them as a pilot would see them, and sometimes
even animated.
In figure 1, an example is given of the same system (thrust
lever) from the FCOM on the left, and from the courseware
on the right (Gillett, Barnard, and Boy 2002). Note
that in the picture from the FCOM more details are given
like the holes in which the screws can be placed to fix the
lever and the component underneath the operation area.
These details might be very interesting for the engineer
　
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