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AICC - Overview
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Terms of use
These contents have been obtained from the Aviation Industry CBT Committee (AICC) official Web site and edited for presentation. Please refer to the Aviation Industry CBT Committee (AICC) official Web site for additional information on terms of use.
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General
Aviation Industry CBT Committee
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The Aviation Industry CBT (Computer-Based Training) Committee (AICC) is an international association of technology-based training professionals. It was formed out in 1988 of a need for hardware standardization of CBT delivery platforms. The AICC has since branched into several other areas.
The AICC develops guidelines for aviation industry in the development, delivery, and evaluation of CBT and related training technologies. The objectives of the AICC are as follows:
- Assist airplane operators in development of guidelines which promote the economic and effective implementation of computer-based training (CBT).
- Develop guidelines to enable interoperability.
- Provide an open forum for the discussion of CBT (and other) training technologies.
The AICC wants the aviation training community to get the best possible value for its technology-based training dollar. The only way that this is possible is to promote interoperability standards that software vendors can use across multiple industries. With such standards a vendor can sell their products to a broader market for a lower unit cost. AICC recommendations are fairly general to most types of computer based training and, for this reason, are widely used outside of the aviation training industry. |
Membership
AICC members are an international group of airplane manufacturers, aviation trainers (military, commercial, and civilian), government/regulatory agencies, computer software vendors, and CBT courseware developers. ADL is one of its members. |
Meetings
The AICC meets three times per year. Two meetings are typically held in North America and one in Europe. The meeting locations are determined by the availability of meeting hosts. Typically an AICC member company will serve as a meeting host. |
Terms of use
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These contents have been obtained from the Aviation Industry CBT Committee (AICC) official Web site and edited for presentation. Please refer to the Aviation Industry CBT Committee (AICC) official Web site for additional information on terms of use.
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The AICC is organized by subcommittee. Each subcommittee has a specific charter defining its duties. The AICC subcommittees are currently as follows:
- CMI (Computer Managed Instruction) Subcommittee. Its main goal it to create guidelines to enable interoperability of CBT and CMI system from different vendors. These guidelines would also enable different CMI analysis tools to be used with the same CBT lesson outputs
- Communication Subcommittee. The charter of the AICC Communications Subcommittee is to facilitate communications within the AICC and with external organizations. Specifically, the Communications Subcommittee:
- Develops standard formats for reports
- Develops and maintains a briefing that can be given to other organizations to explain the purpose, charter, and accomplishments of the AICC
- Informs the aviation industry of AICC activities by submitting articles to the aviation industry press
- Coordinates AICC activities with other aviation industry groups including the ATA, IATA, and AIA
- Coordinates AICC activities with standards-making groups affected by the AICC guidelines such as the IEEE, IMS, and ADL
- Coordinates AICC activities with rule-making bodies including the FAA and JAA
- Maintains and promotes an AICC bulletin board system to facilitate internal communications
- Management and Processes Subcommittee. It provides recommendations and guidelines to the Computer-based Training community that identifies the attributes of "Good CBT" processes and product
- Digital Electronic Library Systems (DELS) Subcommittee. This subcommittee was formed to help the airlines transition into the new world of digital data and on-line information. Integrating CBT with an airline's digital information is a challenge this group is attempting to meet. The following items are covered:
- structuration of courses
- identification, classification of learning objects
- metadata associated to learning objects
- configuration management of learning objects
- access to the information
- menus and routers
- Independent Test Lab Subcommittee. The Independent Test Lab subcommittee administers the work of the AICC-authorized Independent Testing Labs. These labs are contracted with by the AICC to conduct conformance testing as an independent 3rd party. The duties of this subcommittee are as follows:
- Select test lab locations
- Set objectives for the test lab(s)
- Establish test conformance test procedures for selected AICC AGR's (AICC Guidelines & Recommendations)
- Administer AICC certification and compliance logo programs
- Prioritize and schedule tests with the test lab locations
- Publish test results
- Write summaries of the formal test reports
- Training Infrastructure Subcommittee. The charter of the Training Infrastructure Subcommittee is to:
- Maintain a balanced recommendation on the use of different windowing and operating systems (including networks) for courseware delivery
- Provide for future migration and portability across evolving systems
- Promote and maintain guidelines for courseware delivery stations which support various forms of courseware and delivery environments
- Develop, promote and maintain guidelines for standardized CBT practices such as learner navigation and industry standards such as phase of flight nomenclature
- Training Technology Subcommittee. The charter of the AICC Training Technology Subcommittee is to promote the new information technologies for aviation training in close cooperation within other subcommittees:
- Provide a comprehensive view of new and different technologies available for aviation training
- Demonstrate applications of new (and existing) technologies as they would apply to aviation training
- Provide visibility as to when new technologies will be available and practical
- Develop technical reccomendations for the use of new training technologies
- Make our members aware of the long life span of their legacy data provide advice for "smooth" data migration as new training technologies are introduced
- Coordinate new training technology discussions with other organizations including the ATA104, TICC, IEEE/LTSC
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Terms of use
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These contents have been obtained from the Aviation Industry CBT Committee (AICC) official Web site and edited for presentation. Please refer to the Aviation Industry CBT Committee (AICC) official Web site for additional information on terms of use.
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The AICC develops technical guidelines (know as AGR's) and their related specifications. AGR stands for AICC Guidelines & Recommendations (AGR's). As the name implies, AGR's are technical recommendations. Each AGR makes a technical recommendation in a specific area. For example, AGR-002 is the recommendation for workstation hardware. AGR's are usually brief. If a significant amount of technical detail is described, the AGR will reference one or more AICC White papers or Technical documents. The AICC has 11 AGR's (AGR-002 thru AGR-012). AGR-001 is listing of all AICC AGR's and is not considered an actual recommendation.
The following are some of the outputs that the AICC has done over the years:
- 1994-1999 Publications (AGR-001) Describes the documents published by AIC.
- 1995-2006 Courseware Delivery Stations (AGR-002). It contains recommendations for the acquisition of Computer Based Training (CBT) student delivery Systems. The platform incluyes computer, monitor, operating system and Peripherals devices.
- 1992 -1997 A DOS-based digital audio guideline (AGR-003) before the advent of window multimedia standards. The guideline enabled end-users to use one audio card for multiple vendors' CBT courseware. Due to the huge amount of CBT legacy courseware, this guideline is still in use.
- 1991 - 1999 Courseware Delivery Stations: software (AGR-004). This AGR has been merged in AGR2
- 1992 Peripheral Devices (AGR-005). Promote the interoperability of the following Peripherals devices: cideo overlay card, video disk placer and XY input device (such as a Couch screen, Mouse or trackball).
- 1993 - 1998 A guideline for CMI (LMS) interoperability . This guideline (AGR-006) resulted in the CMI systems that are able to share data with LAN-based CBT courseware from multiple vendors. There are some important Technical Reports on this subject:
- CMI001 – AICC/CMI Guidelines for Interoperability
- CMI008 – AICC/Web-based CMI Certification Testing Procedures
- CMI010 – Package Exchange Notification Services
- CMI012 – Packaging Specification
- CMI013 – XML for CMI Communication
- 1995 Courseware Interchange (AGR-007). It incluyes guidelines for the interchange of the elements that occur in the CBT courseware, such as: text, Graphics, motion, audio and logic.
- 1995 Digital Video (AGR-008). This incluyes guidelines for the creation, distribution and use of digital video in CBT courseware.
- 1996 A navigation icon guideline (AGR-009) to help standardize the student user controls in CBT.
- 1998 The CMI (LMS) specifications were updated to include web-based CBT (or WBT). This new web-based guideline is called AGR-010.
- 1999 The CMI (LMS) specifications were updated to include a JavaScript API interface. (This the basis of the SCORM runtime environment)
- 2005 The Package Exchange Notification Services (PENS) guideline (AGR-011) allows Authoring/Content Management system to seemless integrate publishing with LMS systems.
- 2005 -2008 Training Development Checklist (AGR-012) describes a check list of AICC guidelines to consider before purchasing or developing CBT/WBT content or systems.
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Terms of use
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These contents have been obtained from the Aviation Industry CBT Committee (AICC) official Web site and edited for presentation. Please refer to the Aviation Industry CBT Committee (AICC) official Web site for additional information on terms of use.
Print
| The AICC actively coordinates its efforts with broader learning technology standards organizations like IMS, ADL, ISO SC/36, and IEEE/LTSC. |
With the Advanced Distributed Learning (ADL) Initiative
The ADL an initiative started by the U.S. Department of Defense and the White House Office of Science and Technology Policy (OSTP). Its goals are to accelerate standardization within the online-learning industry in order to promote more cost effective training for the government/military and the national work force.
- ADL and AICC are coordinating efforts through the IEEE/ LTSC (Learning Technology Standards Committee)
- ADL & AICC are also collaborating on the development of comprehensive compliance testing procedures for CMI001 (AICC/CMI Guidelines for Interoperability)
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With the European Institute for E-learning (EIfEL)
EIfEL is an independent, not-for-profit European professional association whose mission is to support organisations, communities and individuals in building a knowledge economy and a learning society through innovative and reflective practice, continuing professional development and the use of knowledge, information and learning technologies.- EIfEL and AICC collaborate directly on promoting interoperability in events such as interoperability plugfests.
- EIfEL and AICC also coordinate efforts through LETSI and the IEEE LTSC (Learning Technology Standards Committee)
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With the IEEE P1484 - Learning Technology Standards Committee (LTSC)
This IEEE standards group is developing technical Standards, Guidelines, and Recommended Practices for the area of Computer-Based Learning, with the goal of enabling tools, courseware, information, and services to be developed, acquired, and utilized on a component basis.- The AICC has formally submitted the AICC/CMI Guidelines for Interoperability (CMI001) to the IEEE/LTSC (Learning Technology Standards Committee) and is actively pursuing its adoption as an IEEE standard (P1494.11)
- The AICC has a representative on LTSC advisory committee.
- The AICC plans to adopt IEEE LOM (learning Object Metadata) or content packaging specifications where practical in future releases of CMI001 (AICC/CMI Guidelines for Interoperability) and/or related specifications
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With the IMS Global Consortium
The IMS Global Consortium is open consortium of industry and education members who are developing a framework for distributed computer-based learning. The IMS project is in the process of defining standards for learning objects and Instruction Management Systems. These standards include metadata for cataloging and retrieval and an object model for dynamic communication.- IMS and AICC coordinate efforts through the IEEE/ LTSC (Learning Technology Standards Committee)
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With LETSI
LETSI is an nternational federation devoted to Learning, Education, and Training System Interoparability. LETSI will ultimately assume responsibiility for the evolution of SCORM specifications.- The AICC is a charter participant active in the establishment of LETSI.
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With ISO/IEC JTC1 SC36
ISO/IEC JTC1 SC36 is a ISO committee that develops International Standards in information technology in the areas of Learning, Education, and Training.
The AICC has established a formal liason with ISO/IEC JCT1 SC36.
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With NUWCK
U.S. Naval Undersea Warfare Center (NUWCK) at Keyport, Washington
- NUWCK is an AICC-authorized independent test lab (ITL)
- NUWCK is authorized to conduct AICC certification testing for Military, Government, and Commercial organizations
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With UNM/COE-OLIT
University of New Mexico, College of Education - Organizational Learning and Instruction Technology (UNM/COE-OLIT) at Albuquerque, New Mexico
- UNM/ COE-OLIT is an AICC-authorized independent test lab (ITL)
- UNM/ COE-OLIT is authorized to conduct AICC certification testing for Commercial organizations
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