As I continue to research different journal articles and other reference material for my topic, I find myself surrounded by many great resources. My topic is currently on: Feasibility of online assessment in high stress learning environments: An air traffic control perspective. As with much of my research, I try to look at what has been done in the past or at least learn from it. As George Santayana (2020) would say, “those who cannot remember the past are condemned to repeat it” (para. 3). I decided to take a good close look at Weller’s (2020) book: 25 Years of Ed Tech, in order to see if history can provide insights into my critical inquiry.
Although hoping for some direct primary research to my topic, it was difficult to find relevant material within this book. However, instead of finding information directly linked to the potential feasibility of online assessments, I was able to find secondary applications that could aid in the effectiveness of online assessments within air traffic control. One of these such applications was the use of digital badges. Digital badges are a “good example of how ed tech [has] evolve[ed] when several other technologies…[have made] the environment favour[ed] for their implementation” (Weller, 2020, p. 151). Air traffic control contains complicated operations that are difficult to become proficient at, simply due to its increasing complexity in each stage of training. For the student, complexity increases in many areas such as, but not limited to: knowledge, understanding of air traffic control principles, ability to maintain situational awareness, communications, visual and auditory acuity, advanced problem-solving, and the ability to perform exceptionally well under numerous pressure variables (time, risk-factors, weather, multiple sensory inputs etc.). Assessments are done routinely and the standard passing marks for each test usually lies between 85-95%, any marks lower than this are considered an auto-fail. Weller (2020) does suggest that digital badges do have the potential to be effective within digital learning environments in which they are employed, particularly due to “help[ing] to structure courses into manageable chunks, with convenient awards along the way” (p. 154). Iafrate (2017), a writer for eLearning Industry, stated that, “badges have been successfully used to set goals, motivate behaviours, represent achievements and communicate success in many contexts…badges can have a significant impact, and can be used to motivate learning, signify community and signal achievement” (para. 5). Within a pure military context, the recognition of personnel has been a long-standing and significant part within all levels of the military, regardless of rank. I truly wonder if digital badges can be a new endeavour to assist in military digital learning environments?
The incorporation of digital badges within specified stages of air traffic control learning, particularly following successful digital online assessments, deserves further research and thought. I am contemplating even having a meeting on the topic with my fellow supervisors. I can definitely see the benefit of looking at the history of Ed Tech – I am very glad I read Weller’s book. The past is filled with many failures and successes, but sometimes you just need to apply past inventions with some fresh innovative ideas. Who knows what positive outcomes you will see?
Reference
George Santayana. (2020, April 29). In Wikipedia. Retrieved from https://en.wikiquote.org/wiki/George_Santayana#Quotes_about_Santayana
Iafrate, M. (2017, November 06). Digital badges: What are they and how are they used. Elearning Industry. Retrieved from https://elearningindustry.com/guide-to-digital-badges-how-used
Weller, M. (2020). 25 years of ed tech. Veletsianos, G. (Eds). Edmonton, AB: AU Press. doi: https://doi.org/10.15215/aupress/9781771993050.01
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