The soldier centered learner model

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The modern Warfighter is a complex being operating inside a complex environment. Understanding and modeling the relationship of the Warfighter to his environment can help researchers better understand the necessary training environment. The Army Research Laboratory, Human Research and Engineering Directorate, Simulation and Training Technology Center (ARL-HRED STTC) has established the Soldier-Centered Army Learning Environment (SCALE) research program, supporting the Training & Doctrine Command (TRADOC) Army Learning Model. SCALE is investigating an ontological approach to understand these complexities from an education and training perspective. A particularly challenging aspect of the research was to develop a reference model that could be used for data management within a learning management system without being exceedingly complex. In understanding these relationships, and relating all data to nodes within the ontology, the SCALE research project is approaching the storage, development and administration of training in a cohesive and data-driven environment. This paper presents a draft reference model of the Soldier-centered environment, as well as an overview of how this data could be used along with instructional design principles to manage training.

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Purpose – Many educators have advocated constructivist‐based pedagogies as a way to develop the skills needed in knowledge societies. However, many countries have a tradition of instructivist‐based practices, which rely on didactic lectures, rote memorization and high‐stakes exams. The purpose of this paper is to conceptualize the reactions to constructivist‐based pedagogy in instructivist‐based learning cultures. Design/methodology/approach – The author employs a literature review to compare the philosophical and pedagogical differences between constructivism and instructivism, and proposes a conceptual model for introducing constructivist‐based pedagogies into instructivist learning cultures. Findings – The needs of teachers, students, and institutions intersect during pedagogical innovations, which take place within national systems. The alignment between students' and teachers' educational philosophies, as well as an institutional system's resources, policy, and culture can bring conflict or congruence, as teachers, students, administrators and other stakeholders dismiss, adapt, ignore or celebrate the (mis)alignment. Originality/value – The model described in this paper is intended to serve as a guide for educators who are introducing innovative pedagogies in a variety of settings, and will continued to be validated through a design‐research study in Oman.