Pilot Training Next begins Third Iteration Next Month

Pilot Training Next begins its third iteration in January2020. But, before moving forward, Detachment 24 officials are looking back atlessons learned from PTN version two.

Image credit: US Air Force

The PTN program is part of Air Education and TrainingCommand’s initiative to “reimagine” how learning is delivered to airmen.

“As we innovate, we must take stock in the lessons we’velearned through our first two classes,” said Lt. Col. Ryan Riley, Detachment 24commander. “We are finding ways to transform the way we learn in pilot trainingand doing so, we are defining our challenges, finding our successes andidentifying our failures so we continue to evolve our training.”

The second iteration of PTN capitalized on lessons learned from the first class by integrating new and emerging technologies, as well as more individualized access to learning.

“Our second class demonstrated the value of emergingtechnology like artificial intelligence for pilot training, and PTN versionthree will build upon its success,” Riley said.

PTN version two began January 17, 2019, with 10 active dutyAir Force officers, two Air National Guard officers, two U.S. Navy officers,one Royal Air Force officer and five active duty enlisted airmen.

Of the cohort, 14 graduated in August, with one who moved toextended training and graduated in September, and five did not complete theprogram.

Of those from version two, seven graduates were assigned to fighter aircrafts (four U.S. Air Force Combat Forces, two U.S. Navy, and one Royal Air Force). Three were assigned to Mobility Air Force aircrafts, three were assigned to Air Force Special Operations aircrafts, and one was assigned to a bomber aircraft. One student is awaiting assignment after completion of an undergraduate degree and completion of OTS. Throughout the class, several encouraging lessons learned emerged, including the importance of students’ early access to immersive training devices (ITD).

Prior to the class start date, PTN offered an ITD-onlydistance-learning program to students at the U.S. Air Force Academy in ColoradoSprings, Colorado. Eight students interested in joining PTN had full access torelevant learning materials and artificial intelligence-supported training.

PTN officials selected four of the eight students to joinversion two, and officials found upon the students’ arrival to PTN, thestudents possessed a much greater working knowledge of ITD functionality, T-6basic contact and T-6 basic instruments. Two of the early access students werealso the first to complete every milestone for the flying training.

“There is no doubt that there is great benefit in the use ofITDs in training,” said Lt. Col. Robert Knapp, Det 24 operations officer. “Wenoticed that students with early access had a rapid ability to ingest data andperform — meaning they can perform faster and improve quicker.”

In addition to early access, another key lesson learned wasthe value of students’ access to ITDs 24 hours a day, seven days a week, intheir living quarters. While the access was invaluable, the home ITDs wereunderutilized because of the students’ lack of time due to their on-dutytraining schedules.

“Unlike traditional undergraduate pilot training which cantake up to a full year to complete, PTN students only have six to eight monthsto learn the content,” said Knapp. “This leaves little downtime so we will needto re-evaluate the need for in-home devices. Ultimately, we want to make surewe don’t lose the vital element of 24/7 access.”

Another lesson learned was that while PTN’s curriculum isexecuted in a student centric learning style, the need for instructordevelopment is critical. “The instructor pilot role here is more important nowthan ever,” said Riley. “The individualized approach to training can expeditethe learning timeline and it also creates unique scheduling challenges that ourinstructor pilots will need to address.”

In addition to training provided by IPs, students also tookadvantage of an artificial intelligence instructor tool known as VIPER, whichplayed a vital element for the individualized and continuously accessibletraining environment.

“PTN provides an individualized training approach driven bystudent preference to accelerate learning,” Riley said. “We are graduatingstudents based on competencies, not time. Technologies like VIPER, immersivetraining devices, and innovative students and instructor pilots are making it possible.”