SimBLEND Overview
SimBLEND research is intended to produce an innovative and commercially-viable Simulation-Based Learning Environment for Network Defense (SimBLEND) that couples computer-based instruction with computer game-based simulations. Research will also examine alternative training simulation strategies that may be availed through national cybersecurity test beds and other synthetic data generation systems tailored for CND that have been developed in other government programs, and which may yield significant opportunity to improve decision-making effectiveness.
SimBLEND: Issues
An initial analysis identified a number of issues that must be addressed to optimally integrate courseware and simulations for network defense training.
- CND training can be a mundane, even boring, subject area. Producing a training system that thoroughly engages trainees is key to teaching those fundamentals of computer network defense that can improve decision-making and related cognitive tasks in evaluating network configurations, packet flows, usage trends, connectivity patterns, and formulating remedial actions. Taking a game-based approach to simulation will provide a compelling environment for learning.
- An integrated Learning Management System (LMS) is required to provide centralized management of the CBT and CND simulation content as well as trainee progress information. The LMS will determine which subject matter is presented in the CBT and the related simulation that is available to a given trainee at any given time.
- CND incident simulations that provide individual trainees with opportunities to defend notional net-works against an automated, “master” opponent must synchronize with the specific learning objectives of the CBT component. The integrated training system must have the ability to configure the game-based aspects of the simulation component so that concurrent subject matter initially presented through structured courseware is amplified and reinforced during practical exercises.
- The integrated CND training system must be able to synchronize the status of course learning objec-tives between an LMS and a simulation engine. A simulation scenario may be designed to track many assessment variables internally, but it needs to be able to provide data values in a format that an LMS is able to understand.
- The system must allow in-depth assessments of a trainee’s performance against established training objectives while the simulation is running. Related features will monitor a trainee’s progress to provide optional in-progress status reports that permit the trainee to learn from his mistakes and subsequently modify his performance during a practical simulation to observe the resultant effects, rather than wait-ing until a full evolution is completed.
- Progress through all components must follow a hierarchical skill-ascendancy model that coordinates progression through the subject courseware, to include the CBT as well as the simulation component. For example, succeeding simulation events need to build from both the concurrent CBT module as well as previous simulation scenario experience.
