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EXPERIENCE. INNOVATION. TECHNOLOGY


The integrated approach used by our company in creating simulators has been successfully tested at many enterprises and has shown high efficiency. The company attaches great importance to conducting research in the field of e-learning and the use of computer simulation simulators. The employees of our company are candidates of technical sciences, the scientific activity of which is aimed specifically at the development of simulators for staff training. Our employees are authors of monographs and books on the development and use of simulators. We are constantly improving the technology for the production of simulators to achieve the maximum efficiency of staff training.

Our simulators are used for systematic training, i.e. ensure the assimilation of a certain combination of skills, abilities and procedures. The simulator's tasks are to ensure that the acquired materials or skills conform to the requirements of the upcoming work, the effectiveness of the educational process, and also to ensure that the stereotypes learned during training are successfully transferred to the conditions of real work.

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The level of correspondence of the synthesized image and sound to the original is an important factor on which the effectiveness of the simulator as a whole depends. Real equipment is rarely silent. Very often, the sound carries a lot of information about the operation of the equipment or ongoing processes. A change in the sound picture often indicates an accident. The synthesized image of any object, part or process must be recognizable. Failure to comply with these requirements can lead to a loss of user time in trying to understand what he sees and hears, which significantly reduces the effectiveness of training.

The probability of each personnel error on a real system is equal to the probability of error on a simulator that is completely identical to the real system (a system that faithfully reproduces the real one). If the simulator differs from the real system, the efficiency of not only training, but also mainly the transfer efficiency changes (the student can “learn” to work on the simulator, but not on the real object). An identical real system is a system that provides the generation of a real model in accordance with the mathematical model of this real system using software or hardware. In this case, the identity of a real system is understood as the identity of supplying software or hardware-controlled influences to the main channels of user perception and a realistic response of the simulated environment to the actions performed by users. In accordance with the physiological characteristics of a person, the following analyzers are understood as channels of perception: Visual; Auditory; Cutaneous; Kinestatic; Vestibular; Flavoring; Olfactory as well as organic sensitivity.

The quality of the generated virtual environment in our simulators (3D graphics and sound) corresponds to the maximum level of similarity - physical when using VR equipment and psychophysical when using standard input-output devices.

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Synthesis of 3D images is an integral part of the simulator, but a high-quality simulator performs many other functions, often "invisible" to the user.

The control system simulation reliably recreates the operator interface for controlling automation objects and technological processes (upper level).
The distributed computing and simulation system provides multi-user access to the simulator and the ability to integrate the simulator into a distributed simulator system (OPC, IEEE1516 standards).


A mathematical model of a technological scheme is a system of mathematical relationships that describe, with the required accuracy, a simulated object or process (the reaction of the system to the actions of a user or instructor). The high adequacy and versatility of the simulator model determines the correspondence of the behavior of the real system and the behavior of the model in the normal and emergency modes. Adequacy is understood as the ability of the model to reflect the given properties of the object with acceptable accuracy. The universality of the model is determined by the number of parameters taken into account in the simulation process. Our company has its own patented technology for the synthesis of high-precision mathematical models operating in real time.

Instructor workstation. The instructor, unlike other participants in the training, does not participate in the fulfillment of the training task, but performs other functions, such as: loading the control point (state); preservation of any control point as initial initial conditions for subsequent training; introduction of malfunctions set by the instructor during training; running pre-written scripts; changing equipment parameters and environmental conditions, etc.

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The simulator should be integrated into the existing personnel training system of the company. To do this, we support the most comprehensive set of standards and specifications:


SCORM 2004.
xAPI (TINCAN).
CMI5.
OPC
IEEE1516.

STAGE 1


The formation and control of personnel knowledge - purpose, composition, devices, operating principle, safety rules, features.


Creation of an overview presentation, systematization and generalization of knowledge on equipment or process, perception and understanding of information communicated by the simulator. A key feature that distinguishes this type of simulators from others is a fairly pronounced field of teaching methods, i.e. the purpose of training, the method of assimilation and the nature of the interaction of subjects of training This type of simulators is used for the initial formation of knowledge necessary for solving problems related to the field of activity of future specialists. More pronounced subject learning.


Gaining knowledge on the basis of the process of obtaining and processing experimental data - quantitative characteristics of real physical quantities that determine the behavior of the studied object, process or phenomenon, confirming or refuting the formulated target functions of the training.


Practical study of the device, the principle of operation, commissioning, adjustment of equipment, characteristic of the mastered profession. This type of simulators is used for the initial formation of skills necessary to solve problems related to the field of activity of future specialists. More pronounced subject learning.

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2 STAGE


Performing typical operations when working with individual elements of the technological scheme (starting up the equipment, stopping, inspecting, detecting faults, safety rules, tuning, etc.)

Training in the use of acquired knowledge in solving complex problems related to the field of activity of future specialists. A key feature that distinguishes this type of simulators from others is a fairly pronounced field of teaching methods, i.e. the purpose of training, the method of assimilation and the nature of the interaction of subjects of training This type of simulators is used in teaching the use of previously acquired knowledge in solving complex problems related to the field of activity of future specialists. Operational rather than substantive learning is more pronounced.

Assessment of skills and professional skills of specialists with a view to their subsequent certification or certification -> Answers to questions (theory), correct implementation of actions (practice). The field of training methods for imitators for certification and certification is close to simulators and workshops, with the difference that the process of formation or improvement of professional skills and abilities of students is more pronounced, but their assessment and diagnosis. This type of simulators is used as a pedagogical test - a tool designed to measure student learning, and consisting of a system of test tasks, a standardized procedure for conducting, processing and analyzing results. Testing performs three main interrelated functions: diagnostic, training and educational.

Practical study of the device, the principle of operation, commissioning, adjustment of equipment, characteristic of the mastered profession -> Fulfillment of tasks identical to routine maintenance. The field of training methods for simulators for the workshop is close to simulators, with the difference that the process of formation, rather than improvement, of the trainees' professional skills and abilities is more pronounced, i.e., subject-based rather than operational learning is more pronounced.

Formation and improvement of trainees' professional skills and abilities necessary for them to manage a material object without being tied to a technological scheme -> Repeated performance by students of the actions characteristic of managing a real object. The simulator is a tool for the formation of skills, a means of operational, but not substantive training. The simulators form the skill through exercises that, according to the psychological structure, coincide with real actions and have specific goals, a special composition of perception, attention and thinking.

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3 STAGE
Performing typical operations on the full technological scheme of the facility (UPSV, BKNS, CSN, etc.).

The formation and improvement of the trainees' professional skills and abilities that they need to manage a material object with reference to the technological scheme -> Repeatedly performing actions by the students that are inherent to managing real objects of the technological scheme. The simulator is a tool for the formation of skills, a means of operational, but not substantive training. Simulators form a skill through exercises that, in psychological structure, coincide with real actions and have specific goals, a special composition of perception, attention and thinking

Simulators simulate the entire technological scheme of the object. This approach allows you to perform the following training tasks (work with the participation of an instructor, the instructor sets all the training tasks, the instructor also evaluates the actions of the staff; work according to predefined scenarios - the assessment of actions is performed automatically). The training scenarios in this case are fully consistent with company regulations. Simulators are completely based on the mathematical model of the technological scheme - a system of mathematical relationships that describe the simulated object or process with the required accuracy. The high adequacy and versatility of the simulator model determines the correspondence of the behavior of the real system and the behavior of the model in the normal and emergency modes. Adequacy is understood as the ability of the model to reflect the given properties of the object with acceptable accuracy. The universality of the model is determined by the number of parameters taken into account in the simulation process. If necessary, the model can take into account the deformation of solids (acoustic impact, stability, fracture mechanics), heat transfer (heat conduction, convection and radiation), acoustic phenomena, chemical reactions, electromagnetic effects, effects on the ecosystem, etc.