Practical Teaching Skills for Maritime Instructors Darrell Fisher Curtin University of Technology, Perth, Australia Peter Muirhead World Maritime University, Malmo, Sweden Copyright © Darrell Fisher and Peter Muirhead, 200 All rights reserved For information, write: WMU Publications Citadellsvagen 29 S-20l 24 Malmo, Sweden First Published in Sweden in 2001 Printed in Sweden NOTE The Publishers, while exercising the greatest care in compiling this publication, not hold themselves responsible for the consequences arising from any inaccuracies therein ISBN 91-973372-2-6 Practical Teaching Skills for Maritime Instructors FOREWORD In establishing the World Maritime University in 1983, the International Organization (IMO) recognised that implementation Maritime of its many standards on a global basis needed to be supported by a core of well qualified and trained professionals In relation to maritime education and training, the major instrument for achieving global standards has been the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as amended in 1995 The World Maritime University has been at the forefront over the years in providing over 250 graduates in the field of maritime education and training, representing a core of wellqualified maritime educationalists in the developing world Yet this effort only touches at the edges of the problem of ensuring that all those involved in the training and assessment of seafarers are, in the words of the Convention "appropriately qualified for the type and level of training or assessment involved" This book has been prepared by the authors to assist maritime instructors and others who find themselves involved in maritime education and training activities yet lack pedagogical knowledge and practical teaching skills The focus on practical teaching aspects and new technology provides the reader with the tools to enhance his or her own skills as well as understanding how the requirements of STCW 95 are to be implemented For these reasons I particularly welcome this book, which will help to fill a gap in the global training picture As a newly appointed maritime instructor or as a seafarer thinking of taking up such a role as a profession, you will find much sound practical advice on instructional practices that can help to ensure that the standard of training and instruction is of the highest quality Karl Laubstein Rector, WMU iii Practical Teaching Skills for Maritime Instructors CONTENTS Page Tables and figures Vll Preface IX Acknowledgements Chapter \ Chapter Chapter X Maritime Education and Training and STCW 95 Introduction STCW 95 and the maritime instructor Approval of maritime education and training Qualifications and experience of instructors and assessors Competency based assessment Alternative certification Examination and assessment of evidence Use of simulators Course evaluation Quality standards systems Summary 1 10 11 12 Course Design Introduction Context and situation analysis Writing aims and objectives Selecting content Selecting activities for presenting the curriculum Student evaluation Summary 13 15 18 25 26 30 31 Selecting Appropriate Learning Activities Introduction The Lecture Group work Creating a Good Learning Environment Practical work Individualised study Problem solving Computer assisted learning Simulation Summary 33 33 34 42 46 47 49 49 49 50 50 iv 13 Practical Teaching Skills for Maritime Instructors Chapter Chapter Chapter Chapter Chapter Preparation and Use of Instructional Media 51 Selection of instructional materials Preparation of materials Using instructional media Checking for effectiveness 51 52 62 69 Evaluating Students 71 Evaluation, assessment and measurement Feedback to students and instructors Methods of measurement Assessing and grading students Reliability, validity and practicality Summary 71 72 74 79 87 90 Competency Based Training and Assessment 91 Overview What we mean by competency? Meeting the STCW 95 competency standards Some approaches to CBT Practical assessment of performance Onboard assessment of competence 91 91 92 93 96 98 The use of Marine Simulation for Training and Assessment 101 Simulation performance standards Training by simulator Assessing skills by simulator The role of the instructor The role of the assessor Summary 101 103 109 111 119 120 Course Evaluation 123 Introduction Internal and external evaluation An approach to course evaluation Planning an evaluation The questions to be asked Data collection methods Making judgements Summary 123 124 125 125 127 12~ 137 138 Practical Teaching Skills for Maritime Instructors Chapter STCW 95 and Quality Standards Introduction - why quality standards? The quality framework Quality standards - internal self evaluation Achieving quality standards within an institution External evaluation Role of an external examiner Tasks for an external examiner Guidelines for the process of Quality Assurance Summary Bibliography Appendices Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix 139 139 140 142 143 143 144 145 146 149 151 156 A B C D E F G H I A Basic Course in Teaching Pedagogics Lecture Matrix Competency Based Training Standards: Lookout Competency Based Training Standards: Helmsman Guidance on Shipboard Assessments of Proficiency Training by Simulator: Course Design Example Weighted Criterion Referenced Scoring Sheet General Quality Assurance Framework List of IMO Model Courses by Topic 156 159 160 161 162 167 169 170 171 Glossary of Acronyms and Abbreviations 173 Index 175 VI Practical Teaching Skills for Maritime Instructors TABLES AND FIGURES Tables 1.1 4.1 6.1 6.2 6.3 7.1 7.2 7.3 7.4 7.5 7.6 8.1 9.1 9.2 Page Approval of programs and written documentation Some useful hints in preparing transparencies Manoeuvring the ship during specific operations Range statement Assessment methods Regulation II12: Use of simulators Extract from table A-III Briefing - key elements Simulator familiarization - key elements Conducting and monitoring an exercise - key elements Debriefing - key elements Example of course questionnaire Academic and administrative structures Quality control functions 57 94 95 97 101 108 113 115 117 119 134 141 141 Figures 1.1 1.2 1.3 1.4 2.1 3.1 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 Assessment methods Links for overall standards The functional approach Quality standards - links and interactions A course design model Lecture 'free associate' Feedback on lecture Example of poor font selection Example of a clear font (Arial) Line template for hand-drawn overheads Overlays for step-by-step learning Colour deskjet printer B & W laser printer Canon RE350 video visualizer Document scanner PowerPoint master slide Text and draw tools Text and Excel graphics Text and clip art PowerPoint slide with handout notes Keystone distortion Keystone correction VII 11 31 35 41 53 53 54 55 56 56 58 58 60 60 60 60 61 62 62 Practical Teaching Skills for Maritime Instructors Figures continued 4.16 4.17 4.18 4.19 4.20 5.1 7.1 7.2 7.3 7.4 7.5 7.6 9.1 9.2 Types of OHP Revealing information using masking sheets 35mm slide projector Portable SVGA colour projector LCD computer projection tablet Normal curve of distribution Key processes in training validation Briefing before the exercise Monitoring the exercise - machinery space simulator Monitoring the exercise - shiphandling simulator Debriefing the trainee group Debriefing - peer review group A quality standards framework for the maritime environment Quality assurance mechanism Vlll 63 64 66 67 67 82 106 113 116 116 117 117 140 143 Practical Teaching Skills for Maritime Instructors PREFACE We have written this book particularly for instructors in the maritime training institutions throughout the world It is important for these instructors to be effective teachers if they are to cope with the demands for new training and assessment methodologies placed upon them by the revised STCW Convention (STCW 95) The major objective of STCW95 is to raise both the standards and quality of training and assessment and this will not be achieved without skilled instructors who can maximise the learning of their students The chapters of this book are designed to assist instructors to not only meet this challenge but to provide them with a basis of fundamental pedagogical knowledge and skills to enhance their own effectiveness as teachers The book will also provide useful support to other teachers and instructors coming to grips with a changing learning and training environment The skills required of instructors in maritime training institutions which are covered in this book are course design, selection of suitable learning activities, preparation and use of instructional media, assessment of students including use of competency based training and assessment, use of simulation for training, course evaluation and quality standards We believe the book will assist instructors to use these teaching skills in conjunction with new training technology and new instructional media to meet the new standards We also believe the book will help maritime institutions better enhance quality control provisions by ensuring that all their teaching personnel possess appropriate qualifications and expenence We have enjoyed writing this book and hope that those involved with maritime education and training will gain benefit from its use Darrell Fisher & Peter Muirhead June 2001 IX Emdneer Officer Watchkeeuin2: Module Course Outline The curriculum structure should incorporate the following key elements: Aim(s) and Specific Learning Objectives Entry standards and course hours Maximum number of participants (relate to specific simulator capacity) Course outline (timetable framework) Simulator training exercise scenarios Identify the number and extent of training exercises to be conducted State the main aim and objectives of each Identify the main tasks to be undertaken in each exercise State your basic simulator farniliarisation requirements Describe how the exercise will be monitored and debriefed Aim: To provide trainees with relevant applied skills necessary to fulfil the role as an officer in charge of an engineering watch Specific Learning Objectives The participant will be able to: • Apply basic marine engineering knowledge to safe operation of main propulsion plant and auxiliary systems • Take over, conduct and hand over the watch in accordance with recognised standards and practices • Prepare, start, operate and stop main engines and auxiliaries in accordance with manufacturer's specifications and operational instructions • Identify and rectify basic malfunctions and faults • Use checklists and maintain proper records of activities relating to machinery space facilities and operations • Observe all recognised practices and procedures in relation to avoiding pollution of the environment Exercise Scenarios • • • • • • • • Auxiliary generators & main electrical system Preparation and start up Main Engine: Checks, procedures At Sea-Normal running: watch keeping procedures Port arrival: stopping and shut down operations Auxiliary boiler operations At sea operations Fault rectification Transfer operations: Operate fuel, bilge and ballast line valves & pumps Watchkeeping procedures, logbooks and other checklists APPENDIX I LIST OF IMO MODEL COURSES BY TOPIC (as at February 2001) TRAINING PROGRAMS 1.30 3.12 6.09 7.01 7.02 7.03 7.04 Onboard Assessment Assessment, Examination & Certification of Seafarers Training Course for Instructors Master and Chief Mate Chief and Second Engineer Officer Officer in charge of a Navigational Watch Officer in charge of an Engineering Watch NAUTICAL 1.07 1.08 1.09 1.22 1.27 2.04 Radar Navigation-Operational Level Radar Navigation-Management Level Radar Simulation Ship Simulator and Bridge Teamwork Operational use of ECDIS Maritime Law for Ship's Officers CARGO HANDLING AND SAFETY 1.01 1.02 1.04 1.06 1.10 2.06 Tanker familiarisation Special Training Program on Oil Tanker Operations Special Training Program on Chemical Tanker Operations Special Training Program on Liquid Gas Tanker Operations Dangerous, Harmful and Hazardous Cargoes Cargo and Ballast Handling Simulator EMERGENCY RESPONSE TRAINING 1.13 1.14 1.15 1.19 1.20 1.21 1.23 1.24 1.28 1.29 2.03 Elementary First Aid Medical First Aid Medical Care Personal Survival Techniques Fire Prevention and Fire Fighting Personal Safety and Social Responsibility Proficiency in Survival Craft & Rescue Boats (not Fast Rescue Boats) Proficiency in Fast Rescue Craft Proficiency in Crowd Management for Passenger Ships & RoRo Passenger Ships Proficiency in Passenger Safety, Cargo Safety, Hull Integrity, Crisis Management & Human Behaviour Training on Passenger & RoRo Passenger Ships Advanced Training in Fire Fighting APPENDIX I continued • LIST OF IMO MODEL COURSES BY TOPIC (as at February 2001) ENGINEERING 2.01 2.07 Maintenance Planning and Maintenance Execution + Compendium Engine Room Simulator POLLUTION 1.11 1.12 3.16 MARPOL 73/78 Annex MARPOL 73/78 Annex Oil Pollution Liability and Compensation MANAGEMENT 2.05 5.04 6.08 AND ADMINISTRATION On-board Ship Administration Human Resources Management Maritime Law SURVEY 3.02 3.03 3.04 3.05 3.06 3.07 3.08 3.09 3.10 Survey of Small Craft Survey of Machinery Installation + Compendium Survey of Electrical Installation + Compendium Survey of Fire Appliances and Provisions Survey of LSA and Arrangements Hull and Structural Survey Survey of Navigational Aids and Equipment Port State Control Marine Accident and Incident Investigation + Compendium COMMUNICATIONS 1.25 1.26 General Operator's Certificate for the GMDSS Restricted Operator's Certificate for the GMDSS 10 SEARCH AND RESCUE 2.02 3.13 3.14 Maritime SAR Co-ordinator Surface Search + Compendium Maritime SAR Administration + Compendium Maritime SAR Mission Co-ordinator + Compendium Note: Copies of the above publications can be obtained from The Publishing Service, International Maritime Organization, Albert Embankment, London SE1 7SR, UK GLOSSARY OF ACRONYMS AND ABBREVIATIONS ARPA Automatic Radar Plotting Aid ASF Australian Standards Framework AVCC Australian Vice Chancellors' Committee B&W Black and White CAL Computer Assisted Learning CAORF Computer Aided Operations Research Facility CBI Computer Based Instruction CBT Competency Based Training CBT Computer Based Training CDI Computer Disk Interactive CD-ROM Compact Disk-Read Only Memory CPA Closest Point of Approach CRE Association of European Universities CTS Course to Steer CUCEI College and University Classroom Environment Inventory DNV Det Norske Veritas ECDIS Electronic Chart Display EDR Education & Research ETA Estimated Time of Arrival GMDSS Global Maritime Distress Safety System GPS Global Positioning System IMLA International Maritime Lecturers Association IMO International Maritime Organisation IMSF International Marine Simulator Forum ISO International Standards Organisation LCD Liquid Crystal Display LSA Life Saving Appliances MARS 1M Marine Simulation MARPOL Marine Pollution MET Maritime Education and Training MSC Maritime Safety Committee NMCS National Maritime Competency Standards NMITC National Maritime Industry Training Council NVQ National Vocational Qualifications OHP Overhead Projector OHT Overhead Transparency OOW Officer of the Watch PC Personal Computer RoRo Roll on-Roll off Q&A Question and Answer QA Quality Assurance QSS Quality Standards System SAR Search and Rescue STW Standards of Training and Watchkeeping STCW Standards of Training, Certification and Watchkeeping SVGA Super Video Graphics Array TRB Training Record Book TV Television UN United Nations Organisation USA United States of America VHF Very High Frequency WMU World Maritime University Index Index Aims and objectives, 3, 18, 19,47, 135 Action verbs, 24 Approval of courses, 2, Alternative certification, Anderson, 69 ARPA, 1,9,101 Assessment, 6, 7, 71, 79, 96, 98 competency, 98, 103, 119 criterion referenced, 79, evidence, 8, 96 methods, 97 performance, 9, 96 techniques, 92 Assessors, 4,5, 7,8, 10,92,96,98,99, 103, 109, 110, 111, 121 Association of European Universities, 149 Attitudes, 23 Ausubel, 29 Australian Vice Chancellors' Committee, 146, 149 Benchmark, 3, 91 Bishop, 69 Blackboard, 57 Briefing, 112 Brown and Atkins, 34, 42, 50 Cannon, 51 Case Studies, 44, 45 Certificate of competency, 1,2,4,91, 120 Code A, 2, 5, 8,9, 10,30,92,95,96,97,99, Code B, 2, 109 Competence, 6, 7,8,91,101,107,108 Competency based training, 6, 91 et seq approaches, 93 assessment, 5, 77 element of competency, 94, 97 functions, 93 key features, 93 level, 95 performance criteria, 94, 97 qualification, range statements, 94, 95, 97 standards, 92, 93 unit title, 94 vocational qualifications, 93, 97 Compliance, 11 Convention, 2, 10, 101, 104, 108 Computer assisted learning, 47, 49 Computer based projection, 66 107, 109, 110, 118, 119 Index Course evaluation, 10, 123 et seq achievement tests, 136, 137 analysis of documents, 134,135 approach, 125 data collection methods, 129 data sources, 129 evaluator, 124 external evaluation, 124 formal and informal reports, 136 internal evaluation, 124 interview methods, 131 making judgements, 137 observation methods, 130, 131 planning an evaluation, 125 questionnaire, 132, 133, 134 questions to be asked, 127 self reports, diaries, portfolios, 136 Course design, 13 et seq aims, 19 content, 25, 26 context analysis, 15 external environment, 17 internal environment, instructors, 16 learners, 15 objectives, 20, 21, 22, 23 rationale, 17 scope, 26 situational analysis, 15 student evaluation, 30 writing aims and objectives, 18,23 Criterion referenced assessment, 79, 120 CUCEI,47 Curriculum, 3, 13, 14, 15 course structure, delivery, entry standards, syllabus, Deck watchkeeper, 112 Deeming, 142, 143 Demonstrations, 42, 48 Didactic skills, Det Norske Veritas, 10, 149 Ellington, 69 Engine room simulation, 120 Engineer watchkeeper, 112 Entry standards, Index Evaluation, 10, 71, 123 et seq course, 122 criteria, 97 external, 10 internal, 10 formative, 72, 73 preparative, 72, 73 student, 30 summative, 72, 73 Evidence, 8, 96, 97 Examinations, 2, 8, 9, 12 Excel, 59 Experience, 4, Feedback, 48, 71, 72 Fisher, 46, 47 Fitness for purpose, 12, 139 Formative evaluation 72, 73 Fraser, 46, 47 Functional approach, Functions, 6, 102 Gagne, 27 Giving the lecture, 39, 40 Goals, Good teaching, 33 Goodwin, 90 Grading, 72, 79 et seq by letter, 80 by percentage, 81 criterion referenced, 79 inconsistency in scoring, 88 mastery approach, 80 mean or average, 83 norm-referenced, 80 normal curve of distribution, 81, 82 pass-fail, 79 practicality, 89 reliability, 87 standard deviation, 83, 84, 85 validity, 88, 89 Group work, 42, 43, 44, 45, 46 brainstorming, 44 buzz groups, 44 case studies, 44 co-operative learning, 45, 46 facilitating small group learning, 43 problem solving, 44 seminar, 44 snowballiI1g, 44 Index syndicates, 45 Hammell, 111, 121 Handouts, 37, 61, 62 Harvard graphics, 59 IMO, 17, 18,32,90,99, 102, 121, 127, 138, 149 Institutions, 1, 10, 11 Instructional media, 37, 51 et seq blackboard, 57 check for effectiveness, 69 choice of colour, 53 computer based projector, 66, 67 document scanner, 58 effective lecture slides, 59 font selection, 53 LCD tablets, 67 overhead projectors, 62, 63 powerpoint, 59, 60 preparation of materials, 52 preparing for projection, 63 selection of instructional materials, 51 slide projection (35mm), 66 video and CD-ROM, 68 video visualizer, 58 whiteboard, 57, 65 Instructional technique, Instructors, 1,4, 10,46, 102, 103, 105, 106, 107, 108, 109, 111 et seq Inter-personnel relationships, 46 ISO 9000, 139 Jurs, 90 Kemp, 90 Knowles, 28 Kodak, 59 Laboratory work, 47, 48 Learning activities 33 et seq creating a good learning environment, 46 free associate, 34, 35 giving the lecture, 39,40 handouts, 37 lecture matrix, 38 outcomes of the lecture, 41 outline of the lecture, 36 preparing the lecture, 34 the lecture, 34 Learning theories, 26, 27, 28, 29 Lotus notes, 59 Index Oral examinations, 78 Overhead projector, 62, 63, 64, 65 keystone effect, 62, 63 preparing for projection, 63 reflective type, 62, 63 transmissive type, 62, 63 Overhead transparencies, 37, 54, 55, 56 hand-made, 54, 55 inkjet printers, 56 laser printers, 56 machine produced, 55, 56, 57 masking sheets, 64 overlays, 55, 65 photocopiers, 56 preparing transparencies, 57 revelation techniques, 64 thermal copiers, 56 Owen, 144, 150 Parties, 103 Pedagogical knowledge, 12 Performance measures, Performance standards, 9, 99, 101, 102, 103, 107 Performance criteria, 94, 96 Performance assessment, 96 Photocopiers, 56 Piaget, 27 PowerPoint, 59, 60 Practical training, 9, 98 Practical work, 47 Practicality, 9, 89 Print, 18, 20, 32, 138 Printers, 56 Preparative evaluation, 72, 73 Presentation techniques, 64 Overlays, 55, 65 Revelation, 64 Qualifications, 4, Quality assurance, 11, 139 et seq academic and administrative structures, 141 guidelines for the process, 146, 147, 148 key elements, 140 quality control functions, 141 quality framework, 140 quality manual, 139 role of external evaluators, 144 tasks for external evaluators, 145, 146 Quality standards, 11, 12, 139 et seq internal self-evaluation, 142, 143, 144 Index external evaluation, 143 key elements, 12 the evaluator, 144, 145, 146 Questionnaires, 41, 47 120, 132, 133, 134 Race, 69 Radar, 1,9, 101 Ratings, Ramsden, 148, 150 Reliability, 9,87,96 Research project, 48 Romiszowski, 70 Rountree, 90, 138 Sandberg, 122 Seminars, 44, 47 Selecting content, 25, 26 Shipping industry, Short courses, Simulation, 1,3,5,50, 101 et seq Simulators: use of: 101 et seq aims and objectives, 107 assessing skills by simulator, 109 assessment procedures, 110, 111 assessors, 109, 110, 111 briefing, 112, 113 conducting and monitoring exercises, 115, 116, 117 debriefing, 117, 118, 119 exercises, 107 familiarisation, 114 intervention, 115 instructors, 105 et seq limitations, 114 mandatory training, 101, 103, 107 peer review, 117, 120 performance criteria, 110, 111 performance standards, 101, 102, 103, 107, 120 radar and ARPA, 101, 107, 108 role of the assessor, 119, 120 role of the instructor, 111, 112 scoring, 110 specific learning objectives, 104, 108 task analysis process, 105, 106 trainee, 106 training by simulator, 103 training tasks, 104 transfer of skills, 104 Skill development, 23 Slaughter, 52, 70 Sletner, 150 Index Slides, see instructional media Smith, 32 Stammers, 103, 122 Standard deviation, 83, 84, 85 Standards of competence, 6, 96, 97, 108 STCW 1978, 1,8, 11,34,91,92, 101, 139 STCW 1995,1,5,9,25,91,93,98,101,102,103,120,139 Stufflebeam, 144, 150 Summative evaluation, 72, 73 Syllabus, Taba, 13 Task analysis, 102, 105 Thermal copiers, 56 Tobin, 50 Training objectives, Training record book, 2, 4, 98, 99 Training standards, 93 Tutorials, 44 Understudying, Use of simulators, 101 et seq Validation of training, 105 Validity, 9, 88, 89, 104, 107 Van den Akker, 14 Video, 68 Von Glaserfeld, 28 Walker, 13 Waters, 149, 150 Wheeler, 13 Whiteboard, 57, 65 Wiersma, 90 WMU,4 Word, 59 Worksheets, 48 Writing objectives, 23 Written documentation, Written programs, Yakushenkov, 50 Zade, 122 Z-scores, 85, 86, 87 Practical Teaching Skills for Maritime Instructors A practical handbook for instructors and assessors working with STCW 9S in the maritime education and training sector The advent of the International Convention on Standards of Training, Certification and Watchkeepin~ for Seafarers, 1978, as amended in 1995, commonly known as STCW 95, brought with it man) major changes for those instructors, lecturers and assessors teaching in maritime education an, training centres, colleges and higher education institutions For instructors in maritime training institutions in developing countries in particular, this hand~ is designed to give basic practical advice and guidance on many of the changes introduced b) STCW 95 Major elements given coverage include competency based training, the use of marine: simulators and quality standards systems It has also been designed as a fundamental workin~ pedagogical manual to assist instructors in their daily teaching roles It thus covers aspects such at course design, delivery methods, preparation and use of instructional media and evaluation of student!! and courses The Authors Darren Fisher is an Associate Professor at the National Key Centre for School Science and Mathematics, Curtin University of Technology, Perth, Western Australia He also teaches regularly as a visiting professor at the World Maritime University in Sweden Peter Muirhead is the current Inmarsat Professor of Maritime Education and Training at the World Maritime University, Malmo, Sweden As a consultant, he assisted the IMO in the review of the STCW 1978 Convention ... themselves responsible for the consequences arising from any inaccuracies therein ISBN 91-973372-2-6 Practical Teaching Skills for Maritime Instructors FOREWORD In establishing the World Maritime University... standards framework for the maritime environment Quality assurance mechanism Vlll 63 64 66 67 67 82 106 113 116 116 117 117 140 143 Practical Teaching Skills for Maritime Instructors PREFACE... Laubstein Rector, WMU iii Practical Teaching Skills for Maritime Instructors CONTENTS Page Tables and figures Vll Preface IX Acknowledgements Chapter Chapter Chapter X Maritime Education and Training