Slideshows by User: kalyansg http://www.slideshare.net/ http://www.slideshare.net/images/logo.gif Slideshows by User: kalyansg http://www.slideshare.net/ Fri, 27 Nov 2009 09:57:17 GMT SlideShare feed for Slideshows by User: kalyansg Course Spec Front Matter Imo 6.09 http://www.slideshare.net/kalyansg/course-spec-front-matter-imo-609-2595117
Suggested Format for Course Specification by Kalyan Chatterjea, Head, Research & Consultancy, Malaysian Maritime Academy, Malacca, Malaysia.]]>
Suggested Format for Course Specification by Kalyan Chatterjea, Head, Research & Consultancy, Malaysian Maritime Academy, Malacca, Malaysia.]]> Fri, 27 Nov 2009 09:57:17 GMT http://www.slideshare.net/kalyansg/course-spec-front-matter-imo-609-2595117 kalyansg@slideshare.net(kalyansg) Course Spec Front Matter Imo 6.09 kalyansg Suggested Format for Course Specification by Kalyan Chatterjea, Head, Research &amp; Consultancy, Malaysian Maritime Academy, Malacca, Malaysia. <img src="http://cdn.slidesharecdn.com/coursespec-frontmatter-imo-6-09-091127035728-phpapp01-thumbnail-2?1259316102" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Suggested Format for Course Specification by Kalyan Chatterjea, Head, Research &amp; Consultancy, Malaysian Maritime Academy, Malacca, Malaysia. Course Spec Front Matter Imo 6.09
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]]> 100 0 http://cdn.slidesharecdn.com/coursespec-frontmatter-imo-6-09-091127035728-phpapp01-thumbnail-2?1259316102 document http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Stcw Some Relevant Details http://www.slideshare.net/kalyansg/stcw-some-relevant-details
by Captain Mazlan, Malaysian Maritime Academy, Malacca]]>
by Captain Mazlan, Malaysian Maritime Academy, Malacca]]> Wed, 25 Nov 2009 15:18:15 GMT http://www.slideshare.net/kalyansg/stcw-some-relevant-details kalyansg@slideshare.net(kalyansg) Stcw Some Relevant Details kalyansg by Captain Mazlan, Malaysian Maritime Academy, Malacca <img src="http://cdn.slidesharecdn.com/stcw-somerelevantdetails-091125091846-phpapp01-thumbnail-2?1259162438" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> by Captain Mazlan, Malaysian Maritime Academy, Malacca Stcw Some Relevant Details
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]]> 82 0 http://cdn.slidesharecdn.com/stcw-somerelevantdetails-091125091846-phpapp01-thumbnail-2?1259162438 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted TOT@Alam Session 01 http://www.slideshare.net/kalyansg/totralam-session-01
]]>
]]> Tue, 24 Nov 2009 14:34:01 GMT http://www.slideshare.net/kalyansg/totralam-session-01 kalyansg@slideshare.net(kalyansg) TOT@Alam Session 01 kalyansg <img src="http://cdn.slidesharecdn.com/training-of-traineralam-session-01-091124083403-phpapp02-thumbnail-2?1259073410" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> TOT@Alam Session 01
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]]> 44 0 http://cdn.slidesharecdn.com/training-of-traineralam-session-01-091124083403-phpapp02-thumbnail-2?1259073410 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Towards A Digital Repository http://www.slideshare.net/kalyansg/towards-a-digital-repository
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.]]>
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.]]> Thu, 01 Oct 2009 12:42:00 GMT http://www.slideshare.net/kalyansg/towards-a-digital-repository kalyansg@slideshare.net(kalyansg) Towards A Digital Repository kalyansg While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more &amp; more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies. <img src="http://cdn.slidesharecdn.com/towardsadigitalrepository-091001074203-phpapp02-thumbnail-2?1254401014" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more &amp; more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies. Towards A Digital Repository
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]]> 175 0 http://cdn.slidesharecdn.com/towardsadigitalrepository-091001074203-phpapp02-thumbnail-2?1254401014 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Towards A Digital Repository of Ship-Operations http://www.slideshare.net/kalyansg/towards-a-digital-repository-of-shipoperations
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.]]>
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.]]> Tue, 29 Sep 2009 13:46:13 GMT http://www.slideshare.net/kalyansg/towards-a-digital-repository-of-shipoperations kalyansg@slideshare.net(kalyansg) Towards A Digital Repository of Ship-Operations kalyansg While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more &amp; more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies. <img src="http://cdn.slidesharecdn.com/digital-ship-paper-090929084624-phpapp02-thumbnail-2?1254231996" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more &amp; more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies. Towards A Digital Repository of Ship-Operations
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]]> 197 0 http://cdn.slidesharecdn.com/digital-ship-paper-090929084624-phpapp02-thumbnail-2?1254231996 document http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted English and Bengali, together they make me truly me… http://www.slideshare.net/kalyansg/english-and-bengali-together-they-make-me-truly-me
Rhea Chatterjea, a Singaporean student of Raffles Girls’ School, won the 4th Prize in Class A of the Royal Commonwealth Society Essay Competition in 2006 with an essay on juggling her Bengali and English identities and languages. English “brings me closer to my intellectual, pragmatic, practical and everyday aspirations. It allows me to understand the world that revolves around me. English enables me to become competent, compatible and competitive” writes Rhea. However, through the opportunities offered by the Singaporean education system, Rhea was able to learn Bengali, her mother tongue. The new generations in Singapore never had cropped wings. They were allowed to soar to their maximum capabilities and challenge themselves to reach height never before achieved. English, German, French, Mandarin, Malay, Tamil, Japanese – I could do it all if I wanted to…In short, I was given the opportunity to feel what it meant to be a true Bengali. Rhea is presently a medical student in Cambridge University, UK.]]>
Rhea Chatterjea, a Singaporean student of Raffles Girls’ School, won the 4th Prize in Class A of the Royal Commonwealth Society Essay Competition in 2006 with an essay on juggling her Bengali and English identities and languages. English “brings me closer to my intellectual, pragmatic, practical and everyday aspirations. It allows me to understand the world that revolves around me. English enables me to become competent, compatible and competitive” writes Rhea. However, through the opportunities offered by the Singaporean education system, Rhea was able to learn Bengali, her mother tongue. The new generations in Singapore never had cropped wings. They were allowed to soar to their maximum capabilities and challenge themselves to reach height never before achieved. English, German, French, Mandarin, Malay, Tamil, Japanese – I could do it all if I wanted to…In short, I was given the opportunity to feel what it meant to be a true Bengali. Rhea is presently a medical student in Cambridge University, UK.]]> Tue, 29 Sep 2009 12:12:32 GMT http://www.slideshare.net/kalyansg/english-and-bengali-together-they-make-me-truly-me kalyansg@slideshare.net(kalyansg) English and Bengali, together they make me truly me… kalyansg Rhea Chatterjea, a Singaporean student of Raffles Girls’ School, won the 4th Prize in Class A of the Royal Commonwealth Society Essay Competition in 2006 with an essay on juggling her Bengali and English identities and languages. English “brings me closer to my intellectual, pragmatic, practical and everyday aspirations. It allows me to understand the world that revolves around me. English enables me to become competent, compatible and competitive” writes Rhea. However, through the opportunities offered by the Singaporean education system, Rhea was able to learn Bengali, her mother tongue. The new generations in Singapore never had cropped wings. They were allowed to soar to their maximum capabilities and challenge themselves to reach height never before achieved. English, German, French, Mandarin, Malay, Tamil, Japanese – I could do it all if I wanted to…In short, I was given the opportunity to feel what it meant to be a true Bengali. Rhea is presently a medical student in Cambridge University, UK. <img src="http://cdn.slidesharecdn.com/rheascommonwealthessay-090929071245-phpapp02-thumbnail-2?1254228645" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Rhea Chatterjea, a Singaporean student of Raffles Girls’ School, won the 4th Prize in Class A of the Royal Commonwealth Society Essay Competition in 2006 with an essay on juggling her Bengali and English identities and languages. English “brings me closer to my intellectual, pragmatic, practical and everyday aspirations. It allows me to understand the world that revolves around me. English enables me to become competent, compatible and competitive” writes Rhea. However, through the opportunities offered by the Singaporean education system, Rhea was able to learn Bengali, her mother tongue. The new generations in Singapore never had cropped wings. They were allowed to soar to their maximum capabilities and challenge themselves to reach height never before achieved. English, German, French, Mandarin, Malay, Tamil, Japanese – I could do it all if I wanted to…In short, I was given the opportunity to feel what it meant to be a true Bengali. Rhea is presently a medical student in Cambridge University, UK. English and Bengali, together they make me truly me…
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]]> 253 0 http://cdn.slidesharecdn.com/rheascommonwealthessay-090929071245-phpapp02-thumbnail-2?1254228645 document http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Learning For The Workplace http://www.slideshare.net/kalyansg/learning-for-the-workplace
Competency-based education is receiving a lot of attention as we focus on the requirement for competency standards to meet the workplace requirements. In the Singapore Maritime Academy of the Singapore Polytechnic, there is considerable international pressure to implement a competency-based programme (STCW ‘78 & its Amendments in ‘95) to prepare the shipboard workforce for the competitive global economy. The paper attempts to analyse this competency or outcome-based approach in adult education with some cautionary notes on its ways of implementation, particularly, when such practices are focused on a narrow range of competencies as the course content. Additionally, it is pointed out that competency- based approach has little to offer on how learning happens and so, the paper argues that learning is best conceived as a process and not in terms of outcomes and to make this process effective an experiential approach is suggested. Learning is also seen as a process of knowledge creation through transformation of experience in both subjective and objective forms. Hence, the stress of our educational practices should be on the process of adaptation and learning and not solely on content or outcome.]]>
Competency-based education is receiving a lot of attention as we focus on the requirement for competency standards to meet the workplace requirements. In the Singapore Maritime Academy of the Singapore Polytechnic, there is considerable international pressure to implement a competency-based programme (STCW ‘78 & its Amendments in ‘95) to prepare the shipboard workforce for the competitive global economy. The paper attempts to analyse this competency or outcome-based approach in adult education with some cautionary notes on its ways of implementation, particularly, when such practices are focused on a narrow range of competencies as the course content. Additionally, it is pointed out that competency- based approach has little to offer on how learning happens and so, the paper argues that learning is best conceived as a process and not in terms of outcomes and to make this process effective an experiential approach is suggested. Learning is also seen as a process of knowledge creation through transformation of experience in both subjective and objective forms. Hence, the stress of our educational practices should be on the process of adaptation and learning and not solely on content or outcome.]]> Mon, 29 Jun 2009 14:48:30 GMT http://www.slideshare.net/kalyansg/learning-for-the-workplace kalyansg@slideshare.net(kalyansg) Learning For The Workplace kalyansg Competency-based education is receiving a lot of attention as we focus on the requirement for competency standards to meet the workplace requirements. In the Singapore Maritime Academy of the Singapore Polytechnic, there is considerable international pressure to implement a competency-based programme (STCW ‘78 &amp; its Amendments in ‘95) to prepare the shipboard workforce for the competitive global economy. The paper attempts to analyse this competency or outcome-based approach in adult education with some cautionary notes on its ways of implementation, particularly, when such practices are focused on a narrow range of competencies as the course content. Additionally, it is pointed out that competency- based approach has little to offer on how learning happens and so, the paper argues that learning is best conceived as a process and not in terms of outcomes and to make this process effective an experiential approach is suggested. Learning is also seen as a process of knowledge creation through transformation of experience in both subjective and objective forms. Hence, the stress of our educational practices should be on the process of adaptation and learning and not solely on content or outcome. <img src="http://cdn.slidesharecdn.com/learningfortheworkplacepaper-090629094835-phpapp01-thumbnail-2?1246286932" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Competency-based education is receiving a lot of attention as we focus on the requirement for competency standards to meet the workplace requirements. In the Singapore Maritime Academy of the Singapore Polytechnic, there is considerable international pressure to implement a competency-based programme (STCW ‘78 &amp; its Amendments in ‘95) to prepare the shipboard workforce for the competitive global economy. The paper attempts to analyse this competency or outcome-based approach in adult education with some cautionary notes on its ways of implementation, particularly, when such practices are focused on a narrow range of competencies as the course content. Additionally, it is pointed out that competency- based approach has little to offer on how learning happens and so, the paper argues that learning is best conceived as a process and not in terms of outcomes and to make this process effective an experiential approach is suggested. Learning is also seen as a process of knowledge creation through transformation of experience in both subjective and objective forms. Hence, the stress of our educational practices should be on the process of adaptation and learning and not solely on content or outcome. Learning For The Workplace
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]]> 131 0 http://cdn.slidesharecdn.com/learningfortheworkplacepaper-090629094835-phpapp01-thumbnail-2?1246286932 document http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Modeling a Knowledge Domain for a Maritime Course http://www.slideshare.net/kalyansg/cmc-2008-kalyan-takeshi-presentation-presentation
The presentation describes the development of a CmapTools-based knowledge model, which includes learning content, formative assessment, knowledge creation and capture, summative assessment, feedback and general course administration for a maritime course titled “Steam Certificate of Competency for LNG Carriers”. A knowledge-based system was created in the CmapTools Views, which served as an information repository for this course. In Views we created folders of (1) Core Knowledgebase, (2) Steam COC Course and (3) Cohort Assessment sections. Over a nearly 3-year period, this repository has become a large data source for this course. Using Novakian concept maps, accessing through this digital information repository and exploring various concepts with embedded details (texts, graphics, movie clips etc) have been made relatively simple. In the case study, these maps were developed by the learners themselves with the guidance of the course facilitator. Once a topic sub-folder is populated with digital files of texts, graphics, etc from the available literature, the learners, who were paired for collaborative work, were asked to develop these concept maps. The developed knowledgebase was split in to two sections: (1) object-based, which is classificatory and (2) event-based, which is explanatory. The object-based section covered the knowledge from the existing literature, while the event-based section covered the proficiency or the skill aspects of the knowledgebase and created learning organizers. A learning organizer provides support while running the steam propulsion simulator, which forms the main instrument for gaining proficiency in operating the steam propulsion machinery of an LNG carrier. There is also plan for dynamic knowledge capture using student assignments, when the learners are sent for industrial attachment at sea after completion of the course. The paper also describes the class infrastructure used to develop concepts map and for social validation of the new knowledge, generated by the learners.]]>
The presentation describes the development of a CmapTools-based knowledge model, which includes learning content, formative assessment, knowledge creation and capture, summative assessment, feedback and general course administration for a maritime course titled “Steam Certificate of Competency for LNG Carriers”. A knowledge-based system was created in the CmapTools Views, which served as an information repository for this course. In Views we created folders of (1) Core Knowledgebase, (2) Steam COC Course and (3) Cohort Assessment sections. Over a nearly 3-year period, this repository has become a large data source for this course. Using Novakian concept maps, accessing through this digital information repository and exploring various concepts with embedded details (texts, graphics, movie clips etc) have been made relatively simple. In the case study, these maps were developed by the learners themselves with the guidance of the course facilitator. Once a topic sub-folder is populated with digital files of texts, graphics, etc from the available literature, the learners, who were paired for collaborative work, were asked to develop these concept maps. The developed knowledgebase was split in to two sections: (1) object-based, which is classificatory and (2) event-based, which is explanatory. The object-based section covered the knowledge from the existing literature, while the event-based section covered the proficiency or the skill aspects of the knowledgebase and created learning organizers. A learning organizer provides support while running the steam propulsion simulator, which forms the main instrument for gaining proficiency in operating the steam propulsion machinery of an LNG carrier. There is also plan for dynamic knowledge capture using student assignments, when the learners are sent for industrial attachment at sea after completion of the course. The paper also describes the class infrastructure used to develop concepts map and for social validation of the new knowledge, generated by the learners.]]> Thu, 04 Sep 2008 12:24:07 GMT http://www.slideshare.net/kalyansg/cmc-2008-kalyan-takeshi-presentation-presentation kalyansg@slideshare.net(kalyansg) Modeling a Knowledge Domain for a Maritime Course kalyansg The presentation describes the development of a CmapTools-based knowledge model, which includes learning content, formative assessment, knowledge creation and capture, summative assessment, feedback and general course administration for a maritime course titled “Steam Certificate of Competency for LNG Carriers”. A knowledge-based system was created in the CmapTools Views, which served as an information repository for this course. In Views we created folders of (1) Core Knowledgebase, (2) Steam COC Course and (3) Cohort Assessment sections. Over a nearly 3-year period, this repository has become a large data source for this course. Using Novakian concept maps, accessing through this digital information repository and exploring various concepts with embedded details (texts, graphics, movie clips etc) have been made relatively simple. In the case study, these maps were developed by the learners themselves with the guidance of the course facilitator. Once a topic sub-folder is populated with digital files of texts, graphics, etc from the available literature, the learners, who were paired for collaborative work, were asked to develop these concept maps. The developed knowledgebase was split in to two sections: (1) object-based, which is classificatory and (2) event-based, which is explanatory. The object-based section covered the knowledge from the existing literature, while the event-based section covered the proficiency or the skill aspects of the knowledgebase and created learning organizers. A learning organizer provides support while running the steam propulsion simulator, which forms the main instrument for gaining proficiency in operating the steam propulsion machinery of an LNG carrier. There is also plan for dynamic knowledge capture using student assignments, when the learners are sent for industrial attachment at sea after completion of the course. The paper also describes the class infrastructure used to develop concepts map and for social validation of the new knowledge, generated by the learners. <img src="http://cdn.slidesharecdn.com/cmc2008kalyantakeshipresentation-1220538090846499-9-thumbnail-2?1221778018" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The presentation describes the development of a CmapTools-based knowledge model, which includes learning content, formative assessment, knowledge creation and capture, summative assessment, feedback and general course administration for a maritime course titled “Steam Certificate of Competency for LNG Carriers”. A knowledge-based system was created in the CmapTools Views, which served as an information repository for this course. In Views we created folders of (1) Core Knowledgebase, (2) Steam COC Course and (3) Cohort Assessment sections. Over a nearly 3-year period, this repository has become a large data source for this course. Using Novakian concept maps, accessing through this digital information repository and exploring various concepts with embedded details (texts, graphics, movie clips etc) have been made relatively simple. In the case study, these maps were developed by the learners themselves with the guidance of the course facilitator. Once a topic sub-folder is populated with digital files of texts, graphics, etc from the available literature, the learners, who were paired for collaborative work, were asked to develop these concept maps. The developed knowledgebase was split in to two sections: (1) object-based, which is classificatory and (2) event-based, which is explanatory. The object-based section covered the knowledge from the existing literature, while the event-based section covered the proficiency or the skill aspects of the knowledgebase and created learning organizers. A learning organizer provides support while running the steam propulsion simulator, which forms the main instrument for gaining proficiency in operating the steam propulsion machinery of an LNG carrier. There is also plan for dynamic knowledge capture using student assignments, when the learners are sent for industrial attachment at sea after completion of the course. The paper also describes the class infrastructure used to develop concepts map and for social validation of the new knowledge, generated by the learners. Modeling a Knowledge Domain for a Maritime Course
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]]> 860 1 http://cdn.slidesharecdn.com/cmc2008kalyantakeshipresentation-1220538090846499-9-thumbnail-2?1221778018 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted A New Maritime Education Model http://www.slideshare.net/kalyansg/a-new-maritime-education-model
The presentation shares the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. ]]>
The presentation shares the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. ]]> Sun, 23 Mar 2008 09:48:36 GMT http://www.slideshare.net/kalyansg/a-new-maritime-education-model kalyansg@slideshare.net(kalyansg) A New Maritime Education Model kalyansg The presentation shares the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. <img src="http://cdn.slidesharecdn.com/a-new-maritime-education-model-1206276514824337-3-thumbnail-2?1206265716" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The presentation shares the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. A New Maritime Education Model
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]]> 860 0 http://cdn.slidesharecdn.com/a-new-maritime-education-model-1206276514824337-3-thumbnail-2?1206265716 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Dynamic Knowledge Capture At Sea http://www.slideshare.net/kalyansg/dynamic-knowledge-capture-at-sea
The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. ]]>
The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. ]]> Sat, 22 Mar 2008 08:40:25 GMT http://www.slideshare.net/kalyansg/dynamic-knowledge-capture-at-sea kalyansg@slideshare.net(kalyansg) Dynamic Knowledge Capture At Sea kalyansg The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. <img src="http://cdn.slidesharecdn.com/dynamic-knowledge-capture-at-sea-1206186024307688-3-thumbnail-2?1206175225" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea. Dynamic Knowledge Capture At Sea
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]]> 1128 0 http://cdn.slidesharecdn.com/dynamic-knowledge-capture-at-sea-1206186024307688-3-thumbnail-2?1206175225 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Psychrometrics http://www.slideshare.net/kalyansg/psychrometrics
Use of psychrometric chart for analyzing air conditioning systems ]]>
Use of psychrometric chart for analyzing air conditioning systems ]]> Tue, 19 Feb 2008 03:13:43 GMT http://www.slideshare.net/kalyansg/psychrometrics kalyansg@slideshare.net(kalyansg) Psychrometrics kalyansg Use of psychrometric chart for analyzing air conditioning systems <img src="http://cdn.slidesharecdn.com/psychrometrics-120339802285862-4-thumbnail-2?1259547355" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Use of psychrometric chart for analyzing air conditioning systems Psychrometrics
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]]> 4282 0 http://cdn.slidesharecdn.com/psychrometrics-120339802285862-4-thumbnail-2?1259547355 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Icers 8 Wmu Sma Paper http://www.slideshare.net/kalyansg/icers-8-wmu-sma-paper
Paper for Presentation ICERS 8 - International Conference on Engine Room Simulators, Manila, 5th-7th Nov 2007]]>
Paper for Presentation ICERS 8 - International Conference on Engine Room Simulators, Manila, 5th-7th Nov 2007]]> Sun, 04 Nov 2007 11:09:24 GMT http://www.slideshare.net/kalyansg/icers-8-wmu-sma-paper kalyansg@slideshare.net(kalyansg) Icers 8 Wmu Sma Paper kalyansg Paper for Presentation ICERS 8 - International Conference on Engine Room Simulators, Manila, 5th-7th Nov 2007 <img src="http://cdn.slidesharecdn.com/icers-8-wmu-sma-paper-119418176444119-5-thumbnail-2?1194174564" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Paper for Presentation ICERS 8 - International Conference on Engine Room Simulators, Manila, 5th-7th Nov 2007 Icers 8 Wmu Sma Paper
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Presentation at the ICERS 8 - 8th International Conference on Engine Room Simulators, Manila 5th-8th Nov 2007]]>
Presentation at the ICERS 8 - 8th International Conference on Engine Room Simulators, Manila 5th-8th Nov 2007]]> Sun, 04 Nov 2007 04:45:12 GMT http://www.slideshare.net/kalyansg/icers-8-takeshi-kalyan-compressed-154847 kalyansg@slideshare.net(kalyansg) Icers 8 Takeshi Kalyan Compressed kalyansg Presentation at the ICERS 8 - 8th International Conference on Engine Room Simulators, Manila 5th-8th Nov 2007 <img src="http://cdn.slidesharecdn.com/icers-8-takeshi-kalyan-compressed-1194162310825557-3-thumbnail-2?1194151512" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Presentation at the ICERS 8 - 8th International Conference on Engine Room Simulators, Manila 5th-8th Nov 2007 Icers 8 Takeshi Kalyan Compressed
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]]> http://cdn.slidesharecdn.com/profile-photo-kalyansg?1232665596 Kalyan Chatterjea, has 11 years of sea-going experience on both diesel and steam propulsion. He did both his Combined Chief COC and Extra Chief from South Tyneside College, England. After leaving sea, he was an engineer surveyor with the Ministry of Shipping, India for 2 years. He joined Sembawang Shipyard, Singapore in 1982 and worked in their Design Department for 7 years. Later he taught at the Singapore Maritime Academy for 19 years. He is presently Head of Research &amp; Consultancy in Malaysian Maritime Academy, Malacca. He also has a Master of Science and Master of Education from the University of Sheffield, UK. His present interests: 1) technology-based learning 2) knowledgebase systems. kalyansg.wordpress.com/ http://cdn.slidesharecdn.com/coursespec-frontmatter-imo-6-09-091127035728-phpapp01-thumbnail?1259316102 kalyansg/course-spec-front-matter-imo-609-2595117 Course Spec Front Matt... http://cdn.slidesharecdn.com/stcw-somerelevantdetails-091125091846-phpapp01-thumbnail?1259162438 kalyansg/stcw-some-relevant-details Stcw Some Relevant D... http://cdn.slidesharecdn.com/training-of-traineralam-session-01-091124083403-phpapp02-thumbnail?1259073410 kalyansg/totralam-session-01 TOT@Alam Session 01