Embarking on collaborative action research, a Training of Trainers’ Course is being developed at the Malaysian
Maritime Academy. Although the framework for the course is based on the IMO Model Course 6.09 (Training
Course for Instructors – 2001), some changes are being made to update the content. Changes would reflect the
present‐day teaching and learning practices in the MET institutes, which have undergone substantial overhaul
during the last decade. The paper describes the process of this collaborative semester‐long work undertaken
by a group of academic staff at the academy. The work is based on the cyclic Kemmis model of action research
and constitutes weekly classroom activities, where some of the participants also take turn to act as facilitators.
The course framework is thus reviewed through a community‐based reflective practice in a process of
democratic enquiry. The objective of the project is to develop the course specification and the methodology of
the course delivery. There are suggestions for inclusion of theories of learning, ICT in teacher education and
replacement of instructionist approaches with opprtunities for constructionist practices in teaching and
learning. The emerging proposed skeletal framework will be included in the paper.
To be proficient at sea we need to have a combination of underpinning knowledge, relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training, it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been successfully used in classrooms and in simulator-based training both in formative and in summative situations at the EMAS Academy.
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.
Currently, warfighters are trained predominantly through live events, but live training is expensive and can not be provided at a frequency to maintain optimal performance among staffs. Additionally, Gen Y will be entering the joint staff workforce by 2014. Recent advances in virtual world technologies may be used to improve the situation. This paper discusses some work to train small staffs in a collaborative environment. It aims to increase customer contact hours and reinforces skills learned in traditional face-to-face training courses without additional travel costs.
A Comprehensive CES and BCA Approach for Lifelong LearningICF
ICF International delivered a presentation at the 2014 International Cost Estimating and Analysis Association (ICEAA) Professional Development and Training Workshop. The presentation focuses on a first-of-its-kind comprehensive cost element structure (CES) for training. The CES decomposes training into its core elements, and the training CES and preliminary results of the business case analysis (BCA) are examined.
The Air Force Air Mobility Command (AMC) Enterprise Learning Office (ELO) mission is to transform AMC into a premier Air Force learning organization. AMC ELO is initially focusing on training, which is generally represented as only one line within a cost estimate.
Training and development, Staffing, Human resources development, HRM, on the job training, in house training, vestibule training, the difference between recruitment and selection, the difference between training and development
To be proficient at sea we need to have a combination of underpinning knowledge, relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training, it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been successfully used in classrooms and in simulator-based training both in formative and in summative situations at the EMAS Academy.
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.
Currently, warfighters are trained predominantly through live events, but live training is expensive and can not be provided at a frequency to maintain optimal performance among staffs. Additionally, Gen Y will be entering the joint staff workforce by 2014. Recent advances in virtual world technologies may be used to improve the situation. This paper discusses some work to train small staffs in a collaborative environment. It aims to increase customer contact hours and reinforces skills learned in traditional face-to-face training courses without additional travel costs.
A Comprehensive CES and BCA Approach for Lifelong LearningICF
ICF International delivered a presentation at the 2014 International Cost Estimating and Analysis Association (ICEAA) Professional Development and Training Workshop. The presentation focuses on a first-of-its-kind comprehensive cost element structure (CES) for training. The CES decomposes training into its core elements, and the training CES and preliminary results of the business case analysis (BCA) are examined.
The Air Force Air Mobility Command (AMC) Enterprise Learning Office (ELO) mission is to transform AMC into a premier Air Force learning organization. AMC ELO is initially focusing on training, which is generally represented as only one line within a cost estimate.
Training and development, Staffing, Human resources development, HRM, on the job training, in house training, vestibule training, the difference between recruitment and selection, the difference between training and development
About Learning & SADDT briefing to CT hospitality/tourism stakeholders - 24 M...Linda Roos
Due to the fact that disability remains a challenge and the target of 4% is nowhere near being achieved and such a disabled Learnership has been proposed by SADDT (formerly known as the Thabo Mbeki Development Trust for Disabled People) in conjunction with About Learning
The Chartered Institute for the Management of Assessment Practice (CIMAP) is a professional body supporting the needs of all stakeholders involved in Assessment, Moderation and ETD Practice in South Africa.
Dalian Maritime University Maritiem Education and Training 2016CINEC Campus
Dalian Maritime University (DMU) organized the 1st Dalian Maritime University International Conference on Maritime Education and Training (DMUMET) from 15th to 16th October 2016 at Dalian. The main objectives of this conference are to widely conduct researches on the key theoretical, cutting-edge and crucial issues of maritime education that needs to be addressed, to support the training of navigation professionals, to promote the quality of maritime education, as well as to improve the quality of nautical personnel and support the healthy development of the shipping industry of the world.
About Learning & SADDT briefing to CT hospitality/tourism stakeholders - 24 M...Linda Roos
Due to the fact that disability remains a challenge and the target of 4% is nowhere near being achieved and such a disabled Learnership has been proposed by SADDT (formerly known as the Thabo Mbeki Development Trust for Disabled People) in conjunction with About Learning
The Chartered Institute for the Management of Assessment Practice (CIMAP) is a professional body supporting the needs of all stakeholders involved in Assessment, Moderation and ETD Practice in South Africa.
Dalian Maritime University Maritiem Education and Training 2016CINEC Campus
Dalian Maritime University (DMU) organized the 1st Dalian Maritime University International Conference on Maritime Education and Training (DMUMET) from 15th to 16th October 2016 at Dalian. The main objectives of this conference are to widely conduct researches on the key theoretical, cutting-edge and crucial issues of maritime education that needs to be addressed, to support the training of navigation professionals, to promote the quality of maritime education, as well as to improve the quality of nautical personnel and support the healthy development of the shipping industry of the world.
Liam Carragher who has recently graduated from Moray House shared this powerpoint on the sustainability project he did as part of his final teaching placement
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
A multiagent system for formative assessment support in Learning Management S...TelEduc
In: Anais do I Workshop Tidia, São Paulo, novembro, 2004 Em inglês , 9 páginas.
Autores: Heloisa Vieira da Rocha, Joice Lee Otsuka, Vitor Seixas Bernardes
Educational Technology - application of technology in teaching.
Some slides does not exist in written form below because I (print screen + cut + paste mode). I mention the sources of my presentation. Any corrections, suggestions, questions, clarifications will be accepted as complements of my work. May this presentation of mine prosper and thank you everyone. May God Bless us all.
Microteaching sessions involve one student teacherkaratikishor
Microteaching sessions involve one student teacher, the class instructor (or school supervisor), and a small group of peers. These sessions allow student teachers to practice and polish their teaching techniques in a simulated environment before putting them into practice with students.
Using the teaching method, which was revised and simplified in the late 1980s and early 1990s, student teachers conduct a short lesson (usually 5-20 minutes in length).
Microteaching sessions focus on one teaching skill at a time. This singular focus provides the opportunity for student teachers to master each technique by planning and teaching the same lesson multiple times, making adjustments based on peer and instructor feedback.
The course provides necessary introduction to the essentials of management as they apply to the contemporary work environment. Topics covered in this course are designed to balance the management theory and the management practice. This is crucial for graduate students to help them making better decisions in their organizations.
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
Presented at the 12th Annual GlobalMET Conference "Maritme Education & Training: Closing the Gap between What is Needed and What is Provided". ABSTRACT: To be proficient at sea we need to have a combination of underpinning knowledge,
relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training,
it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently
guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been
successfully used in classrooms and in simulator-based training both in formative
and in summative situations at the EMAS Academy.
> Soft-skills & their Assessment on Simulators
> Developing Specific Behavioural Markers
> Use of Behavioural Markers in a Bridge Resource Management Course
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.
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.
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 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 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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Training Of Trainers' Course @ Malaysian Maritime Academy
1. Training of Trainers’ Course Development through Collaborative Action
Research at the Malaysian Maritime Academy
Kalyan Chatterjea, Capt. Mazlan Hamid B Hamzah, Lau Seng Chuan, Chua Kim Muar,
Capt. Cheng Kim Choon, Lt. Cdr.(Retd.) Iman Fiqrie B Mohammed, Capt. Lee Ghim Teck
Malaysian Maritime Academy, Batu 30, Tanjung Dahan
78200, Kuala Sungai Baru, Melaka, Malaysia
http://www.alam.edu.my
Abstract
Embarking on collaborative action research, a Training of Trainers’ Course is being developed at the Malaysian
Maritime Academy. Although the framework for the course is based on the IMO Model Course 6.09 (Training
Course for Instructors – 2001), some changes are being made to update the content. Changes would reflect the
present‐day teaching and learning practices in the MET institutes, which have undergone substantial overhaul
during the last decade. The paper describes the process of this collaborative semester‐long work undertaken
by a group of academic staff at the academy. The work is based on the cyclic Kemmis model of action research
and constitutes weekly classroom activities, where some of the participants also take turn to act as facilitators.
The course framework is thus reviewed through a community‐based reflective practice in a process of
democratic enquiry. The objective of the project is to develop the course specification and the methodology of
the course delivery. There are suggestions for inclusion of theories of learning, ICT in teacher education and
replacement of instructionist approaches with opprtunities for constructionist practices in teaching and
learning. The emerging proposed skeletal framework will be included in the paper.
1. Introduction
Training Course for Instructors is an IMO Model Course (6.09) and when in mid‐2009 we
considered developing a formal course for training of new trainers at the Malaysian
Maritime Academy, this Model Course was invariably referred to for setting the course
framework. IMO Model Course 6.09 sets out a ten‐day course involving sixty hours for the
lectures and activities to train the trainers for Maritime Education and Training (MET)
Institutes. It was found that we could not incorporate the ten‐day course model as we
normally have two or three new trainers joining the Academy at any one time. We needed
more participants to make the course viable. As teaching and learning skills can be
sharpened at any time during the tenure of a teacher’s professional career, we requested
some of our experienced teachers to join the course for honing their pedagogic proficiency
while helping to develop this course at the same time. After discussion, it was agreed that
we will run this course for a semester using a weekly two‐hour slot. For reasons of
practicality, a weekly‐course is considered more manageable and the time in‐between could
then be used for classroom practices. The participants, of whom 80% were experienced
trainers, would take turn to be the facilitator for the week and share his/her experience. The
course structure would follow the framework suggested by the IMO Model Course 6.09 and
participant would then critically evaluate and reflect on the appropriateness of the content,
presentation style and also the methods for demonstrating competence. Thus, the course
was to run as a collaborative activity among colleagues searching for ways to improve the
course content as well as the delivery and assessment methods and associated procedures.
Page 1 of 10
2.
The way the course was run could be referred to as action research. Lewin (1948) is
generally accepted to have coined the term ‘action research’ to describe work that did not
separate the investigation from the action needed to solve the problem (McFarland &
Stansell, 1993, p. 14). Instead of theoretical approaches, action research permits
practitioners to deal with concerns that are important to them and where they can have
influence to make changes (Eileen, 2000, p.6). The processes followed are (1) general plan,
(2) intervention, (3) observation and finally (4) reflection and revision. Quoting Dadds (1998,
p. 41)
“…practitioner research [refers] to forms of enquiry which people undertake in their own working
contexts and, usually, on their professional work, in whatever sphere they practice. The main
purpose of the enquiry is to shed light on aspects of that work with a view to bringing about some
benevolent change”.
This is frequently referred to as ‘action research’. We followed the action research protocol
after Kemmis, which is cited in Hopkins, 1985 and is explained in detail later. We have
completed 12 weeks of these reflective sessions and the paper shares the on‐going findings
of this novel way of collaborative course development, where each session is reviewed
through a community‐based reflective practice in a process of democratic enquiry. In the
next sections, we first describe the methodology of our process using the Kemmis protocol
and follow up with some details of the 12 sessions. An emerging draft of the proposed
course outline replacing the existing table (IMO Course Model 6.09, p.8) is also included.
2. Action Research Protocol after Kemmis (cited in Hopkins, 1985)
Figure 1. Depicts the nature of
Action Research
(after Kemmis)
A – Before Class
B,C,D – In Class
Figure 1 displays the nature of action research along with the major steps of planning,
action, observation and reflection before revising the plan. Most of the planning (A) was
done before the classroom sessions, while the presentation (action), observation and
reflection were done collaboratively during each classroom session. According to Panitz
(1996), as reported by Fandiño (2007), collaboration is a philosophy of interaction and
personal lifestyle where individuals are responsible for their actions, including learning about
and respecting the abilities and contributions of their peers. It suggests a way of dealing with
people, which respects and highlights individual group members’ abilities and contributions.
There is a sharing of authority and acceptance of responsibility among group members for
the group actions. Collaboration ties into the social movement, asserting that group
Page 2 of 10
3.
members should base both knowledge and authority of knowledge upon consensus building
through cooperation.
Here, we report some of the details of the weekly sessions, which were lively and enjoyable
and over the weeks we increased the number of active participants, who came forward to
take part in these academic exchanges.
3. Weekly Reflective Sessions
A table from the IMO Model Course is extracted Existing Table (IMO Model Course 6.09. p.8.)
at the right for ready reference. Our sessions Subject Area Hours
follow the general structure as indicated by this Lecture Activity
table. However, there was debate at the very 1. Understand and describe how 2 ‐
STCW 95 requires competence‐
start. Some of the participants felt that there based training
was a need for strating the programme with an 1.1 Describe the competence‐based
introduction to learning theories, while others training requirements of STCW 95
2. Plan an effective teaching 5 4
wanted to emphasize on competencies. The
environment
second group argued that maritime training is 2.1 Plan the learning process
about outcome‐based approaches as specified 2.2 Demonstrate a knowledge of the
factors which affect student
under STCW documentation and one may not learning
need theories to implement this IMO Model 3. Use a range of teaching
Course. However, it was finally agreed to methods effectively 6 10
3.1 Demonstrate a range of teaching
continue with a session on learning theories.
methods appropriate to the
Quoting Szuberla (1997) could perhaps shed needs of the trainee seafarers
some light to this dilemma, 4. Use appropriate training aids 3 9
4.1 Demostrate a range of teaching
aids
“The summer preceding my preservice teacher 4.2 Select appropriate training aids
training, a recently retired school superintendent 5. Produce a relevant lesson plan 3 6
offered me a bit of fatherly advice he was, after all, 5.1 Identify outcomes for a lesson
5.2 Recognise factors to consider
my father, ‘I'll tell you the same thing I told all of my
when planning a lesson
administrative interns. Study the works of the finest 6. Evaluate teaching & learning
academic theoreticians and serve your apprenticeship 6.1 Analyse the uses of evaluation 2 4
under the best practitioners in the field you can find.’ 6.2 Identify measurements of
He was communicating to me that theory and performance
6.3 Select appropriate evaluation
practice each hold a position of central importance in methods
the educative process. They are not separate pillars 6.4 Identify the need for quality
upon which education is poised; rather, they are management
intertwined roots, each necessary for growth. As I 7. Design a course of study
3 3
7.1 Identify the factors to be
embarked on my teaching career in the Teachers For
considered when designing a
Alaska program at the University of Alaska Fairbanks ‐ learning programme
a combined regimen of practical, lecture, discussion 7.2 Deliver a new course of study
and professional reading ‐ I found his advice firmly
supported in the literature (e.g. Knowles et al., 1994, Total Hours 24 36
pp. 5‐8 and references therein).”
The point emphasized at the classroom session was the fact that a look at adult education
would not be complete without a view of the theories shaping the way we learn and the
way we teach. While our trainers may have heard that various learning theories exist, few
are aware of the differences between the theories and how they affect the way we learn
Page 3 of 10
5. .3 explain how "ccompetences" are e specified by the The group f felt that outcomme‐based approa ach has its
competence ta ables in the STCW
W Code, and how strength wh hen it is confined to task‐orienteed learning
the competences are divided int to specific tasks common to o the ‘technical’ domain of learn ning. In theory,
and skills
competenc cy‐based education should comb bine theory with h
.4 explain how thhe competence tables in the STCW
Code specify ccriteria for knowledge, understandin ng practice and reduce the gap between the m mind and the
and proficienccy, methods for deemonstrating hands. How wever, in practice, there is a dannger that the
competence, a and criteria for eva
aluating model may y be conceptualis sed in behavioural terms, when
competence the compet tence is broken down into the p performance of
.5 explain the rolle of seagoing serv
vice and on board discrete tas sks. It is claimed that behavioura al models ignore e
training connection n between tasks s and according t to Hyland (1994)
.6 se responsible for training and
state that thos these connections are impo ortant for performance where
assessment must be appropriate ely qualified
synthesis of knowledge and d skills are neces
ssary. The group p
concurred t that in the yearss ahead, a lot of drill & practice
skills are lik
kely to be replacced by other skills which will
challenge s seafarers’ cognitive competencie es.
The sessi section Plan an effective
ions on the s e teaching en nvironment (Model Course 6.09,
p.12) cov
ver a large se
egment of a new trainer r’s curriculum
m and we deeliberated fo
or a while in
developing the discuussion pointss. The follow
wing sessions s were undertaken with the chosen
on points as indicated:
discussio
1. Tasks in designingg effective coourses
a. Analyse stud
A dent needs, t their backgroound, their
expectations
e s
b. D Decide on coourse goals a and course oobjectives
c. Select content, learning activities, te
S eaching
methods and
m d resources relevant to g goals and
objectives placing emphasis on what
o t a trainee
will be expec
w cted to do.
d. D Develop stud dent assessm ment (formative &
summative) ‐ those direc
s ctly address the learning g
objectives an
o nd demonstr rate the skill
ls to a
specified level of competence.
s
e. Implement the cour rse plan, cre
eating a learn
ning environ nment and a community y
ners
of learn
f. Revise t
the plan afte
er assessmennts and evaluations.
2. Fa
actors affect
ting student t learning
a.
. Diversity & Academ mic Culture
i. Family b background, race, politic cal opinion, g
gender etc.
ii. Establishhment of a “ “safe” enviro
onment
b. Teachin ng & Learning Styles
i. Individual difference es represent ted by perso
onality types
s
ii. Inductivve & deductiv ve learners, expanding sstudents’ wa
ays of
thinkingg
c.
. Aptitude, abilities
d. Memorization skills s, study skills
s
e. Nature of instructio on
The grouup observed that the awareness of c content was necessary w while plannin
ng an
effective teaching an
nd learning e
environment t. Hence, somme aspects oof preliminary course
content wwere introdu
uced at this stage, whichh is seen in D
Design a cou
urse of study
y under
Page 5 of 1
10
6.
section 7. This is also seen in the Model Course 6.09, e.g. Session 3, which has components
from Section 2, 3 as well as 4 and again Session 6, which has components from Sections 2 as
well as 3. So, a sequential approach is not followed based on the Framework Table shown in
the Model Course (p.8) or the detailed teaching syllabus (pp. 12‐14).
Use a range of teaching methods effectively under Section 3 (see the extract below), posed
considerable debate among group members. Our reflective observations are at the right of
the table.
Knowledge, understanding and proficiency Observations
3 Use a range of teaching methods effectively The Guidance notes for these sessions are not explicit in the
3.1 Demonstrate a range of teaching methods
Model Course 6.09. It is first covered under Session 4, when
appropriate to trainee seafarers’ needs Informal talks were mentioned. Later under Session 6 there
.1 deliver teaching sessionsusing variety of teaching
is mention of Verbal and non‐verbal communication. Under
styles
.2 manage and lead group learning Session 9, there are Question and answer techniques.
.3 relate styles to size of groups Finally, under Session 11 – The Lecture is mentioned; under
Session 12 – The Lecture – Practical work is mentioned.
The group found this quite haphazard. We looked elsewhere for guidence. We found a good starting point in a paper by Ho
or
Kam‐Fai (1973) entitled “Preferred Teaching Method: Lecture, Discussion on Tutorial?” It is worth worth quoting Ho Kam‐
Fai on teaching methods, where he explains the rationale for the method selection:
The search for an effective teaching method is a perennial concern and goal for a responsible educator. Teaching
is not an end in itself, but rather a means to an end. Therefore, the effectiveness of a teaching method has to be
evaluated by the degree of its attainment of specified goals. However, this means‐end relationship is not a direct,
linear one, but is intervened by a third variable, i.e. the learner and a set of elements associated with the learner’s
learning.
We also referrred to Atsusi Hirumi (2002), who gave the following guiding table based on Honebein’s (1996) Constructivist
Learning Environments and Gagné’s (1974, 1977) Nine Events of Instruction, which would be applicable in various
methods.
Honebein’s (1996) Constructivist Learning Environments Gagné’s (1974, 1977) Nine Events of Instruction
1. Provide experience with knowledge construction 1. Gain attention
process 2. Inform learners of objective(s)
2. Present multiple perspectives 3. Stimulate recall of prior knowledge
3. Embed learning in authentic context 4. Present stimulus materials
4. Encourage ownership and voice in learning process 5. Provide learning guidance
5. Embed learning in social experience 6. Elicit performance
6. Encourage use of multiple modes of representation 7. Provide feedback about performance
7. Encourage reflection and self‐awareness of 8. Assess performance
knowledge construction process. 9. Enhance retention and transfer
Finally, we decided on the following six sessions for teaching methods:
• Overview of teaching methods in practice
• Making lectures more interesting
• Supporting tutorials and group work
• Strengths of case studies and role playing
• Use of multimedia (video + graphics) in teaching & learning
• Why do we need to know about the learning styles of our learners & how to use
learning style index?
We also included ten hours of practical activities per participant. It was suggested that the
participants practice the various methods discussed during these six sessions for their own
Page 6 of 10
8.
References
Brownstein, B. (2001) Collaboration: The Foundation of Learning in the Future. Education,
122 (2), 240.
Dadds, M. 1998. Supporting practitioner research: A challenge. Educational Action Research,
Vol. 6 (1) pp. 39‐52.
Dubin, S. S. and M. Okun (1973). Implications of learning theories for adult instruction. Adult
Education, 24 (1). p. 8.
Fandiño, Y. J. (2007). Action research and collaboration: a new paradigm in social research
and language education. GIST – The Colombian Journal of Bilingual Education, Vol. 1, 90‐97.
Ferrance, Eileen. (2000). Action Research in Themes in Education. Northeast and Islands
Regional Educational Laboratory at Brown University. Brown University.
Hirumi, A. (2002). Student‐Centered, Technology‐Rich Learning Environments (SCenTRLE):
Operationalizing Constructivist Approaches to Teaching and Learning. Jl. of Technology and
Teacher Education (2002) 10(4), 497‐537.
or
Ho Kam‐Fai (1973). Preferred Teaching Method: Lecture, Discussion on Tutorial? Studium:
The Bulletin of the School of Education, The Chinese University of Hong Kong. Vol. 4 No. 1
(1973 May)
Hopkins, D. (1985). A teacher's guide to classroom research. Philadelphia: Open University
Press.
Hyland, T. (1994). “Competence, Education and NVQs: Dissenting Perspectives”. London,
Cassell.
Knowles, J.G., Cole, A.L., & Presswood, C.S. (1994). Through preservice teachers' eyes:
Exploring field experiences through narrative and inquiry. New York: Macmillan.
Lewin, K. (1948) Resolving social conflicts; selected papers on group dynamics. Gertrude W.
Lewin (ed.). New York: Harper & Row, 1948. Pp. 202‐203.
McFarland, K.P., & Stansell, J.C. (1993). Historical perspectives. In L. Patterson, C.M. Santa,
C.G. Short, & K. Smith (Eds.), Teachers are researchers: Reflection and action. Newark, DE:
International Reading Association.
Rhodes, L. K. And Bellamy, G. T. (1999). Choices un Consequences in the Renewal of Teacher
Education. Journal of Teacher Education, 50 (1), 17.
Szuberla, C. A. L (1997). Learning Theory and the Preservice Teacher. Education; Spring97,
Vol. 117 Issue 3, p381, 5p.
Wilhelm, J., Baker, T., and Dube, J. (2001). Strategic Reading: Guiding Students to Lifelong
Literacy. Heinemann, a division of Reed Elsevier Inc., New Hampshire, USA.
An edited version available at:
http://www.myread.org/scaffolding.htm (retrieved on 15th March 2010)
Page 8 of 10
9.
Annex ‐ I
Suggested Part Course Framework
Extract from IMO Model Course 6.09 [pp. 12‐13] Preliminary Suggestions from Academic Group at
Malaysian Maritime Academy
1 Understand implications for teaching
practice of the key ideas from learning
theories
Required performance:
1.1 Describe the learning theories and their
implications for teaching and learning
.1 explain teaching and learning approaches in
behaviourism, cognitivism and constructivism
.2 list areas of maritime training where these
approaches would be suitable
.3 explain how learning could be conceived as a
process of active construction
.4 describe why students’ prior knowledge is an
important determinant of what they will learn
.5 explain how organizing information into a
conceptual framework helps students remember
and use knowledge
.6 explain how learning could be seen as a social
phenomenon
.7 state that learning is context‐specific
.8 explain why students’ metacognitive skills
(thinking about thinking) are important to their
learning
1 Understand and describe how STCW 95 2 Understand and describe how STCW 95
requires competence‐based training requires competence‐based training
Required performance: Required performance:
1.1 Describe the competence‐based training 2.1 Describe the competence‐based training
requirements of STCW 95 requirements of STCW 95
.1 explain the outcome based approach to maritime .1 explain the outcome based approach to maritime
training training and its limitations
.2 explain how skills required to operate a ship have .2 explain how skills required to operate a ship have
been identified as "competences" grouped been identified as "competences" grouped
together as "functions" together as "functions"
.3 explain how "competences" are specified by the .3 explain how "competences" are specified by the
competence tables in the STCW Code, and how competence tables in the STCW Code, and how
the competences are divided into specific tasks the competences are divided into specific tasks
and skills and skills
.4 explain how the competence tables in the STCW .4 explain how the competence tables in the STCW
Code specify criteria for knowledge, understanding Code specify criteria for knowledge, understanding
and proficiency, methods for demonstrating and proficiency, methods for demonstrating
competence, and criteria for evaluating competence, and criteria for evaluating
competence competence
.5 explain the role of seagoing service and on board .5 explain the role of seagoing service and on board
training training
.6 state that those responsible for training and .6 state that those responsible for training and
assessment must be appropriately qualified assessment must be appropriately qualified
2 Plan an effective teaching environment 3 Plan an effective teaching environment
Required performance: Required performance:
2.1 Plan the learning process 3.1 Plan for an effective course implementation
.1 list the requirements for the effective planning of a .1 analyse student needs, their background, their
course expectations
.2 identify the factors which affect teaching .2 list out course goals and course objectives
.3 list the qualities required by an instructor .3 list out content, learning activities, teaching
.4 organise the classroom environment to assist methods and resources relevant to goals and
learning objectives placing emphasis on what a trainee will
be expected to do.
.4 develop student assessment (formative &
summative) ‐ those directly address the learning
Page 9 of 10
10. Extract from IMO Model Course 6.09 [pp. 12‐13] Preliminary Suggestions from Academic Group at
Malaysian Maritime Academy
Required performance: objectives and demonstrate the skills to a specified
2.2 Demonstrate a knowledge of the factors that level of competence.
affect student learning .5 implement the course plan, creating a learning
.1 identity the factors which influence student environment and a community of learners
motivation .6 revise the plan after assessments and evaluations.
.2 discuss individual learning needs within a group
.3 demonstrate effective use of communication skills 3.2 Demonstrate a knowledge of the factors that
.4 adjust teaching practice for cultural differences affect student learning
.1 identity the factors which influence student
motivation (e.g. family background, race, political
opinion, gender, establishment of a ‘safe’
environment)
.2 discuss individual learning needs within a group
(e.g. teaching & learning styles, inductive &
deductive learners, aptitudes, abilities)
.3 demonstrate effective use of communication skills
.4 adjust teaching practice for cultural differences
3 Use a range of teaching methods effectively 4 Use a range of teaching methods effectively
Required performance: Required performance:
3.1 Demonstrate a range of teaching methods 4.1 Demonstrate a range of teaching methods
appropriate to trainee seafarers' needs appropriate to trainee seafarers' needs
.1 deliver teaching sessions using a variety of .1 deliver teaching sessions using a variety of
teaching styles teaching styles (e.g. lectures with quizzes and
.2 manage and lead group learning discussions, case studies, role playing, videos and
.3 relate styles to size of group use of graphics and use of interactive learning
material)
.2 manage and lead group learning (e.g. projects and
research‐based group work)
.3 relate styles to size of group
Page 10 of 10