Updating Training Course for Instructors

@ The Malaysian Maritime Academy

Kalyan Chatterjea
Head of Research & Consultancy
Malaysian Maritime Academy, Melaka, Malaysia http://www.alam.edu.my

Using collaborative action research, the Training Course for Instructors (IMO Model Course 6.09 - 2001) has recently been updated at the Malaysian Maritime Academy (Also known as Akademi Laut Malaysia ALAM). The update incorporated present-day teaching and learning practices in the Maritime Education and Training (MET) institutes, which have undergone substantial overhaul during the last decade. A group of academic staff at the academy worked collaboratively for a period of one semester to review the existing IMO model course framework and developed a desktop program which can be used by a new trainer (deck or engine) at the academy, who just left sea for his/her teaching career ashore. The update includes significant changes to the course specification and the methodology of the course delivery through a technology-based platform using latest concept-mapping architecture. The interactive program created for the new trainers is a resource-based desktop software, which is already being actively used at the Academy. IMO Model Course 6.09 (Training Course for Instructors) sets out a ten-day course involving sixty hours of lectures and activities to train the trainers for Maritime Education and Training (MET) Institutes. We wanted to review the content by running the course at the Academy. 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 teachers professional career, we requested some of our experienced teachers to join the course for honing their pedagogic proficiency while helping to review and update this course at the same time. After discussion, it was agreed that we would run this course for a semester using a weekly two-hour slot. For reasons of practicality, a weekly-course was considered more manageable and the time inbetween could then be used for classroom practices. The participants, of whom 80% were experienced trainers, took turn to be the facilitator for the week and share his/her experience. The course structure followed the framework suggested by the IMO Model Course 6.09 and the participants critically evaluated and reflected on the appropriateness of the content, presentation style and also the methods for demonstrating competence. Thus, the course ran 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. The way the course was run could be referred to as action research. Each session was reviewed through a community-based reflective practice in a process of democratic enquiry.

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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. Updating of this Model Course required a substantial effort given the complexities of maritime training, dynamics of our industry and different backgrounds or our new entrants. However, in a collaborative mode, we felt the task became less daunting. A software-based application of the updated Model Course 6.09 was finally developed. The menu-interface for this application, which launches itself in a browser environment, is shown below in Figure 2.

Figure 2. User interface for the for Model Course 6.09 [developed using CmapTools open source knowledge modeling program] The initial screen in Figure 2 shows the resource-based nature of the program. The eight areas of coverage are as per the IMO Model Course 6.09 (2001), except for the 1st module, which imparts understanding and appropriate usage of learning theories. It was argued that a training of trainers course 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 and also teach. An overview into the different theories highlights the characteristic differences, and implications of each approach, which could be helpful for
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a new teacher in setting out his strategies for teaching. There were also substantial revisions made to the modules on Teaching & Learning Environment, Teaching Methods, Training Aids and in Teaching and Learning Outcomes. The changes to original Model Course and the rationales for the changes are shown in the Table 1. The following screenshots provides further details of the program:

1 At Menu level showing access to STCW Requirements Module 2 At Menu level showing access to Training Aids Module 3 At Module level showing access to various resources on STCW 4 At Module level showing access to various online tutorials Figure 3. Screen shots showing access to resources [developed using CmapTools]

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The Table 1 shows the details of the coverage in the 2001 model course and the new framework, which reflects the present-day practices in teaching and learning.
Modules
1. Learning Theories 2. STCW Requirements

Model Course 6.09 (2001)

Not included Outcome-based approach, competence tables.

Updated Course (2010) @ ALAM, Malaysia Behaviorism, Cognitivism, Constructivism, Learning Goals & Competencies. Number of online readings linked to the course, which clarifies issues on outcome-based training & assessment.

Rationale for Change

Helps teachers to set learning strategies. Access to websites relating experience on STCW training by a number of maritime nations will provide recency to the courseware. The scope is enhanced with links to websites covering aspects of present learning prevalent in todays post secondary education. While constructivist ways of teaching and learning are to be encouraged for new teachers, teachercentered approaches (e.g. lectures) are still widely used (e.g. Lecture-theatre classes for large groups). These have changed significantly during the last few decades and chalk & talk alone is no longer adequate.

3. Teaching & Learning Environment

Plan the Learning Process, Knowledge of Factors Affecting Student Learning.

4. Teaching Methods

Variety of teaching styles, Manage & Lead Group Learning.

5. Teaching Aids

Reasons for Learning Aids, Use of White Boards, Preparing Handouts, Use of Overhead Projectors, Internet Usage.

6. Lesson Plans

Outcomes for a Lesson, Factors to consider when Planning a Lesson.

Plan an Effective Teaching Environment, Tasks in Designing Effective Courses, Factors Affecting Student Learning, Effective Delivery, Organizing A Lecture, Elements of Delivery, Active Learning. a) Teacher-centered methods: e.g. Lecture-based learning in the transmission mode, Demonstrations. b) Student-centered methods: e.g. Discussion, Projects, Assignments, Practicals, Field Trips etc. Word processors, spreadsheets and presentation software like MS PowerPoint, Assessment and quizmaking software, White board and flip charts, Digital media, Internet searching for teaching resources & skills required for using Learning Management System (e.g. Moodle CMS). Aims, Objectives, Previous Knowledge of Learners, Time Available, Student Motivation and Resources to be Used. Purpose of Assessment, Nine Principles of Assessment, Types of Assessment: Diagnostic, Formative, Summative & Competency-based Assessment.

7. Teaching & Learning Outcomes

8. Design a Course of Study

Analyse the uses of evaluation, Identify measurements of performance, Select appropriate evaluation methods, Identify the need for quality management. Factors to consider while designing a programme and its delivery.

Lesson plan needs to address resources, scheduling, classroom management and evaluation of the lesson. Significant research is being on assessment processes over the past few decades and it is necessary to pass this knowledge to the new training professionals. A hands-on approach to course design with a deliverable.

A mini-project in course design guided by a facilitator.

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