Compilation of a computerbased training module for the training and certification of officers navigating in ice-affected waters

Diplomarbeit von Christoph Benedikt Funke

Introduction:

Advanced vocational training and continuous learning is needed to excel other competitors on the job market, and is contributing to self-satisfaction. Regarding the shipping crisis it should therefore be deemed crucial for nautical officers in order to qualify for special market segments aloof of the mostly affected container shipping.

From a companies’ point of view the crisis should be considered as a chance for intern restructuring, thus gaining competitive advantages for the future. According to results from this year’s human resources trade fair PERSONAL2009, well directed personnel development during the depression will give a return on investment by preventing skill shortage in the long run.

One chance of specialisation for nautical officers can be seen in the field of ice-navigation which is becoming more and more important due to the opening of arctic seaways. According to the experience of Columbia Ship Management it has always been a problem to find skilled officers for this domain. Observing the development of Polar traffic and presuming an increase during the next decades it seems advisable to gather early experience in this field, in order to become a highly qualified officer until the demand on the job market rises.

Additional nautical qualifications are obtained through practical experience and interaction on special operating ships and have to be consolidated by instructed courses and self-studying. E-learning in all of its facets offers very suitable ways, guiding through these studies.

The research for this work was focused on two issues: E-Learning and its advantages for on-board training on the one hand, and the required proficiencies for a safe ice-navigator on the other hand. This written composition mainly copes with the qualities of e-learning, while the results of the study on ice-navigation topics can be found in the computer based training attached to this work.

Table of Contents:

	Preface	II
	Contents	IV
	Abbreviations	V
	Figures	VI
1.	Scope	1
2.	Objectives and Procedure	3
3.	Ice-Navigation	4
3.1	Special Training Requirements	4
3.1.1	Navigational Circumstances	5
3.1.2	Regulatory Circumstances	6
3.1.3	Working Circumstances	6
3.2	Current Situation	7
3.2.1	Traffic Situation	7
3.2.2	Educational Situation	8
3.3	Perspective	9
4.	E-Learning	11
4.1	Definitions	11
4.1.1	Didactical Formats	11
4.1.2	Learning Management Systems	12
4.2	Applications	13
4.3	Advantages and Disadvantages	15
4.4	Conclusion	16
5.	Training Module	18
5.1	Technical Specifications	18
5.1.1	ILIAS	18
5.1.2	Programming	20
5.1.3	System Requirements	21
5.2	Target Group	21
5.3	Structure and Subjects	22
5.3.1	Targets	22
5.3.2	Disposition and Content	22
5.3.3	Didactical Structure	23
5.3.4	Tests	24
5.4	Layout	25
5.4.1	Page Concept and Navigation	25
5.4.2	Text	26
5.4.3	Illustration	27
6.	Conclusion and Perspective	29
	Bibliography	31
	Appendix	37
	Appendix A: Training Module Ice-Navigation on CD	38
	Appendix B: Complementary diagram and table	39

Text Sample:

Chapter 5.2, Target Group:

The potential users of the CBT compiled by this thesis are considered to be intrigued nautical students in their advanced study period and seagoing officers intending to work on ships operating in ice-infested waters.

Both, students and officers are familiar with computer work due to their profession. Therefore, the target group can be expected to be able to cope with hyper-textual structure and medial objects.

At least the first group is characterised by a high motivation to enlarge personal knowledge. However this attribute should also be expected from an officer who seeks for new challenges by conducting a voyage to icy waters.

The target group has at any rate gathered elementary experience in navigating and manoeuvring ships of more than 500 gross tonnage in various weather conditions and is basically acquainted to shipboard operations. A basic-safety-training according to STCW 95 has been attended.

Structure and Subjects:

The following chapter describes the didactical structure and content of the module. After a presentation of targets and structure, the didactical layout will be described.

Targets:

After successful completion of the module, the participants have demonstrated broad knowledge on ice-related ship handling. They will be equipped with a profound basic knowledge, facilitating the beginning of their ice-navigation career and making the ice-navigation safer for all involved parties.

Furthermore the module provides an electronic ice-navigation reference book for officers on board, who either want to recapitulate personal experience on certain topics, or find useful information in advance of ice contacts.

Disposition and Content:

The module’s thematic disposition is derived from the framework of the Norwegian ‘Training requirements for ships operating in ice-covered waters” and can be found in Appendix B-1.

The interim assessments have been placed in consistent intervals and always cover all topics dealt with since the last test. Following the disposition the first finalises the thematic group of ‘Ice Characteristics’ and ‘Vessel Performance’. The second test will be conducted after ‘Operation and Handling’, ‘Equipment Limitations’ and ‘Rules and Regulations’. A third one is placed after ‘Working Conditions’ and the final assessment covering the whole module is scheduled after completion of the last chapter ‘Environmental Factors’.

Every topic has an initial introduction page, presenting the contents that will be taught. This helps the user to retrace his progress and is a structuring element guiding through the thematic chapters.

The content was gathered by the study of various sources which can be found in the learning module’s bibliography. Generally, it must be pointed out that the module does not want to unduly extend the contents, since the subject is already highly diversified. The basic formula for the content should be: „As much as necessary to achieve the learning aim, but as little as possible.” At the same time by means of external links and further reading suggestions the highly interested learner gets various possibilities for more profound studies.

Didactical Structure:

It was chosen to combine the aspects of a linear with a hyper textual structure as a hybrid form of the instructional paradigm, where the instructors determine the learning process, and the problem-solving paradigm, where the learners can discover their own way through the contents. As seen in Appendix B-2, the user can navigate freely between all topics of the thematic groups mentioned above, as far as no test is required to go on. On the one hand this follows the perception of a target group that is basically acquainted with internet use and seriously interested in the provided content, on the other hand this ensures that no topic will be completely skipped.

Although, the module generally follows the knowledge transmission model as described in chapter 4.1.1, the interconnection of the learning module’s contents and external information sources is part of a cognitive approach, encouraging the student to explorative self-study activities and reflection. For the distinction of internal and external links, different icons are used and external links as well as glossary references will open in a new browser window.

Supplementary ideas on this interactive approach will be demonstrated in the perspective in chapter 6.