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Quality MET Through Quality Simulator Applications
19th International Maritime Lecturers AssociationConference on MET
28 Sept – 1 October 2011, Rijeka, Croatia
Relevant issues
Development of marine simulators Applications and types of simulators Conditions and criteria for use Impact, transfer and effectiveness Quality assurance issues
Development
Development conditions
Widespread after WWII Marine simulation triggered by radar application Redundancy of the traditional training vessels Decrease in training periods on board ship More commonly available Improved quality of electronic systems
Marine simulator facility
Interactive virtual engineroom simulator
Simulation definition
IMO Intersessional Simulator Working Group (ISWG)
adapted following definition in 1994:
Simulation is a realistic imitation, in real time, of any shiphandling, radar and navigation, propulsion, cargo/ballast or other ship-system incorporating an interface suitable for interactive use by the trainee or candidate either within or outside of the operating environment, and complying with the performance standards prescribed in the relevant parts of this
section of the STCW code.
Simulator hierarchy
Radar, navigation, visuals, models
Radar, navigation, visuals
Radar, navigation
Radar
CBTComputer Based Training
Single Task
Limited
Multi
FM
Hierarchy class steps
Single task
Limited task
Multi task
Full Mission
Simulator classification
Functional approach Classes A,B,C,S Related to STCW95
tables Part A competences
Relevant organizations
IMSFInternational Marine Simulator Forum IMLA International Maritime Lecturers Association
INSLC International Navigation Simulation Lecturers Conference ICERS International Conference on Engine Room Simulators
IAMU International Association of Maritime Universities GlobalMET Global Association of MET Institutes IAMI International Association of Maritime Institutes (IMO International Maritime Organization)
www.imsf.org
Pro’s and con’s
Advantages superior substitute for real thing strong impression teaching tool training events repeatable safety hazards eliminated emergency situations possible accelerator and intensifier savings in time and equipment more readily available than real overall reduction training costs sea time remission
Disadvantages relatively costly experienced instructors required vulnerable complex equipment scheduling complex
Applications and types
Applications of marine simulation
Relevant dynamic processes Complex operational equipment Training and assessment tool Instructional intensifier and accelerator Demonstration of competences
Types of training
Operator training Team training Decision making training Procedure training Maintenance training
Interactive elements
TRAINING PROGRAMME
SIMULATOR
INSTRUCTOR
STUDENT
Exercise components
Introduction Learning objectives Exercise duration Student/instructor ratio Instructor notes Student briefing Exercise Student debriefing notes Evaluation criteria
Types of simulators
navigation equipment GMDSS radar radar and navigation ship handling fisheries inland waterways dynamic positioning crane handling vessel traffic management search and rescue
oil spill management propulsion plant steam generation plant electrical power plant refrigeration plant cargo handling ballast control dredging ship offshore processes drilling technology
Mandatory Code Part A
New STCW 2010 mandatory training ECDIS Bridge resource management Engine room resource management Requirements of leadership ability on all levels Communication
Security training all personnel with security tasks
Guidance Code Part B
New STCW 2010 training guidelines for: Navigation in polar areas Offshore Supply Vessels (OSV) (Anchor handling) Dynamic Positioning (DP) Damage control
Conditions and criteria
STCW issues
Which type of education is required? Is acquiring competence possible? How to transform knowledge into competence? Which training and assessment tools?
Rules and regulations
I/6 Training and assessment within an institution competence assessment
I/8 Quality standards training programmes examinations personnel qualifications
I/12 Use of simulators performance standards programmes/assessment personnel
Competence ?…….
Competence (Keen 1992, Parry 1996) : combination of skill, attitude, knowledge
Competence (Fletcher 1995): ability to perform a particular activity to a prescribed standard.
Competence (Dutch Higher Education Council 2002): potential to handle new, unexpected, untrained situations
Competence based learning
Identify competence based performance standards Compare these to presently applied practices In case of differences then necessity to learn/train
Competence based standards as assessment framework Accreditation of result of training efforts Evidence of performance monitored and measured
Assessment ?……..
● Multi - methodical reflection procedure in order to collect evidence of performance
● Assessment framework through competence based standards
● Testing looks back to say something about the past learning
● Assessment looks ahead in competence based learning
Competence based assessment
Criterion-referenced versus norm-referenced Limited written exams Workplace performance is best proof Onboard options limited and complex to achieve Next best are realistic relevant simulators
Rules and regulations
I/6 Training and assessment within an institution competence assessment
I/8 Quality standards training programmes examinations personnel qualifications
I/12 Use of simulators performance standards programmes/assessment personnel
SEA System: general principle
— General Principle
Report
STCW 95 section A-I/12
”........the simulator shall be capable of simulating the
operating capabilities of shipboard equipment concerned, to a level of physical realism appropriate to the training
and assessment objectives.....”
Realistic ship’s bridge simulator
Realistic virtual engineroom simulator
Staffing challenge
Seafarer shortage leads to............... Teaching staff shortage, required to be............. Appropriately qualified and have experienced
instructors, assessors and supervisors.
Common MET career path
STUDENT
SEAFARERINSTRUCTOR
ASSESSOR
EXPERIENCED
Qualified assessor
Regulation I/6 training and assessment in accordance with A-I/6 those responsible for assessment of competence shall
be appropriately qualified in accordance with A-I/6
Code A-I/6 the assessor of competence should have experience in
doing such on that particular type of simulator under experienced assessor supervision
Code B-I/6 again: appropriately qualified and experienced model course 6.09 Training course for instructors
Appropriately qualified ???
Impact, transfer and effectiveness
AV-methods hierarchy
Simulator impact
Transfer issues
Transfer is the extent to which skills (competences) acquired in
learning (simulation) are transferable to real life situations.
Does transfer happen? What magnitude of transfer? Efficiency of transfer? Is achieving competence possible? Which transfer results?
From here………....
.............. to here!
Transfer of simulator learning
Numerous studies to prove transfer of simulator learning Mainly for airlines, some in driving, few in maritime Groups of trainees performing with/without,
simulator training/shipboard practice, are compared
Transfer conditions
Well designed training programmes Sufficient training time Highly motivated simulator instructors Interested students Realistic simulator environment
Realism vs. transfer percentage
Time vs. transfer percentage (example)
Amount of transfer
Learning theoretics 35 – 65% (average 50%) Simulation learners -11 – 90% (average 40%) Sample of army tank simulation 50 – 90% (average 70%)
Effectiveness
Netherlands maritime study (1994) Performance levels respectively
50%, 76%, 83% after 40, 80,120 hours simulation Conditions applying
simulator facility approved by Marad (DNV)simulation: 40% bridge, 40% engine, 20% cargo
Seatime remission during cadet year5 days (40hours) simtime = 10 days seatime (1:2)10 days (80hours) simtime = 10+20 = 30 days (1:3)15 days (120hours) simtime = 10+20+30 = 60 days (1:4)
Quality assurance issues
Those were the days.........
The way we are.........
Rules and regulations
I/6 Training and assessment within an institution competence assessment
I/8 Quality standards training programmes examinations personnel qualifications
I/12 Use of simulators performance standards programmes/assessment personnel
General provisions (chapter I)
Code Part A: Mandatory Standards
A-I/8 Quality standardsobjectives, standards of competence definedcertification, courses, exams, instructors,
assessorsinternal quality assurance reviews5-yearly evaluation of management, results,
corrective action
Quality assurance
What relevance of e.g. ISO 9000 to training and education? management tasks in QA system how auditing to be done checking learners requirements controling course and materials design keeping track of learning process using appropriate assessment methods helping learners after course completion keeping appropriate records
Quality assurance in MET
Achieve excellence: equipment: teaching tools methodology: assessment personnel: qualified, experienced
Agree on standards: adapt system: ISO 9000, BS 5750 approval: external audits relevance: specification for design
development, production
installation, servicing
QA systems
Concluding observations
Effective teaching tool with strong impact More readily available superior substitute for real thing Emergency situations can be trained without safety hazard Accelerator and intensifier of teaching efforts Cost effective through savings in time and equipment Overall reduction of training costs Sim time can replace sea time for certification Relatively costly compared to traditional means Complex equipment which can fail Experienced instructors required
