Quality MET Through Quality Simulator Applications

1. Quality MET Through Quality Simulator Applications 19th International Maritime Lecturers Association Conference on MET 28 Sept – 1 October 2011, Rijeka, Croatia

2. Relevant issues • Development of marine simulators • Applications and types of simulators • Conditions and criteria for use • Impact, transfer and effectiveness • Quality assurance issues

3. Development

4. 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

5. Marine simulator facility

6. Interactive virtual engineroom simulator

7. 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.

8. Simulator hierarchy Radar, navigation, visuals, models Radar, navigation, visuals Radar, navigation Radar CBT FM Multi Limited Single Task Computer Based Training

9. Hierarchy class steps Full Mission Multi task Limited task Single task

10. Simulator classification • Functional approach • Classes A,B,C,S • Related to STCW95 tables Part A competences

11. Relevant organizations • IMSF International 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)

12. www.imsf.org

13. 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 Pro’s and con’s

14. Applications and types

15. Applications of marine simulation • Relevant dynamic processes • Complex operational equipment • Training and assessment tool • Instructional intensifier and accelerator • Demonstration of competences

16. Types of training • Operator training • Team training • Decision making training • Procedure training • Maintenance training

17. Interactive elements INSTRUCTOR STUDENT SIMULATOR TRAINING PROGRAMME

18. Exercise components • Introduction • Learning objectives • Exercise duration • Student/instructor ratio • Instructor notes • Student briefing • Exercise • Student debriefing notes • Evaluation criteria

19. 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 Types of simulators

20. 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

21. 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

22. Conditions and criteria

23. STCW issues • Which type of education is required? • Is acquiring competence possible? • How to transform knowledge into competence? • Which training and assessment tools?

24. 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

26. 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

27. 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

29. 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

30. 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

31. 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

32. SEA System: general principle • General Principle Report

33. 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.....”

34. Realistic ship’s bridge simulator

35. Realistic virtual engineroom simulator

36. Staffing challenge • Seafarer shortage leads to............... • Teaching staff shortage, required to be............. • Appropriately qualified and have experienced instructors, assessors and supervisors.

37. Common MET career path EXPERIENCED ASSESSOR INSTRUCTOR SEAFARER STUDENT

38. 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

39. ??? Appropriately qualified

41. Impact, transfer and effectiveness

42. AV-methods hierarchy

43. Simulator impact

44. 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?

45. From here………....

46. .............. to here!

47. 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

48. Transfer conditions • Well designed training programmes • Sufficient training time • Highly motivated simulator instructors • Interested students • Realistic simulator environment

49. Realism vs. transfer percentage

50. Time vs. transfer percentage (example)