Give - Hochschule Bremen

COMPILATION OF A
COMPUTER BASED TRAINING MODULE
FOR THE
TRAINING AND CERTIFICATION OF OFFICERS
NAVIGATING IN ICE AFFECTED WATERS
Diplomarbeit
zur Erlangung des Grades
„Diplom-Wirtschaftsingenieur für Seeverkehr (FH)“
an der Hochschule Bremen
Fakultät 5 - Natur und Technik
Wintersemester 2009/2010
Christoph Benedikt Funke
benediktfunke@web.de
Erstprüfer: Kapt. Willi Wittig, MSc
Zweitprüfer: Kapt. Prof. Peter Irminger
Bremen, November 2009
Preface
“Perhaps the most valuable result of all education is the ability to
make yourself do the thing you have to do, when it ought to be
done, whether you like it or not; it is the first lesson that ought to
be learned; and however early a man‘s training begins, it is probably
the last lesson that he learns thoroughly.”
- Thomas H. Huxley (1825-1895)
The famous fellow of Charles Darwin, Thomas Huxley, British
biologist and educationalist, pointed out the urge for education,
enabling oneself to choose appropriate behaviour in specific
situations without long considerations. This competency is of a
paramount importance for nautical officers and calls for particular
consideration.
During the daily watch routine the conning officer continuously has
to cope with situations that require quick reactions and decisions
for the accurate actions. The best education and constant training
are the essential means to give nautical personnel the selfassuredness to handle these every-day challenges and to act
safely under exceptionally perilous circumstances.
Inspired by own trips to ice-affected waters and the fascination of
ship handling in these conditions, I decided to cover this topic within
this diploma thesis. Therefore - seeing the need for special training
and the run on polar seaways – I chose to develop a training course
for officers working on ice-going vessels.
The educational structures have changed in the course of the past
and e-learning concepts have experienced a huge upswing. These
technologies are particularly suitable for training on-board ships
due to the independence of place and time.
The heavy-lift specialist Beluga Shipping has come up with
innovative concepts in the past and is still conducting pioneering
studies covering all aspects of the shipping market.
II
Preface
Two ice-strengthened company vessels successfully transited the
Northern Sea Route this summer. My thank goes to all people at
Beluga Shipping who supported me with this work.
Furthermore my gratitude goes to Capt. Willi Wittig, MSc, and
Capt. Prof. Peter Irminger from the University of Applied Sciences,
Bremen, for mentoring this thesis and giving interesting influence in
all contexts.
I decided to use the English language for this thesis, owed to
the internationality of the shipping industry and multi-national
mixture of crews doing their service on ships all around the globe.
Orthography and grammar are based on the Oxford Advanced
Learner’s Dictionary in its latest edition.
Benedikt Funke
Bremen, 13. November 2009
III.
CONTENTS
Preface
Contents
Abbreviations
Figures
1
Scope
2
Objectives and Procedure
3
Ice Navigation
3.1 Special Training Requirements
3.1.1 Navigational Circumstances
3.1.2Regulatory Circumstances
3.1.3 Working Circumstances
3.2 Current Situation
3.2.1 Traffic Situation
3.2.2 Educational Situation
3.3 Perspective
4 E-Learning
4.1 Definitions
4.1.1 Didactical Formats
4.1.2 Learning Management Systems
4.2 Applications
4.3 Advantages and Disadvantages
4.4 Conclusion
5
Training Module
5.1 Technical Specifications
5.1.1 ILIAS
5.1.2 Programming
5.1.3 System Requirements
5.2 Target Group
5.3 Structure and Subjects
5.3.1 Targets
5.3.2 Disposition and Content
5.3.3 Didactical Structure
5.3.4 Tests
5.4 Layout
5.4.1 Page Concept and Navigation
5.4.2 Text 5.4.3 Illustration 6 Conclusion and Perspective
Bibliography
Appendix
Appendix A: Training Module Ice Navigation on CD
Appendix B: Complementary diagrams
Ehrenwörtliche Erklärung
II
IV
V
VI
1
3
4
4
5
6
6
7
7
8
9
11
11
11
12
13
15
16
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18
18
20
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42
IV.
ABBREViATIONS
Capt. Captain
CBT Computer Based Training
CD Compact Disc
cf. confer
CSS Cascading Style Sheet
DNV Det Norske Veritas
Dr. Doktor (German: PhD)
et al. et alii
HS Hochschule (German: University of Applied Sciences)
HTML Hypertext Markup Language
IAATO International Association of Antarctica Tour
Operators
ibid. ibidem
IMO International Maritime Association
Ing. Ingenieur (German: Degreed Engineer)
IPTS Institute for Prospective Technological Studies
LMS Learning Management System
MARPOL International Convention for the Prevention of
Pollution from Ships
MMCC Media Competence Center (HS Bremen)
NSR Northern Sea Route
NWP North West Passage
PC Personal Computer
q.v. quod vide
SEMICS
Smart Electronic Maritime Information and
Communication Systems
STCW Standards on Training, Certification and
Watchkeeping
WBT Web Based Training
V.
FIGURES
Figure 1: MV Stena Arctica, Ice-Aframax-Tanker
Figure 2: RV “Polarstern” at Rothera Base, Antarctica
Figure 3: Arctic seaways
Figure 4: Media-didactical approaches
Figure 5: Schematic Idea of Blended Learning
Figure 6: AULIS Personal Desktop
Figure 7: Learning Module: Page Layout
Figure 8: Illustrating role models
4
8
9
12
16
19
25
27
VI.
SCOPE
1 // Scope
Advanced vocational training and continuous learning is needed to
excel other competitors on the job market, and is contributing to
self-satisfaction.1 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 internal 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.2
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 Management3 it has always been a
problem to find skilled officers for this domain.4 Observing the
development of Polar traffic and presuming an increase during the
next decades lets it seem 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.
Cf. Hartmann (2007), Chapter 4.4.
Cf. spring Messe Management (2009).
3
Responsible crewing agency for cruise companies operating
Arctic and Antarctic waters. (e.g. Hapag-Lloyd Cruises).
4
Natke (2009), conversation on 26.09.2009.
1
2
01
SCOPE
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.5
5
Appendix A; also: https://www.aulis.hs-bremen.de/
ilias.php?baseClass=ilLMPresentationGUI&ref_id=141649.
02
OBJECTIVES AND PROCEDURE
2 // Objectives and Procedure
The thesis at hand is intended to provide a commentary on the
compilation and development of a computer based training
module (CBT) for the schooling of students and nautical officers
responsible for the watch on ice-going vessels according to the
Norwegian proposal for “Training requirements for ships operating
in ice-covered waters”.6
At the beginning the need for special ice-navigation training and
its requirements will be outlined and discussed regarding today’s
situation and an outlook to future aspects.
The subsequent part is concerned with e-learning standards
and systems including their didactical structure and typical
application.
A transfer of the before mentioned concepts to the learning
module concerned by this thesis will be conducted in the following
and the technical principles, structure and layout of the CBT will
be described.
Finally, a conclusion and perspective on computer based training on
board in general and this Ice-Navigation module in particular will
be drawn.
6
International Maritime Organization (2008)
03
ICE NAVIGATION
3 // Ice Navigation
Navigation in ice-affected waters has been a demanding task
for polar discoverers throughout centuries and still is for sailors
nowadays.
Figure 1: MV Stena Arctica, Ice-Aframax-Tanker
Conny Wickberg, Stena Bulk7
In the following the resulting special training requirements will be
defined concisely, pursued by a synopsis of the current ice-traffic
and educational situation along with a perspective to increasing
polar traffic and future regulatory amendments.
3.1 // Special Training Requirements
Since nautical officers working on ice-going vessels are confronted
to diverse unordinary tasks, additional qualifications are
indispensable to safe navigation.
This chapter solely provides a brief rundown of these qualifications,
since the topics and necessary proficiencies can be found in a more
sophisticated approach in the learning module and its disposition.8
http://www.stenabulk.com/Global/Press/Images/JPG_600/
Aframax%20Ice/Afraarc-184-10-600x.jpg [as of 06.10.09].
8
Q.v. Chapter 5.2.
7
04
ICE NAVIGATION
3.1.1 // Navigational Circumstances
Incidents with ice, especially when unexpected, can have disastrous
consequences. Not only the well-known accidents of the Titanic
from 1912 in the Northern Atlantic, or the Explorer in Antarctica in
2007, have shown the immense dangers of polar ice. Both vessels
sank after a collision with an ice-berg. Besides structural and
technical deficiencies, the two accidents also resulted from human
errors and false estimations of the potential dangers.9
To prevent such accidents when approaching ice-infested waters,
knowledge and correct interpretation of the ice conditions is
the base of safe voyage planning. Therefore, mariners have to be
familiarised with ice types, stages of development and means of
gathering ice-information. The navigational officer should then be
able to adopt these particulars to the existent passage plan in
accordance with the master’s decisions in order to determine the
safest track or to entirely avoid the ice.10
Once the vessel has to enter ice-covered waters it is the
conning officer’s duty to handle the ship’s engine and helm in an
appropriate way to keep the vessel free of harm. Awareness of
the own vessel’s ice class as well as steering characteristics and
implications in manoeuvrability through ice hence have to be part
of a well trained officer’s ken.
As most coastal states affected by ice during wintertime set up
ice-breaking services, establishing ice-breaker and tug assistance
can become part of winter operations. This calls for particular
instructions to towing techniques and standardised communications.
Regarding the current increase of polar traffics, officers should
also get used to high-latitude errors of technical equipment as
well as limitations of nautical charts due to polar projection.
9
Cf. Cummings (2009) and Liberian Bureau of Maritime
Affairs (2009), p. 59.
10
Cf. Buysse (2007), p. 12f.
05
ICE NAVIGATION
3.1.2 // Regulatory Circumstances
Governmental organisations of each of the Arctic bordering
countries have released individual regulations for transiting their
territories during the ice-season. These regulations include, but
are not limited to, pilotage, traffic schemes and rules ensuring
environmental protection.
Moreover Antarctic waters are subject to various international
regulations like the Antarctic Treaty11, MARPOL and IAATO
guidelines, declaring them as special sea areas, and vessels travelling
to southern oceans need to arrange extra planning and procedures.
In order to comply with all these rules and to prevent considerable
fines it is essential for responsible officers to know about applicable
law and the sources of information about the latest releases.
3.1.3 // Working Circumstances
The risk of medical impairment in wintry conditions is not only
perilous when exposed to water during abandon ship but also to a
certain extent in dry deck work.12 Accordingly, every mariner needs
to know the symptoms of cold induced sicknesses, effecting
his own and also his fellow’s bodies, as well as their effective
prevention and treatment. Also for that reason, officers operating
in cold climates are even more obliged to establish safe working
conditions than in any other sea area – which also includes reduction
of outside work and providing of protective cloths.13
As mentioned before there is a strong demand for further safety
strategies when considering the case of abandon ship: Polar survival
techniques, on-ice launching procedures for survival crafts as well
as fire fighting strategies in a freezing environment have to be part
of regular safety drills.
11
12
13
Q.v. Chapter 3.2.1.
Q.v. International Maritime Organization (2006), p4ff.
Cf. American Bureau of Shipping (2009), p.19; also:
American Bureau of Shipping (2008), p.90ff.
06
ICE NAVIGATION
3.2 // Current Situation
The following gives a short overview of the traffic through sea
areas affected by ice. Given that a profound study of winter traffic
flows is not part of this thesis no in-depth research was conducted
on this topic.
Later on the present regulations regarding training and certification
of ice-navigators are discussed.
3.2.1 // Traffic Situation
Given the numbers of Finnish port calls between December 2002
and April 2003 (863 vessels)14 and the port of Quebec statistics
for 2008, recording a total handled tonnage of 27.2 million15, with
incessant traffic through summer and winter, the main shipping
traffic affected by ice is still found in the Baltic and on the Gulf
of St. Lawrence. Regarding these figures, the use of polar seaways
can be neglected today.
In his article “Schiffspassagen in der Arktis”16, Dr.-Ing. Günter
Bossow states that the traffic through the polar routes north of
Russia (NSR) and North of Canada (NWP) is still on a very low
level. As per his account passages of the Northern Sea Route have
plummeted after the breakdown of the Soviet Union, owing to high
maintenance expenses [for nuclear ice-breakers and administration;
author’s note]. Furthermore he cites the Canadian Coast Guard
providing figures of approximately 150 full passages through the
North West Passage during the last 100 years.
In consequence of the forward-looking Antarctic Treaty from 1951,
interdicting exploitation of continental resources, the southern
ocean routes are primarily reserved to research vessels conducting
studies or supplying Antarctic bases, and cruise ships during southern
summer months.
Cf. Hänninen (2003), p. 4.
Cf. Quebec Port Authorities (2008), p. 6.
16
Bossow (2009), p. 86ff.
14
15
07
ICE NAVIGATION
Figure 2: RV “Polarstern” at Rothera Base, Antarctica
Hannes Grobe, Alfred Wegener Institute, 1994 17
3.2.2 // Educational situation
The Standards on Training, Certification and Watchkeeping are
binding guidelines for the contents in global maritime education,
published by the International Maritime Organization, a sub-agency
of the United Nations.
Ice-navigation has not yet become part of these regulations,
leaving the responsibility of implementation to the curriculum at
the nautical schools themselves. Some northern universities like
the Marstal Navigationsskole in Denmark and Aboa Mare in Finland
have designed Ice Navigator courses which are offered publicly
but also for their own students. Since these courses are designed
for Baltic ice-navigation, further elaboration for Arctic waters –
providing totally different ice regimes – needs to be carried out in
case of increasing traffic on Polar seaways.
The majority of nautical schools do not provide such sophisticated courses
though. The HS Bremen for instance has chosen to teach basics of ice
handling within the scope of the obligatory course ‘Manövrieren’18,
not exceeding a time expenditure of two lessons.19
Existing e-learning programs for training of ice-navigation skills will
be mentioned in chapter 4.2.
http://upload.wikimedia.org/wikipedia/commons/e/e0/
Polarstern_othera_hg.jpg [as of 29.09.09].
18
Manövrieren (German): Manoeuvring.
19
Cf. Hochschule Bremen (2004), p. 25.
17
08
ICE NAVIGATION
3.3 // Perspective
Figure 3: Arctic seaways
Handelsblatt (25.09.09)
During the past years, broader public interest has been aroused
by prospective arctic seaways. Due to global warming, both, the
NWP and the NSR tend to be ice-free during summer months and
offer impressive shortcuts for marine transportation. According to
Bossow the distance between Rotterdam and Yokohama is 34.4%
shorter through the NSR and 24.6% shorter through the NWP than
the route through the Suez Canal.20 The graphic above illustrates
both routes and their opportunities.
Non-mandatory definitions for required training and certification
standards have been published by organisations and classification
societies throughout the past years in this context. The fundamental
IMO “Guidelines for ships operating in arctic ice-covered waters”21
introduced in 2002 which are directing member governments’
attention to the appropriate precautions to be taken for Arctic
ship operations are important to be mentioned in this context.
20
21
Cf. Bossow (2009), p. 88f.
International Maritime Organization (2002a).
09
ICE NAVIGATION
These guidelines and publications like the DNV “Ice-Navigation
Standard”22 have been charting the course to a comprehensive
review of the STCW convention and code. Finally in 2009, Norway
presented a draft-proposal for “Training requirements for ships
operating in ice-covered waters”23 to the IMO Sub-committee on
Standards of Training and Watchkeeping in its 40th session.
Once these requirements would be introduced to Chapter V,
Section A of the STCW code – as proposed – it will be necessary
for nautical schools and shipping companies to have adequate
training concepts on hand.
22
23
Det Norske Veritas (2008).
International Maritime Organization (2008).
10
E-LEARNING
4 // E-Learning
E-learning is a collective term for educational methods using
computers for medial presentation of class topics. These different
applications and ideas will be discussed below.
4.1 // Definitions
Throughout this thesis the generic expression ‘e-learning’ is used to
denote a range of telemedia- and multimedia-based applications
used for vocational training. The definitions ‘computer based training’
(CBT) and ‘web based training’ (WBT) are commonly used, although
not being completely accurate, since a CBT is not necessarily
limited to offline distribution.24 Consequently this term will be
used do describe all kinds of courses designed for PC-studying.
To improve the understanding of Chapter 5 coping with didactical
and technical realisation of this work’s CBT, additional e-learning
theory will be introduced next.
4.1.1 // Didactical Formats
In simple terms the didactical approach can be divided into models
of content-transmission and models animating the learner to
internal – self-active – content-processing. The former, according
to Kerres, are often described as behaviouristic approaches, the
latter try to implement cognitive considerations.25
The classical behaviourism resorts to a Stimulus-Response-Model
to explain the connection between presented knowledge and
learning success. Herein it is simply presumed that during one’s life
time a response will be learned for every stimulus and reproduced
in similar situations.26
Cf. Kerres (2001), p. 14.
Cf. ibid., p. 145ff.
26
Cf. Bednorz/Schuster (2002), p. 11.
24
25
11
E-LEARNING
Extended cognitive theories are relating to ideas that describe human
information-processing and the internal procedures for information
storage.27 Herein the learning situation is evaluated under more
complex circumstances than the plain Stimulus-Response-Model.
This is demonstrated exemplary by an experiment where rats
successfully transferred their internalised experience in a dry maze
to a completely new situation when the maze was flooded.28
The diagram below illustrates the different media-didactical
approaches according to Kerres.
Figure 4: Media-didactical approaches
Own diagram after: Kerres (2001), p. 146 + 147
4.1.2 // Learning Management Systems
Due to its relevance for the learning module described herein,
the development of Learning Management Systems (LMS) has
to be summarised at this point. These LMS emerged from a
symbiosis of Web 2.029 communities along with the immense
growth of e-learning content in the past years. All these tools
share characteristic functions: A content management system for
instructors, communication possibilities between all participants,
forum for discussion, learning-status control and web-based tests.
Cf. ibid. (2002), p. 15.
Cf. Borger/Seaborne (1966), p. 70.
29
Web 2.0: Meaning the change from classic central-hosted web
pages to social computing solutions, where users act as authors.
27
28
12
E-LEARNING
Most of the learning management systems can resort to these
tests and status information in order to manage access to
succeeding chapters.
In 2009, Web 2.0-influence on e-learning systems has been
discussed in the study “Review of Learning 2.0 practices” by Dr.
Christine Redecker at the Institute for Prospective Technological
Studies30. Concluding, the ‘pedagogical innovation’ through social
computing is amongst others characterised by networking between
students as well as instructors, addressing a wide range of users
with different prior knowledge and a response “to the changed
cognitive processes and learning patterns that have evolved due to
the […] use of information and communication technologies […].”31
In a similar vein one important finding in recent e-learning studies
is that the aim of modern learning environments should not be
to replace the teacher but to improve the teaching situation by
mutual communication.32
4.2 // Applications
At the moment, the leading developer of professional maritime
e-training courses is Seagull AS from Norway33 with prices of some
hundred dollars per module. They also developed an e-learning
module for ice-navigation, which can be bought by subscribers to
their service.
The market of learning management systems is flooded by multiple
vendors, hence being subject to frequent changes. Presently
ILIAS and Moodle (Modular Object-Oriented Dynamic Learning
Environment) are wide spread and recommended.34 The nautical
schools of Bremen, Elsfleth and Leer are using ILIAS; the school in
Warnemünde is working with solutions provided by the HochschulInformations-System GmbH35.
Institute for Prospective Technological Studies (IPTS): An
Institute of the Joint Research Centre of the European Commission
31
Redecker (2009), p. 89.
32
Cf. Siffri et al (2006), p. 10.
33
Cf. Seagull webpage: http://www.seagull.no/seagullweb/
index.aspx, [as of 17.09.09]
34
Cf. University of Koblenz/Landau webpage:
http://www.uni-koblenz-landau.de/koblenz/iwm/service/eval/
lcmsevaluation [as of 08.10.09].
35
Hochschul-Informations-System GmbH (German): Higher
Education Information System Ltd. [as of 08.10.09].
30
13
E-LEARNING
An upcoming project by the German e-learning developer
MarineSoft is a Marine Learning Management System based on the
Moodle technology in order to bring maritime training modules
together.36
Nautical students from Elsfleth have already prepared several
self-made ILIAS modules on navigation and seamanship topics in
the past which are available for students through the webpage
‘maritime-elearning.org’, hosted by the MARIKO.RIS37.
At this point, established ship handling simulator courses during
nautical education have to be mentioned as exceptionally
sophisticated computer based training courses. In a cooperation
of the renowned Arctic and Antarctic Research Institute in
St. Petersburg together with leading simulator developers like
Transas and Zora, ice-simulator plug-ins were developed, giving
ship handling simulators the capability of calculating ice-physics
and to realistically display ice-affected waters.38 Furthermore the
ice-navigation specialist Enfotec Technical Services39 from Canada
offers a range of training and simulation software.
The e-learning module compiled through this work could, for
example, be used as preparatory course for subsequent simulator
training, giving first practical experience in ice-navigation. This
combination of theory and praxis will end up in a higher learning
success, as touched in chapter 4.4.
Q.v. MarineSoft LMS webpage:
http://212.204.62.68:2424/moodle/.
37
MARIKO.RIS: Maritimes Kompetenzzentrum, Elsfleth
(German: Maritime Competence Centre).
38
Cf. Transas webpage: http://www.transas.com/products/
simulators/sim_products/navigational/special/ice/
[as of 08.10.09] and Zora webpage:
http://www.zora.ru/eng/?a=show&id=56 [as of 08.10.09].
39
Cf. Enfotec webpage: http://www.enfotec.com/.
36
14
E-LEARNING
4.3 // Advantages and Disadvantages
In the beginning high expectations in e-learning were rooted in the
commercial aim to cut down costs for vocational training by reduced
schooling time, off-work time and travel expenses. Although
these goals have principally been achieved by computer-training,
new expectations and prospects have risen.40 Particularly web
based solutions have lead to a new learning culture of individuals
connected to a globalised knowledge building community.41
Basic advantages of e-learning in maritime aspects are: global
availability, and self-organisation of learning time, according to work
shifts. Furthermore, the content of modules can be updated to
latest regulatory standards, company policy or scientific research
results.
The disadvantages of e-learning courses are obviously lying close
to the benefits. As a consequence of self-control possibilities, the
learner needs a high level of self-motivation in order to successfully
complete the course. Additionally, the social skills of pupils can
decrease due to isolation.
As a result, the so-called ‘blended learning’ was developed,
combining e-learning methods with presence training to guide the
participants through the whole course and give individual feedback
as well as increasing motivation by using different learning
strategies.42
The illustration on the next page demonstrates the idea of blended
learning and the interaction of face to face-, online collaborativeand self paced learning.
Cf. Kröger/Reisky (2004), p. 21f.
Q.v. chapter 4.1.2; also chapter 6.
42
Cf. Kröger/Reisky (2004), p. 23.
40
41
15
E-LEARNING
Figure 5: Schematic Idea of Blended Learning
Own diagram after: Hamdan Bin Mohammed e-University, Dubai43
4.4 // Conclusion
As shown before, motivation to learn is of utmost importance
regarding e-learning programs and has to be achieved by company
policy and shipboard management. In 2006, Helen Sampson,
director of the Seafarers’ International Research Centre, published
results of a study on ‘Seafarer perceptions of CBT on board’,
showing that sailors are willing to spend a considerable amount of
time for CBT on board, which should be facilitated by companies
through granting free-time.44 Within the national research project
SEMICS (Smart Electronic Maritime Information and Communication
System) a Beluga internal seminar similarly showed that captains and
officers would appreciate the availability of e-learning possibilities
on board.45
Cf. http://www.hbmeu.ae/en/elearning/about/ [as of 12.10.09].
Cf. Sampson (2006).
45
Werner (2009), conversation on 01.10.2009.
43
44
16
E-LEARNING
An important remark by Sampson is that time spent for e-learning
must not be seen as recreational time and has to be compensated
on board.46
However, if motivation can be created on-board, the combination
of self-studying and interaction with experienced colleagues will
result in a high learning success. In this context an IMO Circular
from 2002 on computer based training for seafarers, states
that individuals might not be able to put the load of knowledge
transported through a CBT into practice without support and
human interaction.47
When applying this conclusion to ice-navigation training, it is
expectable that an increased learning success will be achieved
by the well conversant captain through offering possibilities for
practical involvement. Therefore he should try to let the officers
gather their own experience in manoeuvring and ship handling to
help them become safe ice-navigators themselves.
46
47
Cf. Sampson (2006).
Cf. International Maritime Organization (2002b).
17
TRAINING MODULE
5 // Training Module
This chapter describes the ice-navigation learning module created
through this work. It will give a description of the technical
background followed by the structural and didactical design of
subjects.
5.1 // Technical Specifications
During the development of internet applications several technical
aspects have to be taken into consideration in order to reach a
certain status of platform-independence, browser-independence,
attractiveness and transfer-speed.48
In the following, this approach will be explained after an
introduction to the learning management system ILIAS.
5.1.1 // ILIAS
By using a learning management system, the efficiency of the
training module can be raised through repetitive tests and access
management as stated above. Furthermore broad access to the
module for nautical students enrolled at HS Bremen can be granted
and future improvement of the module by multiple authors could
be achieved.
In consequence it was chosen to compile the CBT on basis of the
open source49 learning management system ILIAS, which is used
as web-based learning platform by the concerned University of
Applied Sciences, Bremen. ILIAS has a high reputation due to its
usability and adaptability for universities, schools and companies50
and is recommended by the intergovernmental Commonwealth of
Learning in its 2003 survey report “COL LMS Open Source – June
25, 2003”51. The illustration below shows the customisable ILIAS
learning portal of the HS Bremen, called AULIS.
Cf. Herzwurm/Trittmann (2003), p. 48ff.
Open source: Computer programs published free of charge and
with open source codes, for further third-party development and
adjustment.
50
Cf. Henning et al. (2007), p. 19.
18
51
Cf. Commonwealth of Learning (2003), p.14.
48
49
TRAINING MODULE
Figure 6: AULIS Personal Desktop
HS Bremen52
Finally ILIAS was also chosen to ensure portability and compatibility
of the module with e-learning platforms maintained by different
nautical schools like Bremen, Elsfleth and Leer. For this purpose
the program is equipped with the possibility to export and import
complete learning modules to various installations and thus
maintaining their full performance including tests and access
management.
Additionally, ILIAS gives the option to export offline HTML modules
that can be stored on CD53 and in this case used as electronic
reference book for officers on board. This version offers exactly
the same content and structure like the online module, but is not
capable of tests, test-based access management and of course
the communicative benefits of the learning management system.
52
53
Cf. https://www.aulis.hs-bremen.de [as of 29.09.09].
Appendix A.
19
TRAINING MODULE
It has to be mentioned that learning-status control for students as
well as instructors, as touched on in Chapter 4.1.2 is, for matters
of privacy, restricted by the HS Bremen and can only be used on
other ILIAS copies.54
5.1.2 // Programming
The basic programming was realised with the built-in ILIAS learning
module editor amended by executable HTML code providing a
wider range of formatting and layout options. The editor allows
future amendments and maintenance by authorised users.
Furthermore, a personalised Cascading Style Sheet (CSS) was
created to reach the design expectations, defining the specific
appearance of text components, hyperlinks and different – visible
and invisible – table cell properties.
A resolution-independent presentation for commonly used monitor
settings55 was achieved by fitting the site content into a horizontally
centred table with a fixed width of 900 pixels and through the use
of before mentioned CSS.
Graphic elements like header, footer and pictures were created
and adapted with Adobe Photoshop CS 4 and CorelDRAW Graphics
Suite X3.
Finally, the Flash export functionality of OpenOffice Impress 3.1.1
was used for designing the implemented animations.
5.1.3 // System Requirements
The system requirements could be sustained on a relatively low level
since it was generally adhered to the ILIAS editor’s functionality as
advised by Dr. Ulrike Wilkens, director of the Media Competence
Center (MMCC) at the University of Applied Sciences Bremen.56
Wilkens (2009), conversation on 12.08.09.
It is expected that commonly used monitor settings start from
a minimal resolution of 1024x768 pixels.
56
Wilkens (2009), conversation on 12.08.09.
54
55
20
TRAINING MODULE
As a result, the offline version of the training module can be used
on literally every computer with an installed web browser like
Microsoft Internet Explorer. For the proper display of animations
Adobe Flash has to be installed supplementary on the system. The
offline module, being a plain HTML web page, does not need any
setup or installation procedures.
The online version with full possibilities in context of the LMS and
continuative web-links can of course only be used with an available
internet connection and the user has to be logged-in to the ILIAS
server.
These little requirements ensure compatibility of the module
on every PC used onboard modern vessels and at educational
institutions.
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 iceinfested 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.57
57
Both can be presumed since nautical students have to serve
their first practical term on board SOLAS vessels.
21
TRAINING MODULE
5.3 // 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.
5.3.1 // 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.
5.3.2 // Disposition and Content
The module’s thematic disposition is derived from the framework
of the Norwegian “Training requirements for ships operating in icecovered 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.58
58
Cf. Mair (2005), p. 58.
22
TRAINING MODULE
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.”59 At the same
time by means of external links and further reading suggestions
the highly interested learner gets various possibilities for more
profound studies.
5.3.3 // Didactical Structure
It was chosen to combine the aspects of a linear with a hypertextual 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.60 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.61
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.
Cf. ibid, p. 48; Original: “So viel, wie für das Lernziel nötig,
doch so wenig wie möglich.”
60
Cf. Bayertz/Hölscher, p.15.
61
Cf. ibid.; also: Herzwurm/Trittmann, p. 54ff.
59
23
TRAINING MODULE
5.3.4 // Tests
Each intermediate test covers the subjects discussed in the previous
chapters and is generated randomly out of a pool of questions.
The scale of the tests varies slightly due to the amount of topics.
Throughout the work on the test, the recalling of past contents,
after a period of coping with different matters, contributes to the
process of memorising.62
In order not to de-motivate the participants through monotony,
a variety of question types was used.63 The pool of questions is
composed of multiple choice questions, image-map questions,
sequence-questions, classification questions and free text
questions. Multiple keywords are used as correct answer for the
free text questions.
By completion of a test, the user gathers access to the following
parts of the learning module and gets a feedback on his learning
status.
After passing the final test the participant has proven a basic
knowledge of all facets of ice seamanship and a certificate could
be handed out. As long as the topics are not part of obligatory
courses this could be used as contribution to the section of required
elective courses in the nautical education at HS Bremen. However,
for this purpose, it would be advisable to half-yearly amend the
test and conduct it in a class-situation.
62
63
Cf. Hametner (2006), p. 44.
Cf. ibid.
24
TRAINING MODULE
5.4 // Layout
The optical layout of a computer based training module is essential
for the learner’s success. Subsequently, the page concept with
its navigational structure will be explained, followed by a brief
description of text presentation and illustrations.
5.4.1 // Page Concept and Navigation
The illustration below shows the standard screen of the learning
module.
Figure 7: Learning Module: Page Layout
When setting the concept for a page layout, the general intention
was to arrange a clearly structured, simple but appealing graphic
interface. A picture of an ice covered landscape is framing the
information, but not confining it due to the open sides.
25
TRAINING MODULE
This permanently present frame allows the user to familiarise with
the module and appeals to pictorial storage abilities while reading
the site content, thus giving the possibility of increased learning
success.64
As seen, the user can determine his actual position throughout
the module from the intuitive menu structure at all times. Each
of the topics is listed in the top menu and the active chapter will
be highlighted with red colour. Furthermore the breadcrumb trail,
a textual visualisation of the document’s path below the main
menu, indicates the progress through the active chapter and shows
the further way. At every stage of the module, the assessments
and glossary can be reached by links in the top right corner.
As mentioned before, the learner has the option to follow the
linear composition of the module. For this purpose, navigational
elements are placed at the bottom of each page to move back
and forth. In order to improve the usability, universal and selfexplanatory icons are used for this purpose, as well as for labeling
and distinguishing internal and external links.65
5.4.2 // Text
Due to the monitor based presentation, the learning module’s
text is formatted with a ‘sans-serif’ font, which has an increased
readability on low resolutions. This is further enhanced by increased
line spacing and frequent paragraph breaks.66
Since studies have shown that people tend to scan, rather than
read, when confronted with on-screen text presentation, the
learner’s reading progress is directed by highlights throughout the
module.67 Bold accentuation of keywords and phrases improves
their memorisation and helps making the context recallable in the
future.68
Cf. Bednorz/Schuster (2002), p. 152.
Cf. Hametner (2006), p. 34; also: Mair (2005), p. 127.
66
Cf. Hametner (2006), p. 35.
67
Cf. ibid. p. 35f.
68
Cf. Bednorz/Schuster (2002), p. 202.
64
65
26
TRAINING MODULE
5.4.3 // Illustration
As touched in chapter 5.3.3, small icons are used in order to
distinguish internal from external links as well as book resources.
This improves the understanding and handling of the hypertextual
structure.
Photos and diagrams support the understanding of complex content
(e.g. Development of Katabatic Winds on page “Weather Changes”)
or illustrate the provided information (e.g. Polar Stereographic
Projection on page “Nautical Charts”). Besides those pictures,
stereotyped comic strips of a virtual bridge crew, serve as role
model for the learner.
Figure 8: Illustrating role models
e.g. 2nd officer handing ice-chart to the master (page “Risk assessment”)
Since every mariner can relate to these situations this helps
identifying with the module from the first page as an on-signer
to the last page as experienced ice navigator.69 Moreover, these
pictures can serve as retrieval-cues, smoothing the recall process in
similar situations, since information from the cognitive surrounding
is conjointly committed to memory with the learning matter.70
69
70
Cf. Mair (2005), p. 63.
Cf. Bednorz/Schuster (2002), p. 140.
27
TRAINING MODULE
For the chapter “Ice-breaker assistance”, animations are used to
enhance the understanding of ice-breaker manoeuvres used to free
beset vessels. Since these operations might not be understandable
by textual explanations, it was chosen to design Flash animations
showing the manoeuvring sequence. With regard to each learner’s
pace, the animations are not running automatically, but each step
hast to be acknowledged and breaks can be used as reflectiontime.71
71
Cf. Hametner (2006), p.41.
28
CONCLUSION AND PERSPECTIVE
6 // Conclusion and Perspective
Concluding, it should be noted that e-learning can never completely
replace traditional teaching and practical experience. For that
reason the ideas of blended learning and learning communities
should be regarded as enhancement showing unlimited ideas of
new educational forms.
The renowned Swiss Centre for Innovations in Learning at the
University of St. Gallen recently presented a study on ‘Next
Generation Leadership’ quoting the 70/20/10 rule of American
Express employee qualification: “… 70% of personnel development
are conducted on-the-job, 20% are coaching and mentoring, 10%
courses and seminars.”72 This can be easily transferred to nautical
education which originally puts high expectations in on-the-job
training. The parts of coaching and mentoring, as well as courses
and seminars, can be effectively supported by combination with
e-learning modules and learning communities.
Through the advantages of Web 2.0 communities, the learning
environments can be updated at every single moment and
participants can change from learner to teacher in split-seconds.
A famous example for such ‘Knowledge-Building Communities’73 is
the free encyclopaedia Wikipedia74 which spurted within the past
years.
One of the latest developments in this sector was SLOODLE
(Simulation Linked Object Oriented Dynamic Learning Environment),
a project combining the functionalities of Moodle with the
interactivity of the multi-user virtual environment Second Life in
order to improve communication between all parties.75
Schwuchow (2008), p. 12; Original: “…70% der Personalentwicklung
findet on-the-job statt, 20% in Form von Coaching und Mentoring,
10% als Kurse und Seminare.“
73
Cf. Scardamalia/Bereiter (1994), p. 1ff.
74
Wiki (Hawaiian: fast): A hypertext system where users can not
only read but also edit content; cf. www.wikipedia.org.
29
75
Q.v. Sloodle webpage: http://www.sloodle.org.
72
CONCLUSION AND PERSPECTIVE
In the context of an inter-university learning platform, based on
ILIAS or a comparable learning management system, e-learning
modules could, in a similar way, unite a mass of nautical students
and experts. Seagoing officers, university professors and students
could be provided with authoring rights enabling them to exchange
knowledge and experiences. Different communities combining, for
instance, ice-navigators, heavy-lift experts or cruise ship officers
could interact in such a platform.
A first approach to convey these possibilities to maritime education
has commenced in 2008 by the foundation of the Northern
Maritime University connecting several maritime universities and
stakeholders from maritime business.76 However the project is
presently mainly focusing on maritime business management77, an
implementation of navigational knowledge in the future seems
conceivable.
These concepts have the power to drastically impact educational
structures and can offer a global, steadily improving, ‘Maritime
Knowledge Database’.
“Training is everything. The peach was once a bitter almond;
cauliflower is nothing but cabbage with a college education.”
Mark Twain, Pudd‘nhead Wilson (1894)
Q. v. Northern Maritime University webpage:
http://www.nsr.nm-uni.eu.
77
Hahn (2009), via e-mail on 02.09.09.
76
30
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Buysse, Johan (2007)
Handling Ships in Ice. A practical guide to handling Class 1A and
1AS ships, London
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Hametner, Karin (2006)
Qualitätskriterien für Content in: Jandl, Maria (Ed.): Qualitätskriterien
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Incidents and Accidents in Winter Navigation in the Baltic
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36
APPENDIX
Appendix
Appendix A: Training Module Ice-Navigation on CD
38
Appendix B-1: Thematic Disposition of the Training Module
39
Appendix B-2: Hypertextual Structure of the Training Module 41
37
APPENDIX
Appendix A: Training Module Ice-Navigation on CD
This appendix provides the offline version of the ice-navigation
training module stored on CD.
The active ILIAS module on the AULIS installation of the HSBremen can be reached under:
https://www.aulis.hs-bremen.de/ilias.php?baseClass=ilLMPresentati
onGUI&ref_id=141649
38
APPENDIX
Appendix B: Complementary diagram and table
This appendix provides a table and a diagram illustrating the
content and didactical structure of the learning module.
Appendix B-1: Thematic Disposition of the Training Module
1.Course introduction
2.
Ice characteristics
2.1 Index – Ice characteristics
2.2 Ice coverage
2.3 Ice types
2.4 Ice pressure
2.5Ridged ice
2.6 Spray-icing
2.7 Ice regimes
2.8 Weather changes
3.
Vessel performance
3.1 Index – Vessel performance
3.2 Ice classes
3.3 Winterization
3.4 System performance
4.
Interim test
5.
Operation and handling
5.1 Index – Operation and handling
5.2Risk assessment
5.3 Unassisted operation
5.4 Safe speed
5.5 Ice-breaker assistance
5.6 Safe routeing
5.7 Ice charts
5.8 Machinery factors
5.9 Ballast and trim
39
APPENDIX
6.Equipment limitations
6.1 Index – Equipment limitations
6.2 High-latitude errors on compasses
6.3 Use of radar
6.4Electronic positioning systems
6.5 Nautical charts
6.6Communication systems
7.Rules and regulations
7.1 Index – Rules and regulations
7.2 Insurance limitations
7.3 Pilotage and reporting
7.4 Ice pilot
8.
Interim test
9.
Working conditions
9.1 Index – Working conditions
9.2 Search and rescue
9.3 Safe working procedures
9.4 Polar climate
9.5 Damages
9.6Abandon ship
9.7Fire fighting
9.8 Noise and vibration
9.9 Bunkers and stores
10 Interim test
11.Environmental factors
11.1 Index – Environmental factors
11.2 Special areas
11.3 Oil spill equipment
11.4 Garbage handling
11.5Consequences of pollution
12.Final test
40
aPPeNDIX
appendix B-2: Hypertextual Structure of the Training Module
for reason of clarity each link type is only presented exemplarily.
as perceivable when using the module, the structure is much more
complex in fact. The main navigation is available from each site and
allows free movement through the module, whereas it also invites
to follow the content step by step.
41
EHRENWÖRTLICHE ERKÄRUNG
Ich versichere hiermit:
dass ich die vorliegende Diplomarbeit mit dem Thema
„Compilation of a computer based training module
for the training and certification of officers
navigating in ice affected waters“
selbständig verfasst und keine anderen als die angegebenen
Hilfsmittel benutzt habe.
dass ich dieses Diplomarbeitsthema bisher weder im In- noch im
Ausland in irgendeiner Form als Prüfungsarbeit vorgelegt habe.
dass diese Arbeit mit der vom Begutachter beurteilten Arbeit
übereinstimmt.
Bremen, 13. November 2009
42