Blended delivery of Seafarer competency courses

Title

Blended delivery of Seafarer competency courses: making the concept a reality through modern technologies and learning tools

Author(s)

Gamini Lokuketagoda, Australian Maritime College
Dev Ranmuthugala, Australian Maritime College
Shantha Jayasinghe, Australian Maritime College

Subtheme

Innovative Teaching for Successful Graduates

Presentation Type

Showcase Presentation

Room

Social Sciences 211

Time

12.55-13.15

Abstract

Maritime Education and Training (MET) is relatively complex compared to traditional education and training systems mainly due to space and time constraints experienced by seafarers. In addition, the diversity of the seafarers’ educational backgrounds, field experience, and competence make MET even more challenging. Therefore, the traditional fixed-term, face-to-face delivery in university based education systems is not always the most suited for seafarers to develop their knowledge and competence to meet the needs of the maritime industry.

With the advancements in Information and Communication Technology (ICT) distance learning, especially targeting seafarers at sea is becoming an attractive alternative in MET. In recent times, advanced software programs, simulation tools, and associated hardware enable multi-mode distance learning options ranging from passive delivery of material to interactive audio-visual sessions. These tools have enabled education institutions to package and deliver a range of programmes, including those traditionally considered as ‘must attend’ within regulated Certificate of Competency courses, thus providing the flexibility that complements the life style of modern seafarers, as well as effectively promoting self-directed and self-paced learning.

These advantages come with challenges such as the extensive efforts required in the development of content, appropriate facilities, suitable assessment strategies, and channels of communication and feedback. The location and time separation between the instructors and students often hinders effective communication, which can be exacerbated if appropriate support is not arranged in advance with the ship owners and operators for the deployment and continuation of distance delivery programmes. These challenges need careful handling to ensure distance delivery of International Maritime Organisation (IMO), Standards of Training Certification and Watchkeeping (STCW) competence courses becomes a reality.

An example, specific to the Australian context, on the successful delivery of distance learning is the Math-Primer programme developed by the author that uses modern ICT facilities to prepare students with the necessary background in mathematics irrespective of their location or educational background. This innovative programme has grown in popularity across disciplines, with evidence clearly showing significant improvement of student competence and satisfaction. This paper outlines how the author effectively used modern ICT to develop and deliver this programme through a blended delivery mode. In addition, lessons learnt in implementing this programme, associated challenges, possible solutions and expansion for future in to other areas of education are also discussed.