GUIDELINES

No. 18

DELIVERY OF COURSES IN MARITIME EDUCATION AND TRAINING INSTITUTIONS

JULY 2005

DET NORSKE VERITAS

Veritasveien 1, NO-1322 Hvik, Norway Tel.: +47 67 57 99 00 Fax: +47 67 57 99 11

FOREWORD
DET NORSKE VERITAS (DNV) is an autonomous and independent foundation with the objectives of safeguarding life, property and the environment, at sea and onshore. DNV undertakes classification, certification, and other verification and consultancy services relating to quality of ships, offshore units and installations, and onshore industries worldwide, and carries out research in relation to these functions. Guidelines Guidelines are publications which give information and advice on technical and formal matters related to the design, building, operating, maintenance and repair of vessels and other objects, as well as the services rendered by the Society in this connection. Aspects concerning classification may be included in the publication. An updated list of Guidelines is available on request. The list is also given in the latest edition of Pt.0 Ch.1 of the "Rules for Classification of Ships and the "Rules for Classification of High Speed, Light Craft and Naval Surface Craft".

July 2005 Jointly developed by AMETIAP and DNV SEASKILLTM

Comments may be sent by e-mail to rules@dnv.com For subscription orders or information about subscription terms, please use distribution@dnv.com Comprehensive information about DNV and the Society's services is found at the Web site http://www.dnv.com Det Norske Veritas Computer Typesetting (FM+SGML) by Det Norske Veritas Printed in Norway.

If any person suffers loss or damage which is proved to have been caused by any negligent act or omission of Det Norske Veritas, then Det Norske Veritas shall pay compensation to such person for his proved direct loss or damage. However, the compensation shall not exceed an amount equal to ten times the fee charged for the service in question, provided that the maximum compensation shall never exceed USD 2 million. In this provision "Det Norske Veritas" shall mean the Foundation Det Norske Veritas as well as all its subsidiaries, directors, officers, employees, agents and any other acting on behalf of Det Norske Veritas.

Guidelines - No. 18 July 2005

CONTENTS
1. 1.1 1.2 1.3 2. 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3. 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 APPLICATION, SCOPE AND OBJECTIVE ...... 4 Application .................................................................4 Scope ..........................................................................4 Objective.....................................................................4 RATING PROCESS................................................ 4 General........................................................................4 The rating process.......................................................4 Document review........................................................4 Course delivery observation .......................................4 Assessment and review of reports from the audit.......4 Calculation of rating ...................................................4 Minimum requirements for MET Institution documentation ............................................................5 Minimum performance of trainers..............................5 Rating scale.................................................................5 DOCUMENTATION NEEDED FOR COURSE DELIVERY OBSERVATION ............................... 5 General........................................................................5 Outline of each training course...................................5 Trainer profiles ...........................................................5 Physical resources.......................................................6 Recruitment policy and procedure..............................6 Assessment procedure of assessors ............................6 Assessment procedure of trainers ...............................6 Trainer development plan...........................................6 Student assessment results..........................................6 Course delivery strategy .............................................6 Effectiveness of course delivery.................................6 A.5 A.6 Observation classroom course delivery................... 8 Effectiveness of course delivery ................................ 8

APPENDIX B MINIMUM REQUIREMENTS FOR COURSE DELIVERY .......................................................................... 9 B.1 B.2 B.3 General ....................................................................... 9 MET courses .............................................................. 9 Delivery of courses..................................................... 9

APPENDIX C TYPICAL SYLLABUS USING CORRECT PERFORMANCE VERBS ............................................... 11 APPENDIX D EXAMPLE OF LESSON PLAN ...................................... 13 APPENDIX E SAMPLE QUESTIONNAIRE FOR LEARNERS ........ 14 E.1 E.2 E.3 Before the course...................................................... 14 Application at the place of work .............................. 14 Three months after the course .................................. 14

APPENDIX F CHECK LIST FOR OBSERVATION OF COURSE DELIVERY DURING LEARNING ACTIVITY ........... 15 F.1 F.2 F.3 F.4 F.5 F.6 Organisation and content.......................................... Changing interaction ................................................ Classroom and laboratory management ................... Communication ........................................................ Use of teaching aids ................................................. Summary of observations......................................... 15 15 15 16 16 16

APPENDIX A DEFINITIONS ETC. ........................................................... 7 A.1 A.2 A.3 A.4 Definitions .................................................................. 7 Informative references ................................................ 7 Performance verbs for cognitive domain.................... 7 Using correct performance verbs................................ 8

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

1. Application, Scope and Objective

1.1 Application
This Guideline applies to training delivery in Maritime Education and Training (MET) Institutions holding a valid DNV MET Certificate in accordance with the DNV Standard for Certification of Maritime Academies, Maritime Training Centres or Simulator Centres (2005). Maritime Education and Training (MET) Institutions certified in accordance with ISO 9001 by a body recognized by DNV, may have acknowledged those system elements that are covered by ISO 9001 for certification in accordance with DNV Standard for Certification of Maritime Academies, Maritime Training Centres or Simulator Centres (2005). This Guideline may serve as the basis for a service delivered by DNV together with a nominated expert in the area of training. However, the Guideline may also be used internally in the training institution as a tool for improvement and self assessment.

2.2 The rating process

The rating process shall include: a) Document review of the documentation needed for course delivery observation b) Course delivery observation c) Assessment and review of reports from the audit d) Calculation of Rating e) Issue of Appendix for Course Delivery to the MET Certificate.

2.3 Document review

An assessment of documentation shall be performed to verify compliance with the applicable requirements in this Guideline. The result of the assessment will contribute in the total Rating.

2.4 Course delivery observation

An audit shall be performed by a nominated expert in the area of training accepted by DNV to verify compliance with the Guideline and the actual delivery in the classroom. The minimum number of trainers to observe at each annual audit is given in Table 1. All trainers shall be observed within a 5 year period, but measures shall be taken not to observe the same trainer twice before all other trainers have been observed.
Table 1 Sampling of trainers Number of trainers at the MET Institution 2 to 10 11 or more Trainers to audit at least 2 or 25% 25%

1.2 Scope
This Guideline provides requirements for successful course development and delivery at the MET Institution. It covers related activities or issues (e.g. facilities, equipment, curriculum documentation, ability to deliver and trainer development) and addresses two components in the process of course delivery: curriculum content organisation of the learning process.

1.3 Objective
This Guideline is intended to ensure that courses are properly developed and that trainers in MET Institutions are adequately educated, trained, and possesses ability to transfer knowledge, understanding, skills and attitudes and has relevant experience for the level of education that the MET Institution delivers.

The minimum number of courses to observe at each annual audit is given in Table 2.
Table 2 Sampling of courses Number of courses at the MET Institution 1 to 10 11 to 30 31 or more Courses to audit 30% 20% 10%

2. Rating Process
2.1 General
A MET Institution holding a valid DNV MET Certificate in accordance with the requirements of DNV Standard for Certification of Maritime Academies, Maritime Training Centres or Simulator Centres and that complies with the requirements of this Guideline may receive an Appendix for Course Delivery to the MET Certificate. The Appendix will follow the validity of the MET certificate, but may be updated as a consequence of changes in the factors affecting the rating. A rating process shall be carried out at least annually.

2.5 Assessment and review of reports from the audit

The nominated expert in the area of training shall prepare a report from the course delivery observations using the Form in Appendix F. Based on this report a calculation of the Rating will be performed in accordance with 2.6

2.6 Calculation of rating

The rating will be calculated in accordance with Table 3.

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

Table 3 Calculation of rating Course no.1 Course no.2 Course no.3 MET Institution Documentation 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-2 0-1 0-1 0-1 Trainers 1-5 1-5 1-5 Average

Instruction manual * Handouts * Course outline * Course schedule * Syllabus (DTS) * Lesson plans * DNV Course approval ** Sub total

A1 (max. 13)

Trainer 1 1 - 5 *** 1-5 Trainer 2 1-5 1-5 Trainer 3 1-5 1-5 . Sub total Total score A3 = A1 + (3 x A2) (max. 28) *: 0 = Lacking documentation 1 = Existing documentation, but not according with this Guideline 2 = In compliance with this Guideline **: In compliance with DNV Standard for Certification of Learning Programmes ***: Score in accordance with Appendix F

A2 (max. 5)

2.7 Minimum requirements for MET Institution documentation

The score from the MET Institution documentation shall be 1 or above for all courses for all criteria except for DNV Course approval. However, minimum 1 course shall be certified in accordance with DNV Standard for Certification of Learning Programmes.

c) List of assessors d) Outline of each training course with syllabus e) Trainer profile with educational and professional qualifications and experience f) Physical resources, e.g. audio visual aids, computer based training, simulators, laboratories, workshops and all other relevant resources that may contribute to effective course delivery

2.8 Minimum performance of trainers

The score from the observations during audits using the checklist in Appendix F shall not be 2 or below for any individual trainer for any of the 8 observed factors. The average score for each individual trainer shall not be below 2.5. The average score for all trainers at the MET Institution shall not be below 3.0.

g) Policy and procedure of recruitment of trainers h) Assessment procedure of trainers e.g. learner feedback, supervisor feedback, and self assessment i) j) Trainer development plan and measurement of its effectiveness in course delivery Assessment of exam results.

2.9 Rating scale

The rating scale has a range from 1 to 4 where 1 is the highest score as shown in Table 4.
Table 4 Rating scale Rating score Rating range 1 28 - 26 2 25 - 21 3 20 - 15 4 Below 15 Description Very good Good Satisfactory Below acceptable minimum

Introduction of a new training course, significant changes to existing training courses, and or new trainers shall be reported to DNV to facilitate the re-evaluation audit process. For new courses a description is required, and for new trainers documentation of their qualifications, when this Guideline is not used as an internal improvement tool.

3.2 Outline of each training course

The MET Institution shall provide sufficient information on each course in the appropriate form with name of the course, aims of the course, and subject areas with general learning objectives (GLO). See example in Appendix C. The main purpose is to assess the depth, level, target audience and statutory and mandatory requirements, if any.

3. Documentation needed for course delivery observation

3.1 General
All documentation shall be marked with a fixed date and revision number for document control purposes. The following information shall normally be available as basis for observation: a) List of training courses conducted at the MET Institution with names of corresponding trainers for each subject or module b) List of course leaders

3.3 Trainer profiles

The trainer profiles shall provide detailed information on the trainers in terms of academic and professional qualification, industrial and training experience. The profiles shall demonstrate that the trainers have the adequate capability to impart the knowledge and skills needed. The ability to train shall be determined by observation during audits but may be supported by recognized licenses, diploma or other evidence, e.g. feedback on actual classroom sit-in and interview with qualified assessors.

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

3.4 Physical resources

Physical resources (e.g. adequately equipped classrooms, audio visual aids, laboratories, workshops, simulators and computer based training) play an important role in modern Teaching-Learning process. These tools are crucial in effective course delivery. The MET Institution shall provide sufficient information to ensure proper assessment of this important aspect of course delivery.

3.8 Trainer development plan

The MET Institution shall provide appropriate plans for continuous improvement of trainers in terms of changing technology, international conventions and national legislation. The plan shall at least take into consideration the following: a) Handling of significant changes that will affect MET courses provided b) That trainers are up-to-date in terms of changes mentioned in a) c) Actions needed in terms of trainer development with reference to assessment results as mentioned in 3.7 d) Review of effectiveness of the trainer development programme. The plan shall also include information on: recruitment procedures for trainers with appropriate qualification review of the performance of the trainers against this Guideline summary of training needs for trainers implementation of training needs of trainers effectiveness of trainers development programmes.

3.5 Recruitment policy and procedure

The recruitment policy and procedure shall ensure recruitment of trainers with adequate qualifications and reflect a balanced approach towards academic ability, professional qualification and relevant industrial experience.

3.6 Assessment procedure of assessors

The description of assessors shall include their experience, background and qualifications to demonstrate that they have the capability to perform assessment activities. Assessors shall have at least, the same competence as required for the trainers.

3.7 Assessment procedure of trainers

a) The MET Institution shall provide an appropriate plan for an assessment process of trainers. The assessment plan shall include the activities in which the trainer is involved and shall state how the activities are assessed, and at least cover: preparation of lectures preparation of group tutorials organisation of laboratory classes organisation of practical workshops organisation of simulator sessions organisation of learner seminars role of a course leader role of a subject leader.

3.9 Student assessment results

The MET Institution shall provide a summary of the scores from student assessment activities for the last two years, as applicable, for the courses covered by the Appendix to the MET Certificate to enable assessment of the fulfilment of the learning objectives. The assessment process of students should preferably be vetted and moderated by persons independent of the MET Institution, and shall ask for feedback of both relevance and trainers performance.

b) The sources of information on the performance of a trainer on the above mentioned activities shall at least be as follows: data from subject review or course review, other external source or inspection data from across MET Institution peer observation programme data from informal in-department peer observation programme data from supervisor observation data from formal appraisal documentation programme data from learner feedback data from trainers self assessment.

3.10 Course delivery strategy

The MET Institution shall provide recommended lesson plans as shown in Appendix D that all trainers shall follow for effective course delivery. The lesson plans shall provide specific guidance on teaching strategies and techniques used during the course delivery.

3.11 Effectiveness of course delivery

The effectiveness of course delivery is ultimately assessed and judged by the learners, peers, and supervisor as mentioned in 3.7 b). The MET Institution shall provide a documented plan to assess how much learning has taken place in terms of relevance and how much of that can be applied at the place of work. See example in Appendix E.

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

Appendix A Definitions etc.

A.1 Definitions
Assessment is the act or result of judging the worth or value of something or someone. In this context, normally whether or not a candidate can perform the tasks, duties and bear the responsibilities related to a specified competence or job description. An Assessor is a qualified person who performs an assessment. Competence. Demonstrable fulfilment of actual requirements using measurement (examination method(s)). Such requirements relate to areas of competence in respect of knowledge, understanding, skills, attitude and or behaviour in a defined area of work. Course leader is a qualified person responsible for the management of a course or training programme where more than one trainer is involved in course delivery. Education is a process to provide and develop knowledge, understanding, skills and attitudes to meet the requirements of learners. Learning is the acquiring of competence. Learning objectives are the desired learning results of the education or training. The learning objectives state what a learner should be able to do after the education, under what conditions and to what standard or criteria. The objectives should state knowledge, understanding, practical skills and attitudes, as relevant. A Learning plan or curriculum may include different education and training activities. It will also consist of educational elements, such as learning objectives, contents, methods, assessment and general conditions. A MET Institution is an organisation that offers mandatory and non-mandatory education and training within the maritime industry. A Nominated expert in the area of training is a person outside the DNV organisation, qualified by DNV to carry out audits of the MET Institution. Purpose is the starting point for a training design process and defines the reason why the education and training activity is needed. It should be based on competence gaps and refer to desired organizational results such as, improved work processes, attainment of goals or strategies or implementation of services. Skill is proficiency, facility, or dexterity that is acquired or developed through training or experience. A Trainer is a person at a MET Institution who facilitates transfer of knowledge, understanding, skills or attitudes. A trainer may be referred to as an instructor, lecturer, tutor or educator. Training activities are all activities organised by a MET Institution in order to transfer knowledge, understanding, skills or attitudes through:

qualification schemes certification of personnel training courses seminars others.

A Learner is a participant in training activity at a MET Institution and who may be referred to as a trainee, student, pupil, scholar or candidate. e-learning is organized learning activities in which the trainer and the learners are not present simultaneously at the same location. The trainer and learner may or may not engage in a learning facilitation dialogue. e-learning covers both learning over the Internet and learning delivered by computer based training. CBT is an abbreviation for Computer Based Training normally using CD-ROMs. Simulator is equipment to reproduce the conditions of a situation by means of a model for study, testing or training.

A.2 Informative references

The following references contain standards, methods, procedures or guidelines, which have been referred to and may be of assistance in the process of having course delivery certified: a) ISO 9001:2000 Quality management systems Requirements; b) ISO 9004:2000 Quality management systems Guidelines for performance improvements; c) United States Coast Guard, Navigation and Vessel Inspection Circular No. 5-95, Guidelines for organizations offering coast guard approved courses; d) United States Coast Guard, Navigation and Vessel Inspection Circular No. 6-97, Policy on qualified instructors and designated examiners who train or assess the competence of merchant mariners; e) Guidelines for assessment of seafarers proficiency in advanced fire-fighting through demonstrations of skills; f) Holmes, Allison and Brown, Sally (2000) Internal Auditing in Higher Education, Kogan Page; g) Applegarth, Michael (1996) How to Take a Training Audit, Kogan Page; h) Ingleby, Amanda, and Cox, Bill (1997) Practical Pointers for Quality Assessment, Kogan Page; i) Gronlund, N. E. (1985) Measurement and Evaluation in Teaching, Macmillan; j) Arcaro, Jerome S. and Jerry (1995) Quality in Education: An Implementation Handbook.

A.3 Performance verbs for cognitive domain

The following lists of performance or action verbs are examples indicating the difference in the levels of cognitive activity. These lists are neither complete nor prescriptive. They should be added to by users in the light of experience in writing and developing learning objectives.

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

Cognitive level Knowledge Understanding

Application

Act, administer, apply, articulate, arrange, assess, calculate, chart, collect, compute, construct, contribute, control, demonstrate, determine, develop, discover, establish, extend, implement, include, inform, instruct, judge, manipulate, modify, operate, participate, predict, prepare, preserve, produce, project, provide, relate, report, review, show, solve, teach, transfer, use, utilize. Integration (Analysis, Recognize unstated assumptions. Analyse, appraise, categorize, combine, communicate, compare, comSynthesis and Evaluation) Evaluate the relevance of data. pile, compose, conclude, contrast, correlate, create, criticize, decide, deAnalyze the organisational structure scribe, design, devise, differentiate, discriminate, distinguish, explain, of a work. express, facilitate, formulate, generate, identify, illustrate, incorporate, Propose a plan for an experiment. integrate, interpret, judge, justify, models, modify, negotiate, organize, Solve a problem requiring knowledge outline, plan, point out, prioritize, rearrange, reconstruct, reinforce, refrom different subjects. late, reorganize, revise, select, separate, solve, structure, subdivide, subJudge the consistency of written ma- stitute, summarize, support, validate. terial. Judge the adequacy with which conclusions are supported by data.

Illustrative verbs for stating General Learning Objectives (GLO) Learners: Know common terms. Know specific facts. Know methods and procedures. Understand facts and principles. Interpret charts and graphs. Translate verbal material to mathematical formulas. Justify methods and procedures. Apply principles or theories to new situations. Solve mathematical problems. Construct charts and graphs.

Illustrative verbs for stating Specific Learning Objectives (SLO) Learners: Define, describe, find, identify, label, list, match, name, outline, recognize, record, repeat, reproduce, select, state. Classify, cite, compare, comprehend, convert, describe, discuss, distinguish, estimate, explain, extend, generalize, give examples, interpret, make sense out of, paraphrase, predict, restate (in own words), summarize, trace, translate, understand.

Sources: Gronlund, N. E. (1985) Measurement and Evaluation in Teaching. NY, Macmillan. Bloom, B. S. et al., (1964) Taxonomy of Educational Objectives - The Cognitive Domain.

A.4 Using correct performance verbs

Use of correct performance verbs in accordance with Appendices A and C in the development of General Learning Objectives (GLO) and Specific Learning Objectives (SLO) in the syllabus shall enable trainers to focus on the relevant learning outcomes. A systematic approach in the use of correct verbs will also enable trainers to set appropriate assessment questions to test the learning outcome. It is recommended that trainers carefully study Appendices A and C in developing the syllabus, which will result in the use of correct verbs for GLO and SLO. There is significant difference between GLO and SLO in effective Teaching Learning process or course delivery. In the absence of a properly written syllabus, course delivery and assessment of learners are not likely to be effective. For example, with reference to Appendices A and C, Apply is a higher level GLO verb. The trainers main objective here is to impart sufficient knowledge and understanding of engine structural components to learners, so that they can Apply the same in a given situation e.g. maintenance, inspection and repairs. To achieve this learning outcome, the trainer has to develop the SLOs by using correct verbs as provided in the above

table. If these Specific Learning Objectives (SLO) are achieved step by step, the overall Learning Outcome (as expressed in the GLO) is likely to be achieved. In setting up questions for assessment, trainers need to focus on SLOs. It has to be noted that GLOs cannot be assessed or tested directly It has to be done with the aid of SLOs.

A.5 Observation classroom course delivery

A Form shall be used for classroom observation of course delivery by supervisors, peers, and or auditors. The form is given in Appendix F. There are basically two main components in effective Teaching Learning process: i) Curriculum content and

ii) Management of the learning process by the trainer. Quality of information in terms of accuracy and relevance shall be assessed during the auditing process. It has to be done along with Interest generating skills of the trainer because if there is no interest, there is no attention. If there is no attention, there is no learning.

A.6 Effectiveness of course delivery

The MET Institution shall adopt the steps given in Appendix D or similar to assess the degree of achievement in the learning process, which is the ultimate test of effective course delivery.

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

Appendix B Minimum Requirements for Course Delivery

B.1 General
MET Institutions, which intend to adopt this Guideline, shall provide a plan with a systematic approach to effective delivery. The essential items of the plan shall be as follows: a) MET courses. A description of the type and the level of education and training that shall be provided. b) Physical resources. Assessment physical resources e.g. audio visual aids, simulator, computer based training and laboratory that is required for effective course delivery. c) Trainers or human resources. Assessment of qualification, experience and skills that are required to deliver courses mentioned in a). The above mentioned systematic approach shall enable the MET Institution to identify and take appropriate action on the following key issues related to effective course delivery: a) MET courses are provided b) Human resource needs in terms of qualification, experience and skills c) Physical resources needed to aid effective course delivery d) Performance of course delivery in terms of Curriculum content and Management of the learning e) Effectiveness of the course delivery in tangible terms f) Trainer development needs g) Effectiveness of the trainer development programme. Curriculum content shall be: adequate for the level of the course and requirements of learner and stakeholders up-to-date in terms of technology, operational procedures, management requirements, international conventions and national legislation relevant to learners and all stakeholders of the course. Organisation of the learning process - The trainer shall be able to generate interest because if there is no interest, there is no attention and if there is no attention, there is no learning. For a MET Institution to qualify, course leaders and trainers shall be subjected to audit in accordance with this Guideline by auditors certified by DNV.

B.3 Delivery of courses

B.3.1 General The MET Institution shall plan the delivery of courses in accordance with established and maintained procedures. Processes that affect the quality of delivery shall be identified and be carried out under controlled conditions. The conditions shall at least cover: entry requirements for learners maximum number of learners per class physical resources e.g. classroom, audio visual aids, workshops, simulators and computer based training packages. B.3.2 Course delivery: Main steps The essential components of course delivery during the learning activity in the classroom and which shall be observed during audits are given in B.3.3 through B.3.8. See also check list in Appendix F. B.3.3 Organisation and content a) Introduction to the learning activity The trainer shall: state topic state objectives of present topic link present topic with previous learning activity, if any provide overview of learning activity develop interesting lead-ins motivate learners. b) Development of the learning activity The trainer shall: develop body of lecture consisting of several key points define key points state each point in pithy statements, i.e. condensed and clear explain key concepts maintain logical flow provide appropriate examples or illustrations with applications provide periodic summary at the end of each major section. c) Reinforcement of the learning activity The trainer shall: emphasize and repeats key points obtain feedback link between key points summarise main ideas provide relationship to next lecture.

B.2 MET courses

The Course Document shall provide following information of the course: a) b) c) d) Course Aims Admission Requirements Students Progression through the course Course Structure Outline: This section shall summarise the titles, instructional methodologies, and time allocation for each module or subject e) Synopsis of modules or subjects. Modules or subjects syllabi in each course shall be written in accordance with the sample provided in Appendices A and B of this Guideline. Every module or subject shall have a lesson plan (Ref. to Appendix D for recommended sample).

B.3.4 Teaching dynamics The interactions between trainer and group of learners, trainer and individual learner, and learner to learner play a key role in the effective Teaching Learning process and shall be observed during audit. The trainer shall be able to manage this very important interaction process. B.3.5 Management of facilities The authority and respect that the trainer commands play a crucial role in the overall learning that takes place during the learning activity. The trainer shall be able to control the learners in a reasonable manner, yet learners should feel free to interact. B.3.6 Communication The trainer shall be able to communicate with the learners with

DET NORSKE VERITAS

10

Guidelines - No. 18 July 2005

ease and clarity in an interesting manner that is readily understood and motivates learning. B.3.7 Use of teaching aids The trainer shall make appropriate use of interest generating tools, e.g. audio visual aids, computer based training, Internet,

simulators and workshops and exploit as many teaching tools as possible to generate interest. B.3.8 Assessment of course delivery The MET Institution shall establish and maintain an internal assessment procedure applicable to all trainers.

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

11

Appendix C Typical Syllabus using correct Performance Verbs

Name of Course: CoC Class 1 and 2 Engineer Officer Syllabus No: Module: Internal Combustion Engines and Boilers Instructional Hours Lecture: 74 Practical: 06 Self Learning: 10 Total: 90 Entry Requirements Diploma in Marine Engineering or equivalent and Class 3 Engineer CoC or equivalent. Module Aims To provide learners with the understanding of design features and the working principles of diesel engines, theory of steam generation, boilers, and boiler water chemistry. The module shall help develop the required competence of safe operation of diesel engines and boilers. The module shall also provide an understanding of the problems associated with fuel oils and fundamentals of lubricating oil characteristics and its selection. Teaching Methods Instruction shall take place through a combination of lectures, tutorials and demonstrations in Marine Workshop, Boiler House, Simulators and Industrial visits. Assessment Methods Class Test: 30% End of Course: 50% Simulator Assessment: 20% Recommended Texts 1) 2) 3) Milton, J. H. and Leach R. M. (1990), Marine Boilers. Flanagan, G. T. (1990), Marine Boilers, Great Britain. Christensen, G. (1992), Lambs Question and Answer on Marine Diesel Engine, London Edward Arnold.

Table of Specifications
Topics K Weightage % U A Total I

A.Engine Components B.Lubrication Oils and Fuel Oils C. Fuel Injection D. Scavenging and Supercharging E. Starting and Reversing F. Cooling Systems G.Multi Engine Propulsion Arrangement H.Hazards in Engine Operation I. Balancing, Vibration and Noise J. Simulator Aided D. E. Performance Monitoring K.Air Compressors and Receivers L.Types of Boiler and Waste Heat Utilisation M.Boiler Mountings N. Corrosion in Boilers and Water Treatment O. Combustion in Boilers P. Boiler Operations Q. Boiler Survey and Maintenance Total Note 1: The letters K, U, A and I in the table of specifications denote the Knowledge, Understanding (Comprehension), Application and Integration (Higher than Application) levels of Blooms taxonomy in the cognitive domain. Note 2: In the following detailed syllabus, all objectives should be understood to be prefixed by the words At the end of the lecture, the learner should be able to .... In the second column, L:T:SL denotes the number of instructional hours devoted to lectures, tutorials and self learning respectively.

DET NORSKE VERITAS

12

Guidelines - No. 18 July 2005

Learning Objectives A. Engine Components 1 Structural Components (General Learning Objective - GLO) Apply the understanding of the functional purpose and design features of structural components to effect efficient maintenance and repair of various structural components. Bedplates (Specific Learning Objectives - SLO) 1.1 Describe, with the aid of simple diagrams, a typical bedplate for large main propulsion engine. 1.2 Explain the materials used for modern main propulsion engine bedplates. 1.3 Explain why bedplate cross girders are of cast (steel) construction. 1.4 Identify the areas of bedplates prone to failure. 1.5 Explain why bedplates are installed on a series of chocks. 1.6 Interpret classification societys requirements for bedplates construction. 1.7 Describe, with the aid of diagram, modern holding down arrangements for main propulsion engines. 1.8 Explain why bolts are often long and thin. 1.9 Explain the reasons for using following chock: (i) Cast Steel and (ii) Epoxy Resin. 1.10 Identify common problems encountered with holding down arrangements. Frames and Tie Bolts (Specific Learning Objectives - SLO) 1.11 Describe with the aid of simple diagrams, a frame section of modern large engines. 1.12 Compare and contrast the various materials used for frames and the various constructional methods. 1.13 Compare and contrast between the fabrication and the casting methods for the manufacture of frames. 1.14 Identify the parts of frames requiring special attention during inspection. 1.15 Explain the functional purpose of tie bolts. 1.16 Describe with the aid of simple diagrams the correct method of installing the bolts. 1.17 Describe the procedure for checking the pretension, slackening, and tightening of tie bolts. 1.18 Identify the detrimental effects of running an engine with slack tie bolts. Guides and Guide-shoes (Specific Learning Objectives - SLO) 1.19 Describe, with the aid of diagrams, the construction of the guide and shoes of a main propulsion engine. 1.20 Describe how the guide clearances can be checked and adjusted. 1.21 Describe how the guide shoes can be assembled. Liner (Specific Learning Objectives - SLO) 1.22 Justify with reasons the material used for cylinder liners of large engines. 1.23 Explain how the necessary heat transfer can be obtained while maintaining the strength of cylinder liners. Total Running Time

L : P : SL 10 : 0 : 1

10 : 0 : 1

This is part of the whole syllabus, which is used as sample.

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

13

Appendix D Example of Lesson Plan

Project Management Ship Newbuilding Topic Time allocated Learning objective of topic Time Sub-Topic Method 5 min. Introduction Lecturing Module A - Mindset A2 personnel management principles 80 min. To understand the duties of a project manager in managing project personnel Tool(s) Notes Explain that a project manager also is a personnel manager and has duties in relation to persons working in the project Warning: do not involve yourself in line management matters such as salaries, promotions etc. Buzz groups A2.1 ring Distribute HRP. Use buzz groups to discuss the main aspects of HRP binder related to project management. Fill in gaps and add info. As may be DNV HRP required. 10 min. Discussions, 15 min. Summing up Lecturing/ interaction A2.2 ring Introduce topic. Mention that this will be dealt with in more detail at binder later stages in the course. Elaborate on risk factors. Ask participants for own experience. Lecturing/ interaction A2.3 ring Introduce topic. Mention that this will be dealt with in more details binder later by video, discussions etc. Lecturing/ interaction A2.4 ring Distribute code of ethics. Go through all items and discuss any isbinder sues being unclear DNV code of ethics

25 min. 10 min.

Human resource policy (HRP) Resource planning and organisation Interpersonal communication Code of ethics

10 min. 30 min.

DET NORSKE VERITAS

14

Guidelines - No. 18 July 2005

Appendix E Sample Questionnaire for Learners

E.1 Before the course
Consider the course aims and objectives: expectation to benefit from attending this course supervisor expectations to your benefit from attending this course educational and training needs course satisfying your needs.

sider any new expectations that you have identified: what you have learned from the course that you are able to put into practice at the place of work and how support you will need in the future, if you think you are unable to put what you have learned into practice.

E.3 Three months after the course

what you did learn at the course, which you have been able to put into practice what you have been unable to use from the course if your supervisors expectations of the training you received have been fulfilled what further support your supervisor can offer.

E.2 Application at the place of work

Consider your previous expectations prior to the course - Con-

DET NORSKE VERITAS

Guidelines - No. 18 July 2005

15

Appendix F Check List for Observation of Course Delivery during Learning Activity
Course: ______________________________

Subject / Module:_________________ Trainer: ______________________________ Date of observation: ____________________ Circle the Score 1 to 5 according to performance.

F.1 Organisation and content

A. Introduction to the lesson The trainer states the topic States the objectives of the present topic Makes every effort to link the present topic with the previous lecture Gives an overview of the lesson Provides briefing Develops interesting lead-ins Motivates the learners Objective ill-defined, inappropriate and lacks direction 1 2 Comments: Lesson objective well thought out and clearly sequenced 4 5

B. Development of the lesson The trainer develops the body of the teaching consisting of several key points Defines key points States each point in pithy statement i.e. condensed and clear Explains the concepts Maintains logical flow, using linking words Provides appropriate examples or illustrations with applications Provides periodic summary at the end of each major section Presentation muddled, lacks in purpose and inappropriately paced 1 2 Comments: Presentation ordered, simple and well paced 3 4 5

C. Reinforcement of the lesson The trainer emphasises or repeats key points Obtains feedback Makes links between key points, between familiar and new points Summarises main ideas Provides relationship to next lecture No recap, poor sequencing 1 Comments: 2 3 Appropriate number of recaps, and rational sequence not apparent 4 5

F.2 Changing interaction

Interactions between trainer and group, trainer and individual, pupil and pupil Trainers skill with questioning techniques No interaction. No prepared oral questions 1 2 Comments: Oral questions aimed at arousing interest, gain feedback, and gear pacing 4 5

F.3 Classroom and laboratory management

The authority and respect the trainer commands The trainers ability to control learners in a reasonable manner, yet learners feel free to interact Improper appearance, behaviour of learners, and learners inattentive 1 2 Comments: Learners appearance and behaviour under control. Maintains learners attention 4 5

DET NORSKE VERITAS

16

Guidelines - No. 18 July 2005

F.4 Communication
Trainers ease and clarity of communication with learners Ability to communicate concepts in an interesting manner that is readily understood by the learners Ability to motivate learners to improve their understanding of the subject A. Presentation Unclear presentation 1 2 B. Attention No attention from learners 1 2 Comments:

Presentation ordered, simple and clear 4 5 Commands attention from learners 4 5

F.5 Use of teaching aids

Appropriate use of Interest Generating tools such as transparencies: large, clear and legible Slides, Films, Videos, Application software and computer based training. Other demonstration: Workshops, industry visit for illustration and examples Learners preoccupied with other matters 1 2 Comments: Able to generate learners interest 4 5

F.6 Summary of observations

Subject Score Average* F.1 A F.1 B F.1 C F.2 F.3 F.4 A F.4 B F.5

* To be brought forward to the Rating Calculation Table 3.

DET NORSKE VERITAS