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Dynamic Knowledge Capture At Sea

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The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea.
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Asia Pacific Maritime 2008 Conference 27-28 March at Singapore Expo– Paper by Kalyan Chatterjea, Singapore Maritime Academy 1 Narrowing the Gap between the Shipowners’ Requirements & Maritime Administrations’ Certificate of Competency Kalyan Chatterjea Singapore Maritime Academy 500 Dover Road, Singapore - 139651 Email Address: [email protected] Abstract Shipowners’/ ship managers’ requirements of finding competent seafarers to manage complex shipboard systems are becoming progressively more challenging. Shipping companies have resorted to developing their own training centres to improve the competencies of their shipboard officers and engineers. However, once fully trained in a company, competent officers could then be subject to poaching by other companies, who spend much less resources towards training. Ship managers claim that possession of relevant Certificate of Competency does not seem to meet the shipboard competency requirements. A pilot EU project, which is targeting towards capturing relevant, shipboard expertise and disseminating the same to the learners in a dynamic knowledge capture and management system, may have some answers to this gap in competencies covered in the Certificate of Competency Courses and the shipboard requirements. Singapore Maritime Academy (SMA) in collaboration with the World Maritime University is working on developing a knowledge-based model of maritime education, which could manage this gap in shipboard competency. Interim results of this experiment at SMA are discussed in the presentation. 1. Introduction The structure of preparatory courses for the Certificate of Competency (COC) has undergone many changes over the years. The emphasis from knowledge to competency- based structures introduced after the implementation of STCW 95 is making these courses more focused towards meeting the competency requirements at sea. Yet in many maritime forums and literature we encounter numerous instances when shipowners and ship mangers complain about the inadequate competencies of seafarers. It becomes clear that the maritime education and training (MET) institutions are not doing enough to keep pace with the rapid changes in the industry. The shipping companies are allocating large budgets in developing their own training centres. However, with the present high turn over of manpower in the maritime sector, this strategy is sometimes questioned. Perhaps, if a system is put in place whereby the knowledge and proficiencies taught at the MET institutions are dynamically updated to be in-phase with shipboard changes, the value of COC could be enhanced and the gap between the shipowners’/ ship managers’ requirements and the knowledge and proficiency imparted at the MET institutions could be narrowed. A new course for Steam COC for LNG Carriers at the Singapore Maritime Academy is described in the paper, which is targeting shipboard knowledge capture to keep the course dynamically updated.
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Page 1: Dynamic Knowledge Capture At Sea

Asia Pacific Maritime 2008 Conference 27-28 March at Singapore Expo– Paper by Kalyan Chatterjea, Singapore Maritime Academy

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Narrowing the Gap between the Shipowners’ Requirements &

Maritime Administrations’ Certificate of Competency

Kalyan Chatterjea

Singapore Maritime Academy 500 Dover Road, Singapore - 139651

Email Address: [email protected]

Abstract Shipowners’/ ship managers’ requirements of finding competent seafarers to manage complex shipboard systems are becoming progressively more challenging. Shipping companies have resorted to developing their own training centres to improve the competencies of their shipboard officers and engineers. However, once fully trained in a company, competent officers could then be subject to poaching by other companies, who spend much less resources towards training. Ship managers claim that possession of relevant Certificate of Competency does not seem to meet the shipboard competency requirements. A pilot EU project, which is targeting towards capturing relevant, shipboard expertise and disseminating the same to the learners in a dynamic knowledge capture and management system, may have some answers to this gap in competencies covered in the Certificate of Competency Courses and the shipboard requirements. Singapore Maritime Academy (SMA) in collaboration with the World Maritime University is working on developing a knowledge-based model of maritime education, which could manage this gap in shipboard competency. Interim results of this experiment at SMA are discussed in the presentation.

1. Introduction The structure of preparatory courses for the Certificate of Competency (COC) has undergone many changes over the years. The emphasis from knowledge to competency-based structures introduced after the implementation of STCW 95 is making these courses more focused towards meeting the competency requirements at sea. Yet in many maritime forums and literature we encounter numerous instances when shipowners and ship mangers complain about the inadequate competencies of seafarers. It becomes clear that the maritime education and training (MET) institutions are not doing enough to keep pace with the rapid changes in the industry. The shipping companies are allocating large budgets in developing their own training centres. However, with the present high turn over of manpower in the maritime sector, this strategy is sometimes questioned. Perhaps, if a system is put in place whereby the knowledge and proficiencies taught at the MET institutions are dynamically updated to be in-phase with shipboard changes, the value of COC could be enhanced and the gap between the shipowners’/ ship managers’ requirements and the knowledge and proficiency imparted at the MET institutions could be narrowed. A new course for Steam COC for LNG Carriers at the Singapore Maritime Academy is described in the paper, which is targeting shipboard knowledge capture to keep the course dynamically updated.

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2. Shipowners’/ Ship Managers’ Requirements At the Second Regional Forum on Maritime Manpower Planning, Training, Utilization and Networking of Centres of Excellence, organized by the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP, 2003) held in Bangkok on 15-17 October 2003, Ms. Geetha Karandawala, Chief of the Transport Facilitation Section of ESCAP emphasized on the importance of meeting shipowner requirements and to ensure that training of seafarers are in compliance with IMO standards. Later Capt. Masako Nakaya, Senior Manager of Crewing, NYK Shipmanagement PTE Ltd., Japan provided the Forum with insights on the perspectives of the shipowners. Captain Nakaya reminded the Forum that the Certificate of Competence is issued by the Administration but the shipowner needs to define the quality of their seafarer by assessing his/her ability to cope with the work on board, which may be very difficult. Even though this situation holds true for other professions as well, the consequences may be dire for the shipowner should the quality of the seafarer not be up to standard. According to Captain Nakaya, the shipowners view of a quality seafarer would thus be that he or she not only holds the necessary Certificate of Competence required of the rank and as per regulations, but also that the seafarer is fully qualified to deal with the equipment of the particular vessel. Capt. Nakaya informed the Forum of the actions taken by NYK to have their own specialized training schemes (NYK Maritime University Project) in order to prepare seafarers for the specific conditions of the fleet. According to Captain Nakaya, the Degrees and Certificates are not sufficient to prepare the seafarer for the conditions directly linked to the specific needs of different shipowners. Mr. Rajaish Bajpaee, President and Group Managing Director, Eurasia Group of Companies raised the dilemma of investing in training at the 16th LSM Ship Management Conference 2006. He claimed that the burning problem of lack of “competent” manpower is a result of the industry’s short-sightedness in its policies towards tackling its human resource issues. Despite the efforts of some ship managers and owners in investing millions of dollars on the latest technology and the best training centres to attract and train the young professionals, some players continue to wonder about the wisdom of ploughing time and money into training when in the blink of an eye they see some of their more promising prospects are “poached” by an industry rival who does not bother to invest in training. He further claimed in his speech that a certificate of competency or qualification is not always a proof of true competency. Similar criticisms are also encountered in the literatures and various maritime forums. Figure 1 shows a slide from Capt. Jan Horck’s presentation at the Nanyang Technological University (Horck, 2007), portraying similar sentiments.

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Figure 1. Inadequacies of present maritime training & assessment (Source: Horck, 2007)

Limitations of present STCW95-based curriculum and teaching practices, which may have led to these inadequacies in competencies, are discussed in the next section.

3. Maritime Education beyond STCW 95 It appears from the details given in the last section that we need to go beyond the Code requirements of the STCW95. Dr. Neil Otway, CEO/Principal, Australian Maritime College, addressing this issue, said that most maritime education institutions now recognise that STCW95 should only be seen as a minimum requirement for seafarers’. Higher level skills and qualifications are needed by seafarers, worldwide, if the International Maritime Organisation’s desire for ‘safer shipping and cleaner seas’ is to be achieved (Otway, 2004). Problem-based learning approach was proposed by Asyali et al. (2003) and Laurel et al. (2007) to improve the present STCW 95 curriculum. The argument put forward was that the main aim of the teaching / learning activities for maritime students should be to equip seafarers with the ability of questioning, critical thinking, problem–solving and commanding effective decision making and leadership capabilities. According to them, the lecturing type of traditional method which is based on building banks of knowledge and expecting the learners to memorize them has been found incapable of providing learners with the mentioned attitudes and values. They pointed out that the shipboard environment is a complex and risky socio-technical system formed by technology, environment, people and organizational structures. In this multi-dimensional, multi-disciplinary and flexible environment, aim of MET is not only give trainees basic technical knowledge to perform pre-designed, routine and standardized objectives (referring to the competencies of STCW 95) but also to improve their critical thinking, decision making and problem-solving skills, leadership, social intelligence, moral motivation or briefly “education”. Prof. Captain Ralph Becker-Heins of Bremen University of Applied Sciences reported (Becker-Heins, 2006) a novel approach to maritime education, entitled Collaborative Maritime Knowledge And Training Systems, which is funded as a EU Pilot Project and called Honeycomb Database under Leonardo da Vinci Programme. Reference to maritime shortage of seafarers, he asked, whether we have a problem of lack of seafarers or whether the case is one of the lack of qualified seamen (meaning competent to meet shipowners’ requirements). Quoting Becker-Heins:

“Much of the current training done around the world…fail to deliver genuinely competent seafarers that can consistently perform at best industry practices standards.”

(Alert no. 6) Capt. Tim Wilson, New Zeeland Nautical School

“The competence assessment… generalised statements of performance outputs, … highly subjective…”

(Seaways, 5 July 2005) Prof Mike Barnett, Warsash Maritime Academy

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… exchange of expert knowledge between national training providers (MET Institutes providing training under guidance of Maritime Administration) remains slow and fragmented at best which is astonishing as the shipping world is uniquely a trans-national and global in the community. This clear gap in maritime knowledge transfer is exactly where our new approach is targeted. With the support of the European Union programme Leonardo da Vinci we have developed a simple, sustainable and transferable system that standardises the description, integration and structure of educational content. (Becker-Heins, 2006).

As a solution to this gap, which may have resulted in inadequacies in competence, he suggested the development of a system that will help in managing information, projects, processes and knowledge in shipping sector. So, in this European venture, the development of the Honeycomb Knowledge Management Systems, they are trying to implement a system for seafarers to capture, store and disseminate information. Becker-Heins emphasized that useful information resides in documents, processes and much crucial knowledge may actually remain in peoples’ heads, which is difficult to retrieve when necessary. Quoting Becker-Heins,

People tend to work within silos of information that do not get shared across a company, academy, or any other organisation easily. People are forced to indulge in traditional work patterns when they could actually tap into a knowledge system and work in a more innovative manner.(Becker-Heins, 2006)

Kotzinos et al. (2007) working in an EU-funded project involving 22 partners from 14 countries are focusing on studying learning practices in professional and educational environments, where learners create learning objects for professional practices as a part of their learning process and subsequently share these among the community of learners. Present practices of competency-based training for Certificate of Competency Courses in MET institutions, do not normally allow for knowledge sharing, knowledge renewal or dynamic creation of knowledge, which could keep pace with the changes in engineering practices on board. Yet these practices could be keys to a maritime model of education, where learners would be active partners in developing a dynamic knowledge-creation system capturing shipboard practices. The resulting system can lead to a huge knowledgebase, which can adequately serve the maritime industry in producing truly competent seafarers, equipped with updated shipboard practices. In traditional preparatory courses for Certificate of Competency by MET institutions, the competencies defined in the curriculum are somewhat static and rarely keep pace with the dynamic changes, which take place in the industry. Additionally, classroom structure and environment, maintained in most MET institutions, promotes mainly transmission mode of learning as indicated in Figure 2. Trainees coming out of such environment may lack analytical skills and may have competencies, which are dated and therefore does not meet the expectations of the shipowners and ship managers.

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Figure 2. Traditional classroom structure & environment promoting predominantly transmission

mode of learning in MET institutions.

In the next section, I describe the case study at the Singapore Maritime Academy, which is based on Novakian concept maps (Abrams, 2008) and uses learning organisers (Asubel, 1960). Novakian concept maps are grounded in David Ausubel’s assimilation theory of meaningful learning and are used to capture shipboard procedural knowledge from the learners, particularly from those who have recent exposure to such scenarios. These are then checked on the simulator by various learner groups. Finally, the procedures are validated in a class discussion with key-roles taken by the participants and moderation by the facilitator. The key points of classroom discussions are captured through a Cambridege-Hitachi knowledge capture electronic board (Amte, 2007) for record and for formalisation of the same at a later time. The resulting knowledge-base is enriched at every session and over a period, grows into a substantial maritime repository. The next section also explains how through Novakian concept maps this large knowledgebase is visually organised and accessed.

4. Knowledge Laboratory at Singapore Maritime Academy Learning by doing is considered to be the most effective way of learning (Lombardi, 2007). Given a chance the learners prefer active learning rather than passive listening. This is found to be more applicable to our senior students attending the Certificate of Competency (COC) courses as compared to the new entrants, who have no sea-going experience. The case study relates our experience with a group of students who are doing a conversion course for engineers with Motorship COC to Steamship COC for LNG carriers. The traditional classroom structure shown in Figure 2 is replaced with a new structure (Figure 7), where students in groups of two are paired to cooperatively learn the subject domain of steam engineering using exploration through series of graphical interfaces (Figure 3, 5 & 6). Each learner learns differently and each learns in ways, which are best for him to suit his learning style. This method of graphical information lay-out and navigation is referred to as polyscopic modelling (Karabeg, 1995). Karabeg suggested

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“mountain top view” information design to handle information overload in a complex subject domain.

Figure 3. Exploratory learning using Novakian concept maps [developed using CmapTools1]

Figure 4. Information Jungle & polyscopic mapping providing access & relationship.

[Source: Karabeg, 1995]

To manage a complex procedural information and knowledge in a subject domain, Karabeg suggested modular, hierarchical, organization of expert knowledge, which should be logically coherent and be made up by separate views. In self-regulated learning, availability of increasing volume of digital information many times leads to cognitive overload. Additionally, conceptual and navigational disorientation is common among learners while surfing the Internet for making sense in an un-familiarised domain (Tergan et al., 2006). Concept maps used in the case study provide localized resources and thus address the problem well. These, so-called learning organisers (Ausubel, 1960), based on Novakian concept maps provide spatial resources and thereby support individual knowledge management.

1 CmapTools from Institute for Human & Machine Cognition (IHMC) [http://cmap.ihmc.us/] for

constructing, navigating, sharing and criticizing knowledge models represented by concept maps.

Information Jungle Polyscopic mapping

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Figure 5 Core knowledgebase (1), two separate views (2, 3) of visual access points for

knowledgebase.

Figure 6 Core knowledgebase on Plant Operation (1) and procedural sequences (2) with KBS

access points for reviving steam plant from dry-dock to full-away condition [acts as a Learning Organiser providing support for running the Steam Propulsion Plant Simulator]

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Figure 7. Knowledge creation, knowledge sharing, cooperative learning and online assessment at

the Steam Certificate of Competency Course at the Singapore Maritime Academy.

Figure 8. Knowledge capture and social validation of knowledge during Steam COC at Singapore

Maritime Academy Figure 7 and Figure 8 show the classroom processes during the course. Students work in an exploratory learning environment (Figure 3, 5 & 6) and access various documents, graphics and videos stored in the core knowledgebase. They also run the simulator to

Cambridge- Hitachi Knowledge Capture Screen noting key points of the debate in a dynamic environment

Projector [Overhung]

Facilitator

Knowledge nodes in a LAN

Knowledge-base, Server storing validated knowledge

Students debating to validate shipboard procedures, created by groups earlier.

Knowledge-base, Simulation & Assessment Servers

Cambridge-Hitachi Knowledge Capture Board

Projector

Facilitator

Knowledge nodes in a LAN

Students connected to knowledge-base, assessment & simulation ring

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gain operational exposure. Simulation-based learning is also supported by learning organisers (Figure 6). The self-directed learning sessions are interspaced with online, on-demand, network-based assessments – 10 to 15 assessments per week. The importance of such formative assessment cannot be overemphasized. Lester ( 1998) claimed that in post-experience programmes there is increasing acceptance that learners need to be able to set and manage their own learning agendas with integrated formative assessment, which are more aligned to learner-managed learning (self-directed learning).

Figure 9. Formative, on-demand, online, networked assessments, which are interspaced between

learning sessions.

Table 1. Steam Certificate of Competency course assessment strategy.

Assessment Components Type of Assessment When Conducted Weightage %

1. Coursework A Computer-based online assessment

Continuous (in-Course)

15

2. Coursework B 12 Assignments – 2 each for 6 main areas of coverage. (Individual Portfolio)

Continuous (in-Course)

15

3. Summative Assessment

Computer-based online assessment

End of Course 55

4. Shipboard Assignments

6 Assignments – 1 each for 6 main areas of coverage. (Appending Individual Portfolio)

During steam ship attachment (preferably LNG carrier).

15

The student evaluation is based on the assessment strategy, shown in Table 1. Jennings (2006) clarified Knowles’ (1976) definition of self-directed learning as a process in which individuals take the initiative in diagnosing their learning needs, designing

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learning experiences, locating resources and evaluating their learning. In the Steam COC course, the learners attempt the online formative assessments to establish their learning needs. Usually, based on their prior knowledge, the initial attempts produce low scores. Further explorative learning improves their scores subsequently. Hence, the self-directed learners plan and manage their learning without much intervention by the facilitator. Coursework A refers to these and there are about 10 to 12 assignments to be completed per week. In future, we plan to increase this number of assignments. Coursework B covers the areas designing learning experiences, locating resources as suggested by Knowles (1976). Online summative assessment (Swearingen, 2002), created by ExamView assessment suite (Wilde, 2004) finally tests the efficacy of the course. A crucial part of the course is the shipboard component, where the learners append their individual portfolios while capturing the procedural knowledge. The assignments are given on the course Blog: http://lngsteam.blogspot.com An extract from the course Blog is shown in Figure 10.

Figure 10. Extract from the course Blog showing the items for procedural knowledge capture.

While shipboard technologies and procedures evolve rapidly with changing times, the changes in content at the MET institutions lag behind due to the content being generated, mainly from books and published literature and consequently the value of the Certificate of Competency acquires a negative gradient in the minds of the shipowners and ship managers. They plan to allocate more budget for training as they have to ensure that the officers and engineers are kept truly competent to run their ships. However, when the fully trained manpower suddenly leaves the company, it becomes difficult to justify allocation of higher budget for training. Yet the easiest channels of capturing knowledge from the practitioners are rarely tapped. Management-level students, with recently acquired rich shipboard exposures, join MET institutions in each Semester to receive procedural knowledge, which, in most instances, is dated. The age-old institutional practices of catering unidirectional knowledge-transmission towards the learners are difficult to moderate. We remain satisfied living in our comfort zone.

Sunday, 6 January 2008 Assignments at Sea Shipboard Assignments: ++ These are meant for those of you at sea doing steam-time now! ++ You need to complete six assignments at sea. ++ Either do six assignments from the suggested list below -- one from each topic -- or you may suggest your own assignments (in that case you need to check with me first...just send me a mail at [email protected] ). ++ Table below lists the suggested assignments. Please note the submission should be based on your shipboard plant and NOT reproduction of information from books.

Assignments for STEAM BOILERS a) Boiler shut down and start up procedures followed on board. b) Safety valves on drum, superheater and desuperheater: construction, setting and operation. c) Line drawing of the steam distribution system and rationale for the same. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assignments for COMBUSTION THEORY & PRACTICE e) Boiler combustion control and management: Faults encountered in practice and actions taken. f) Fuel oil to gas and gas to fuel oil change over: precautions and practices on board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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In this Steam COC course at SMA an avenue is created (see Table 1, last row) to tap this rich experiential knowledge, readily available from the seafarers at management level, through shipboard assignments. The process ploughs back the latest procedural knowledge into the MET institute, thereby keeping the content dynamically updated. The core knowledgebase grows incrementally and over time has the potential to become a large source of knowledge with logical concept-map-based access points, which could be tapped by both learners and practitioners.

5. Conclusion The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea.

Acknowledgements The author wishes to thank Singapore Maritime Academy for supporting the project and providing the funds to upgrade steam learning facilities at SMA and to undertake this research work. I also want to thank the Maritime Port Authority of Singapore for supporting the project and for providing technical assistance in formulating the steam engineering curricula and the assessment system. I need to acknowledge Aalborg Industries Singapore for their continuing support in providing expertise and also for providing funding for the project. I also acknowledge the contribution made by the MPRI Ship Analytic team at Singapore for supporting the project by providing professional support during the running of the Steam Propulsion Simulator for LNG Carriers at SMA. I must thank our participating students, who supported the trials whole-heartedly and contributed generously to improve the system knowledgebase. Finally, I want to thank Professor Takeshi Nakazawa of World Maritime University, Malmö, for supporting this project and providing valuable suggestions for time to time to keep the project momentum.

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References Abrams, R., (retrieved March 2008). Meaningful Learning - A Collaborative Literature Review of Concept Mapping. Retrieved from: http://www2.ucsc.edu/mlrg/clr-conceptmapping.html Amte, M. (2007). The Revolution of Interactive Whiteboards in Indian School in Digital Learning through ICTs. Retrieved from: http://www.digitallearning.in/articles/article-details.asp?articleid=1470&typ=CASE%20STUDY Asyali, E., Zorba, Y. and Nas, S. (2003). Adaptation of Problem–Based Learning Method to Requirements of STCW Convention in the Proceedings of the 4th Annual General Assembly of International Association of Maritime Universities, 27-30 September, 2003, Alexandria. Retrieved from: http://www.iamu-edu.org/generalassembly/aga4/asyali-zorba-nas.pdf Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272. Becker-Heins, R. (2006). Collaborative Maritime Knowledge And Training Systems. EU Pilot Project Seminar, Leonardo da Vinci Programme, Honeycomb Database. 10th November 2006 International Transport Workers' Federation, London. Retrieved from: www.marine-knowledge.net/resource/microsoc.pdf ESCAP (2003). Second Regional Forum on Maritime Manpower Planning, Training, Utilization and Networking of Centres of Excellence, Bangkok 15-17 October 2003. Organized by the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP). Retrieved from: http://www.unescap.org/publications/details.asp?id=1019 Bajpayee. R. (2006). Manning And Training – The Global Perspective - Crew Training For Today's Sophisticated Global Fleet presented in the 16th LSM Ship Management Conference (2006). 11th – 12th October 2006, Cyprus. Horck, J. (2007). Human Capital Development in Maritime Industry. Maritime Seminar Series @ NTU. Singapore. Retrieved from: http://www.ntu.edu.sg/cee/program/maritime/MaritimeEvents/events/Horck_29Nov07_Webpost.pdf Jennings, F. L. (2006). Personal development plans and self-directed learning for healthcare professionals: are they evidence based? Postgraduate Medical Journal 2007;83:518-524; The Fellowship of Postgraduate Medicine. Retrieved from: http://pmj.bmj.com/cgi/content/full/83/982/518 Karabeg, D.(1995). Polyscopic modelling in Symposium : The Evolution of Complexity Evolutionary and cybernetic foundations for transdisciplinary integration. The Free University of Brussels, Belgium. May 29 / June 3, 1995. Retireved from: http://pespmc1.vub.ac.be/Einmagsy.html Kotzinos, D., Christophides, V., and Ilomäki. L. (2007). The KP-Lab Framework for Knowledge Creation Practices in ERCIM News, European Research Consortium for Informatics and Mathematics. Number 71, October 2007. pp 26 – 27. Retrieved from: http://ercim-news.ercim.org/images/stories/EN71/EN71-web.pdf Knowles, M. (1096). Self directed learning. Cambridge: Cambridge Adult Education. Laurel, P. P., Baylon, A. M. and Javier, E. (2006). Getting Started in PBL at Lyceum International Maritime Academy (LIMA): Innovations in Philippine MET System in Proceedings of IMLA 14, International Maritime Lecturers Association. Marseilles, France. Lester, S (1998) Assessment v self-directed learning: a way forward? Paper produced for the Higher Education for Capability/Department for Education and Employment conference Standards and the assessment of Capability, 10th June 1998.

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Lombardi, M. M. (2007). Authentic Learning for the 21st Century: An Overview in Educase Learning Initiative – advanced learning through IT innovation. ELI Paper 1: 2007. Colorado 80301. Retrieved from: http://www.educause.edu/ir/library/pdf/ELI3009.pdf Novak, J. D. & Cañas, A. J. (2008) The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008. Retrieved from: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Otway, N. (2004). Maritime Education – Beyond STCW95. Proceedings National Shippings Industry Conference 2004. 19-20 Feb 2004, Melbourne. Retrieved from: http://www.amsa.gov.au/Natship_2004/Natship2004.pdf Swearingen, R. (2002). A Primer: Diagnostic, Formative, & Summative Assessment. Heritage University. Retrieved from: http://www.mmrwsjr.com/assessment.htm Tergan, S., Keller, T., Gräber, W. & Neumann, A. (2006). Concept Map-based Visualization of Knowledge and Information in Resource-Based Learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 2425-2429). Chesapeake, VA: AACE. Wilde, R. (2004). Evaluating Digital Authoring Tools in International Review of Research in Open and Distance Learning. Volume 5, Number 2. Technical Evaluation Report. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/viewFile/178/809 Author’s Biography Kalyan Chatterjea started his career as a sea-going engineer and sailed for eleven years rising to the rank

of Chief Engineer. Presently, he is teaching at the Singapore Maritime Academy for the last eighteen years. Prior to that, he worked in the Design Department of the Sembawang Shipyard, Singapore for seven years. Earlier to that, he was also at the office of the Directorate General of Shipping in India as a Ship Surveyor and Examiner of Engineers for two years. He holds an Extra First Class Certificate in Marine Engineering in Steam & Diesel from Department of Transport, UK, a Master of Science in Systems, Control and Information Technology from University of Sheffield, UK and a Master of Education from University of Sheffield, UK.

He is presently working with Professor Takeshi Nakazawa of World Maritime University, Malmö, Sweden in developing a learner-centric, IT-infused model of Maritime Education. The project is a joint collaboration between Singapore Maritime Academy and World Maritime University. More information of this project could be obtained for the project Blog http://lngsteam.blogspot.com


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