DRAFT
Comparative analysis report
Leonardo da Vinci Transfer of Innovation project
Train the Trainer course material for Inland
Navigation Education and Training
Project number: 2013-1-NL1-LEO05-12264
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Document type Report
Document title
140613_TTIET Comparative analysis report_0 3
Version
0.1
0.2
0.3
Date
2014-06-11
2014-06-13
2014-06-13
Change control
Version
Date
Status
Draft
Draft
Draft
Executed by
T. Jongkind
A. Mulder
T. Jongkind
Approved by
Changes made
Made by
Approved by
Content:
1. Introduction ....................................................................................................................... 3
2. Task list and selected material .......................................................................................... 5
3. Objective criteria for comparison ....................................................................................... 5
4. Comparative analysis ........................................................................................................ 7
5. Output and recommendations ........................................................................................... 9
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List of abbreviations
IALA – International Association of Marine Aids to Navigation and Lighthouse Authorities
IMO – International Maritime Organization
IWT – Inland Water Transport
STCIN - Standards of Training and Certification in Inland Navigation
ToI – Transfer of Innovation
TTIET - Train the Trainer Course Material for Inland Navigation Education and Training
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1. Introduction
In Work package 2 of the project Train the Trainer Course Material for Inland Navigation
Education and Training (TTIET) the first product of this project has been developed. In a
comparative analysis the maritime approach for didactical manuals and specific requirements
for the IWT sector are compared and analysed. Besides recommendations of topics and
subjects to be covered in IWT-STCIN-related didactical manuals are made.
Expected outcome
The expected outcomes of the comparative analysis were:
1. -Comparative analysis of maritime approach for didactical manuals and specific
requirements for the IWT sector
2. -Recommendations of topics and subjects to be covered in IWT-STCIN-related didactical
manuals
Steps to be taken
To be able to reach the expected outcomes, the following steps were taken:
1) assign scope of this work package and experts from the partners involved;
2) establish task list and select material;
3) define objective criteria for comparison;
4) make a comparative analysis;
5) review of the comparative analysis;
6) transfer to outcomes of WP2 as input to WP3.
Scope of the work package and experts involved
The partners in the project team have experts that have experience in the IWT sector. The
experts have given their input and this has resulted in a validated description of a simulator
instructor manual. This didactical manual for teaching on a simulator will be developed as a
hands on, practical and clear manual. It will address didactical theories and discuss different
levels, development and execution of exercises and assessments, including learning cycles
and taxonomies. The teaching and development of learning materials that will be presented
in the manual will be based on activating, learner centred and goal directed methods.
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2. Task list and selected material
In order to reach the expected outcome, the following task list has been made:
1. Gather all relevant documents as an input for a comparative analysis
2. Define objective criteria for comparison and select a design method
3. Make the comparative analysis based on the relevant input
4. Create an overview of the mandatory subjects covered in the didactical manual
5. Make an overview of recommendations
6. Write the Comparative Analysis report
As this Transfer of Innovation project (ToI) has its focus on the experience in the maritime
field, the relevant documents that will be focussed on are mainly documents about simulator
training in the maritime field. But the project team decided to take also in consideration the
experience in other areas like navy, automation and medical.
3. Objective criteria for comparison
A limited literature search has been executed to provide definitions of curriculum and
instructional design processes and its elements.
3.1 Curriculum
A curriculum can be defined as a journey in which the learner must fulfill certain tasks to
reach goals. A curriculum design includes goals, characteristics of the learner, learning
content, learning situations and evaluation. Learning situations refer to learning activities as
expressed in didactical activities like discussion, role play, question and answer, simulation,
etc. (Lowyck, 2003).
3.2 Learning situation
Learning situation can be defined as: “A situation or context that triggers, guides and
sustains learning activities in the learner. A learning situation design includes goals, starting
situation, learning experiences, learning content, didactical activities, didactical tools and
evaluation.” (Lowyck, 2003).
3.3 Curriculum and instructional design processes
Petrina (in press) describes curriculum and instructional design processes. The components
are shown in the figures below.
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Figure 1. Model of the Curriculum Design Process
Figure 2. Model of the Instructional Design Process
A model used for instructional design is the ASSURE model. The ASSURE model is an ISD
(Instructional Systems Design) process that was modified to be used by teachers in the
regular classroom. The ISD process is one in which teachers and trainers can use to design
and develop the most appropriate learning environment for their students. It can be used in
writing the lesson plans and in improving teaching and learning. The ASSURE model
incorporates Robert Gagne's events of instruction to assure effective use of media in
instruction. The model has six stages:
A = Analyze learners;
S = State standards & objectives;
S = Select strategies, technology, media & materials;
U = Utilize technology, media & materials;
R = Require learner participation;
E = Evaluate & revise .
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4. Comparative analysis
4.1 Input for comparison
All partners have used their experience and (network of) experts to gather relevant
documents and information as input for the development of a didactical manual. This has
resulted in the following overview of 10 relevant documents that are used in the comparative
analysis:
1. Model Course 6.10 Train the Simulator Trainer and Assessor, IMO
2. Model Course Vessel Traffic System On the Job Training Instructor, IALA
3. Simulator Instructor- STCW requirements and reality, Asghar Ali
4. Practical Teaching Skills for Maritime Instructors, Fisher & Muirhead
5. Maritime education and training, Nautical Institute/WMU
6. Train the trainer: training fundamentals, United Nations
7. Simulation, Stephen Cross
8. Medical simulations, McGaghie
9. Car simulator, Hanzlikova
10. Simulator instructor materials, STC-Group
4.2 Method of comparison
To define objective criteria the similarities and differences in design (content elements and
setup) of the input materials are described. In an Excel spreadsheet an overview of all the
content elements of the reference documents has been made. To complete the comparative
analysis a cross-check with all the 10 reference documents was necessary. The benchmark
document to this cross-check was the IMO 6.09 Train the Trainer Model Course. The crosscheck has been executed during a project partner meeting by dividing the projectteam
members in pairs and count the amount of matching content elements in other reference
documents. This resulted in an overview, table 1, of most relevant content elements that
need to be covered in the Didactical manual and Train the Trainer course.
Table 1 shows that, for example, content element: “relation teacher/learner” is found in all 10
input documents, “adult learning” in only 4 and “motivator” in only the benchmark document:
IMO 6.09 Model Course.
The next step was to check whether content elements in the 9 input documents did not
match the benchmark document and had to be included. No element was selected.
Then the overview has been reviewed by the project team to be sure all important elements
are covered.
The final step was to cluster the content elements into draft chapters for the training manual.
See chapter 5 for the description.
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Table 1. Overview of most relevant subject
Simulator trainer/assessor
# of matches 1 out of 10
relation teacher/learner
10
understand students
10
briefing, planning, implementation, debriefing
10
pedagogist
10
didactical competent
10
psychology of learning
10
teaching technics
10
social skillful
10
communicator
10
implement simulator training in course
9
teacher
9
evaluator
9
course development
9
assessment
9
course evaluation
9
organizing
9
prepare simulator run
8
know in(ex)ternal influencing factors
8
competent mariner
7
run simulation
6
learning organizer
6
credible/trustworthy
6
training needs
6
relation sim/reel world
6
planning
6
competent in simulator hardware
5
goals and objectives
5
resources management
5
leadership
5
facilitator
4
naieve psychologist
4
adult learning
4
rationalize training importance
2
manager
1
flexible/adaptable
1
guide
1
motivator
1
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5. Output and recommendations
The comparative analysis and discussion with the project team has resulted in an index of
chapters and an overview of the “basic didactical principles” of the Train the Trainer Course.
5.1 Index of chapters
After this review, the following index of chapters has been made:
Chapter 0. Introduction, framework and didactical vision
Chapter 1. An Introduction to Simulation Training
Chapter 2. Basic Simulator design and Types of Simulators
Chapter 3. The Scope of Simulation Training
Chapter 4. The Simulator Instructor
Chapter 5. Conceptualizing a Simulator Training Programme
Chapter 6. Effective Interpersonal and Communication Skills
Chapter 7. Conducting a Simulation Exercise
Chapter 8. Assessment
Every project partner will develop one or more chapters and send this to the project leader.
The project leader has the role of Editor and will put together all the chapters in a Draft
Didactical Manual.
5.2 Basic Didactical Principles of the Train the Trainer course for Inland Navigation
5.2.1. Definitions
In the introduction of the Didactical Manual important definitions will be described.
Candidate trainer
Participant of the Train the Trainer course
Trainer
The trainer of the Train the Trainer course
Simulator instructors
The simulator instructor should be qualified and experienced in the particular types and
levels of training and assessment they give:
 regarding to the competence of inland navigation and/or
 regarding to the competence of simulator operation instructor and/or
 as well about teaching techniques
The educational institute management determines the suitability/competence of the staff due
to usual established evidences (e.g. through patents, certificates, work experience, work
sample, learning on the job by help of a senior instructor, assessment of necessary
content/didactical and teaching know how etc.).
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Operator function
The Simulator operator will operate the simulator in a safe and efficient way, perform the
correct operation of each system function and recognize equipment faults and take
appropriate actions.
5.2.2. Objectives of the manual
The objectives to develop a didactical manual are
 Training potential simulator trainer-instructors
 Creating a standard (Pan European) for evaluation and assessment
 Creating insight on potential of a simulator: Maximum use of capabilities
 Assessment of teaching/training skills: bridging the gap by extra education
5.2.3. Learning objectives (competencies)
The competencies will be described in the same format as the Platina Competency tables:
Column 1
Column 2
Column 3
Column 4
Competence
Knowledge,
understanding and
proficiency
Methods for
demonstrating
competence
Criteria for evaluating
competence
Figure 3. Platina Competency table
Examples of competencies that will be covered in the didactical manual are:
 develop a simulator module (scenario’s, exercises, application of theory) in a course
 create scenario’s based on learning objectives
o run
o check
o validate
 test a scenario on a target group
 evaluate the effectiveness of the scenario
 give an effective briefing in relation with the learning goals
 execute the scenario with a target group
 give an effective debriefing in relation with the learning goals
 evaluate and assess learning outcomes
 assess the participants based on evaluation criteria
5.2.4. Characteristics of the candidate (prerequisites)
The candidates of the course must have basic teacher skills and be familiar with the
operational possibilities of the applicable (their own) simulator to reach learning objectives.
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5.2.5. Instruction methods focussed upon during the training / in the manual
Instruction methods that will be focussed on during the training and in the didactical manual
are competency based. Examples of methods are:
 Instruction / Presentations
 Simulation
 Self presentation
 Role-playing
 Selfstudy (function of tips and tops for the subsequent day)
5.2.6. Assessment Methods
The methods to assess the participants at the end of the course, are:
 Competency assessment
 Assessment with a simulator run with professionals or trainees(students)
5.2.7. Evaluation
The effectiveness of (1) the training and (2) the didactical manual will be assessed by:
 Evaluation by working group (in this project, but after the project in Edinna working group)
 Measuring before and after (pilot)
o Feedback of the candidates and trainers of the course
 Feedback / Evaluation of the didactical manual
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