Modeling a Knowledge Domain for a Maritime Course

3rd International Conference on Concept Mapping CMC2008, Tallinn/ Helsinki, 22-25 Sept 2008

MODELING A KNOWLEDGE DOMAIN FOR

A MARITIME COURSE

MODELING A KNOWLEDGE DOMAIN FOR

A MARITIME COURSE

Kalyan Chatterjea,Singapore Maritime Academy, Singapore

&Takeshi Nakazawa,

World Maritime University, Malmö, Sweden

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IntroductionIntroduction

Concept-mapping in a maritime course can lead to knowledge modeling

It can change the traditional ways of teaching and learning

Process could lead to an enriching KBS The paper relates a case study at the Singapore

Maritime Academy (SMA), spanning a period of about three years

Concept-mapping in a maritime course can lead to knowledge modeling

It can change the traditional ways of teaching and learning

Process could lead to an enriching KBS The paper relates a case study at the Singapore

Maritime Academy (SMA), spanning a period of about three years

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Rapid changes in technology & changes in operating procedures on ships make updating of course material difficult in a maritime training institute.

A new course model based on concept map is now being used at Singapore Maritime Academy to address this problem.

Rapid changes in technology & changes in operating procedures on ships make updating of course material difficult in a maritime training institute.

A new course model based on concept map is now being used at Singapore Maritime Academy to address this problem.

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Learners develop concept maps from existing literature as well as from shipboard practices, which are captured, when the learners are on attachment at sea.

Replacing lectures with active learning was made possible through the use of CmapTools and a classroom infrastructure, which is very different from traditional classrooms.

Learners develop concept maps from existing literature as well as from shipboard practices, which are captured, when the learners are on attachment at sea.

Replacing lectures with active learning was made possible through the use of CmapTools and a classroom infrastructure, which is very different from traditional classrooms.

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Case Study @ SMACase Study @ SMA

Case study relates our experience at the Singapore Maritime Academy (SMA) with a group of senior engineers from ships.

They are qualified to operate ships with diesel propulsion and are doing this conversion course at SMA for gaining proficiency in running of LNG carriers with steam propulsion.

We have already completed our 4th Cohort of trainees.

Case study relates our experience at the Singapore Maritime Academy (SMA) with a group of senior engineers from ships.

They are qualified to operate ships with diesel propulsion and are doing this conversion course at SMA for gaining proficiency in running of LNG carriers with steam propulsion.

We have already completed our 4th Cohort of trainees.

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Case Study @ SMACase Study @ SMA

We have been developing a CmapTools-based dynamic knowledge course model to run and administer all aspects of this conversion course.

Knowledge model includes (all stored in Views)o learning content, o formative assessment, o knowledge creation and capture, o summative assessment, o feedback and general course administration

We have been developing a CmapTools-based dynamic knowledge course model to run and administer all aspects of this conversion course.

Knowledge model includes (all stored in Views)o learning content, o formative assessment, o knowledge creation and capture, o summative assessment, o feedback and general course administration

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Case Study @ SMA – Polyscopic Modeling Case Study @ SMA – Polyscopic Modeling

Our model is based on Polyscopy++ , which allowso Creation of multiple ways of looking at stored

information or scopes. o Generation of an information repository

[CmapTools Views] & from which multiple perspectives are generated for various learning objectives using multiple visual concept maps

o Generation of multiple viewpoints for different groups of learners.

++ after Dino Karabeg

Our model is based on Polyscopy++ , which allowso Creation of multiple ways of looking at stored

information or scopes. o Generation of an information repository

[CmapTools Views] & from which multiple perspectives are generated for various learning objectives using multiple visual concept maps

o Generation of multiple viewpoints for different groups of learners.

++ after Dino Karabeg

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Case Study @ SMA – KBS Structure Case Study @ SMA – KBS Structure

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Case Study @ SMA – KBS Structure++ Case Study @ SMA – KBS Structure++

++ Ferguson-Hessler and de Jong, 1990; Cañas and Novak, 2005, 2006, 2008 Safayeni, et al., 2005.

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Case Study @ SMA – KBS Structure: Background Knowledge Case Study @ SMA – KBS Structure: Background Knowledge

The established ontological structure of the subject domain is made using Expert Skeletal Maps ++

o They provided a a set of byte-size information, which can be easily handled by the learners & lead them through the practitioners‘ pathways

o Subsequently, the maps were extended by the learners as they understood the subject better

o The maps were later iterated for improvement and finally socially validated for acceptance

++ Novak & Cañas (2004)

The established ontological structure of the subject domain is made using Expert Skeletal Maps ++

o They provided a a set of byte-size information, which can be easily handled by the learners & lead them through the practitioners‘ pathways

o Subsequently, the maps were extended by the learners as they understood the subject better

o The maps were later iterated for improvement and finally socially validated for acceptance

++ Novak & Cañas (2004)

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Case Study @ SMA – KBS Structure: Handling Skill Case Study @ SMA – KBS Structure: Handling Skill

Sequential concept map was used for 20 simulation exercises

o For each exercise, embedded resources provide the knowledge support.

o The map serves the purpose of an Advanced Learning Organizer ++

o It provides spatially distributed context-base resources to support individual knowledge management.

++ Ausubel, 1960; Willerman & Mac Harg, 1991

Sequential concept map was used for 20 simulation exercises

o For each exercise, embedded resources provide the knowledge support.

o The map serves the purpose of an Advanced Learning Organizer ++

o It provides spatially distributed context-base resources to support individual knowledge management.

++ Ausubel, 1960; Willerman & Mac Harg, 1991

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Case Study @ SMA – KBS Structure: Skill LearningCase Study @ SMA – KBS Structure: Skill Learning

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Case Study @ SMA – Traditional ClassroomCase Study @ SMA – Traditional Classroom

Traditional classrooms with computers & projectors

o Use predominantly Transmission Mode of Learning

Traditional classrooms with computers & projectors

o Use predominantly Transmission Mode of Learning

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Case Study @ SMA – Knowledge Lab ArrangementCase Study @ SMA – Knowledge Lab Arrangement

1 – Projector, 2 – LAN with knowledge nodes, 3 – Students (in pair) connected to KBS, assessment & simulation servers, 4 – Students debating to validate shipboard procedures, 5 – Facilitator, 6 – Student computers on LAN, 7 –Knowledge, simulation & assessment servers, 8 – Cambridge-Hitachi knowledge-capture screen (FX77)

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Case Study @ SMA – ConclusionCase Study @ SMA – Conclusion

The four cohorts of students (a total of 37 participants) developed a course structure with guidance from the course facilitator.

o Even though the learners came with limited IT exposure, they learned to use CmapTools within a period of few days using mainly the Help files provided with the CmapTools program.

o However, in general, the younger learners were more productive than their senior counterparts, who needed a lot more support and encouragement from the facilitator.

The four cohorts of students (a total of 37 participants) developed a course structure with guidance from the course facilitator.

o Even though the learners came with limited IT exposure, they learned to use CmapTools within a period of few days using mainly the Help files provided with the CmapTools program.

o However, in general, the younger learners were more productive than their senior counterparts, who needed a lot more support and encouragement from the facilitator.

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Case Study @ SMA – ConclusionCase Study @ SMA – Conclusion

According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners.

o It is expected that this new course model will impart a more meaningful learning for the learners.

o A longitudinal study is required to establish the true usefulness of this approach of constructivist learning.

According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners.

o It is expected that this new course model will impart a more meaningful learning for the learners.

o A longitudinal study is required to establish the true usefulness of this approach of constructivist learning.

Modeling a Knowledge Domain for a Maritime Course

Education

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