Train the Trainer & Assessor

AIMS:

The course includes technical aspects of teaching that have a direct relation with the maritime simulator world. Without delving into the details at this stage, it is however emphasized that the simulator pedagogy, as well as psychology of learning, forms an important element of the course.

The topics that have been covered in this model course have been chosen in such a way as to provide a valuable introduction for those who have little experience in teaching and also as a very useful refresher for experienced instructors. In addition, those whose teaching experience has been limited to lecturing will gain considerable exposure, as they will explore the world of maritime simulation along with a variety of teaching techniques.

The course deals with the relevance of simulator in maritime training and the simulator pedagogy associated with the use of training on a maritime simulator. The basic aspects of learning process, purpose of training, setting of training objectives and basic principles of course design and the psychology of learning is also touched upon, however it does not form the main thrust of the course. It is assumed that course participants would have received formal training in these aspects prior to completing this programme.

The course involves conventional teaching and training methods, participative training techniques (such as task solving, both individually and in groups), simulation exercises involving ‘role playing’. While ‘ideal’ solutions are sought in this part of the course, the practical constraints which simulator instructors face are taken into account. Adaptation to local circumstances is an important part of the course and should be demonstrated when appropriate.

The course has a large practical component in which the participants implement the theoretical guidelines by planning, creating, executing and evaluating their own simulation exercises. The experiential nature of the course being conducted largely using simulators provides the participants the opportunity to hone the necessary skills required to be an effective simulator instructor.

OBJECTIVES:

The objective is to develop a sensitive instructor who fully understands the personality of a seafarer, the importance of simulation in maritime training, and pedagogy skill in order to impart sound and practical training to the seafaring fraternity. On completion of the course, the future maritime instructors should be able to contribute in formulating a training policy both at the macro, as well as the micro level. Finally, the future instructors should have a basis for evaluating the whole process of training. The crucial aim is to develop individual simulator instructor traits.

Thus, the thrust of the course is directed at promoting the knowledge, skills and attitudes, which the “ideal” instructor should possess by:

• Acquiring training awareness where:
  • There is a process of identifying training needs
  • She has an understanding of the end result of training
  • The potential benefits of training are clear and conveyed to the trainees, and
  • The relationship of training to the real world scenario onboard ships is always kept at the forefront
• Acquiring training skills related to:
  • The process of adult learning
  • Psychology of learning
  • Parameters of course design
  • Methodology of teaching techniques
  • Instructor-trainee relationship and presentation proficiency
  • Assessment of trainees
  • Evaluation of course
• Acquiring managerial skills and aptitudes relating to:
  • Planning
  • Organizing
  • Identifying and providing resources
  • Leadership
  • Interpersonal relationships
  • Communication skills

COURSE CONTENT:

1. 1. Introduction to the Course
   2. Practical
   3. Communication
   4. Planning the learning process
   5. Teaching aids, theory and practice
   6. Lectures
   7. Use of the OHP
   8. Presentation
   9. Handouts
   10. Case studies
   11. Teaching practice
   12. Teaching methods, role-play and simulation
   13. Teaching methods, groupwork and games
   14. Audio-visual aids
   15. Preparation and planning
   16. Teaching practice
   17. Evaluation and feedback
   18. New course design
   19. Evaluation