Simulated Voyages Using Simulation Technology to Train and License Mariners (1996) / Chapter Skim
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3 Effective Training with Simulation: The Instructional Design Process
3 Effective Training with Simulation: The Instructional Design Process
Pages 67-96
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From page 67... ...
Many simulator-based training courses were developed ad hoc, often designed to individual requirements of a shipping company or training establishment. Among the experts the committee consulted, there was strong evidence that they had thought seriously about training needs and had organized their programs to address those needs.
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From page 68... ...
The second stage is to determine specific training objectives (i.e., goals)
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From page 69... ...
EFFECTIVE TRAINING WITH SIMULATION 69 FIGURE 3-1 The training process.
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From page 70... ...
The third stage is to determine the training methods to be used. This stage includes an assessment of whether simulation use is relevant to achieving the training objectives.
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From page 71... ...
For example, committee members found that, for bridge team and bridge resource management training, creative instructional design can be used to compensate for limitations in simulator capabilities. According to a group of mariner instructors, many of whom met with the committee, the practical considerations shown in Box 3-2 are particularly relevant when structuring a mariner training program.
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From page 72... ...
Without a more fully developed basis for quantifying actual training needs, the use of simulators in professional development and marine licensing will continue to be based on perceived needs and professional estimates. To apply instructional design, it is necessary to have detailed, relevant task and subtask analyses.1 As noted in Chapter 1, although 1The U.S.
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From page 73... ...
The program was undertaken in connection with the agency's responsibilities in marine licensing and its goal to "determine the minimum standards of experience, physical ability, and knowledge to qualify individuals for each type of license or seaman's documentation." Although the report, Cognitive Analysis of Navigation Tasks: A Tool for Training and Assessment and Equipment Design (Sanquist et al., 1994) , is targeted to automated systems aboard ships, the results should provide task analyses at a level that is detailed enough to effectively apply instructional design to relevant training program development.
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From page 74... ...
Given these results, the report concluded "it would appear that there needs to be a shift in emphasis from computational to interpretive questions on the radar observer certification exam." DETERMINING TRAINING METHODS Selecting the Training Media Mere possession of a ship simulator or other training device and the presence of licensed mariners as instructors do not guarantee the effective and credible
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From page 75... ...
To be effective, simulator resources must be matched to instructional objectives. If simulation is relevant to training objectives, then the type (see discussion in Chapter 2)
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From page 76... ...
The following factors should be taken into account when designing these scenarios: • type of simulator (e.g., special task, full mission) ; • geographical database; • mathematical model ship type and, to the degree relevant to training objectives, the model's fidelity with respect to ship maneuverability in restricted shallow water with small underkeel clearances; • type and structure of exercise scenario required to achieve the exercise objectives; • exercise length; • method of briefing and debriefing; • cost effectiveness; • level of fidelity and accuracy needed to support training objectives (e.g., quality, field of view, cues in the visual scene, and accuracy of trajectory prediction)
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From page 77... ...
Only then can the scenario be used with confidence to effectively satisfy training objectives. There is no standard methodology for validating exercise scenarios.
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From page 78... ...
This situation is particularly important if the instructor also performs a dual role as master in the bridge watchkeeping course for cadets and junior officers. When an exercise commences, the vessel's passage and safety are in the hands of the master and bridge team and will be successfully or unsuccessfully concluded by their efforts alone.
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From page 79... ...
Short courses typically compress course content, which may be a disadvantage from the perspective of learning and transfer effectiveness. Although mariners can be exposed to training scenarios that might take years to experience during actual operations, compressed courses provide little opportunity to contemplate results of individual training sessions.
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From page 80... ...
To apply the debriefing method with a facilitator, one or more trainees are delegated prior to the simulator exercise to observe the actions of their colleagues throughout the exercise. This observer will open the debriefing by critically examining and commenting on two questions: what went right and what could be improved?
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From page 81... ...
to performance of a group whose only difference is the lack of simulator training. Logistically, these studies are difficult to execute within the commercial air carrier industry and may be even more difficult to execute in the marine industry, which lacks systematic organizational structure.
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From page 82... ...
In addition to their longstanding use at some maritime academies,2 and a number of private and union facilities, simulators have been widely used in the commercial air carrier industry, are increasingly used in the nuclear power industry, and are used in medical training and a variety of other areas. Since objective evaluation of training effectiveness for any specific use is the exception rather than the rule, the committee believes that widespread use of simulators for training and the accompanying belief in their effectiveness constitutes anecdotal evidence of training effectiveness.
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From page 83... ...
One element of the instructional design process is continual analysis and improvement of the training program. There is always a concern about the effectiveness of a new or even existing training program.
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From page 84... ...
Strategy for Evaluating Training Programs Training program effectiveness should be evaluated as a part of the instructional design process. There are systems for evaluating programs, but many of these are flawed or are not properly applied.
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From page 85... ...
In developing a training program, the instructional design process requires consideration of the following factors: • curricula requirements; • instructor recruitment or selection to meet curricula requirements; • instructor professional credentials and their maintenance; • instructional capabilities, including their development and maintenance; and • instructor capability to operate simulator resources and integrate them into effective learning programs.
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From page 86... ...
At the same time, care must be exercised to ensure that interpersonal relationships do not influence performance evaluations and that the 3On-the-job training is also used in the professional development of docking masters and operators of uninspected towing vessels who pilot tug and barge flotillas on inland rivers and waterways. The pool of docking masters has not been a source of simulator instructors because simulation has not been used in training for their profession.
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From page 87... ...
• Communication with marine industry and piloting professionals regarding requirements and details of training courses (i.e., training needs)
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From page 88... ...
Some people believe that knowledge of the course content and proficiency in instructional skills are paramount, and that possession of a senior marine license alone guarantees neither relevant nor recent content knowledge nor instructional skills. Instructors without formal instructional skills training are most likely applying instructional knowledge rooted in informal on-the-job and apprenticeship approaches to professional development.
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From page 89... ...
Boxes 3-4, 3-5, and 3-6 summarize the focus of three different "train-thetrainer" programs. Box 3-4 summarizes an effort by the Maritime Academy Simulator Committee to develop a training program for simulator instructors at U.S.
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From page 90... ...
Duration 5 days. Complete the Bridge Team Management (BTM)
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From page 91... ...
undertake familiariza tion with pilot training courses on the simulator, (5) undertake familiarization with all special courses conducted on the simulator, (6)
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From page 92... ...
If a facility can afford only a single instructor or a small instructional staff, then the emphasis will be on nautical credibility rather than on staff instructional skills and proficiency. These factors may or may not result in optimization of either instruction or learning, depending on all factors present in a given simulation.
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From page 93... ...
The primary elements of the instructional design process include: • determining training needs, including characterizing the trainee popula tion and analyzing job tasks and subtasks; • determining specific training objectives, including performance measures to determine whether or to what degree the objectives have been met; • determining training methods to be used, including assessing whether simulation is appropriate to the training objectives; • developing a detailed course curriculum, including designing exercise scenarios (if simulation is used) , determining the duration of the training program, and debriefing techniques; and • validating the simulator, the simulation, and the curriculum.
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From page 94... ...
. Other areas for research identified by the committee include: • the need for a standard methodology for validating exercise scenarios; • the need for guidelines or standards for qualifying or certifying training instructors; • research on the optimum sequencing of simulator training; • the effect of course duration (i.e., short courses that typically compress course content versus courses spread over weeks or months)
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From page 95... ...
1993. Using frameworks to produce cost-effective simulator training.
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From page 96... ...
1985. A Preliminary Evaluation of Transfer of Simulator Training to the Real World.
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