1、T610Ewww.imo.orgIMOT610EMODEL COURSE 6.10TRAIN THE SIMULATOR TRAINER AND ASSESSOR2012 EditionMODEL COURSE 6.10 TRAIN THE SIMULATOR TRAINER AND ASSESSORT610E_cover.indd 1 7/3/2012 9:24:10 AMModel course 6.10TRAIN THE SIMULATOR TRAINER AND ASSESSOR2012 EditionLondon, 2012T610E_prelims.indd 1 7/3/2012
2、9:29:43 AMPublished in 2012 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR www.imo.orgPrinted by CPI Group (UK) Ltd, Croydon, CR0 4YYISBN: 978-92-801-1559-8IMO PUBLICATIONSales number: T610EAcKNoWledGeMeNTsThis course is based on material developed by ARI Internationa
3、l of India.Copyright International Maritime Organization 2012All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without prior permission in writing from the International Maritime Organization.T610E_prelims.in
4、dd 2 7/3/2012 9:29:44 AMiiiContentsPageForeword vIntroduction . 1Purpose of the model course 1Use of the model course . 1Part A: Course Framework . 3Scope . 3Objective . 4Expected end-of-training situation . 5Entry standards 5Course intake limitations . 5Staff requirements 6Teaching facilities and e
5、quipment 6Teaching aids 6Bibliography . 7Part B: Course Outline and Timetable 9Course Outline . 10Course Timetable . 11Part C: Detailed Teaching Syllabus 12Learning objectives . 12Note . 13References and teaching aids . 14Part D: Instructor Manual 21General . 21Compendium for Model Course . 23CHAPTE
6、R 1 An Introduction to Simulation Training . 27CHAPTER 2 Basic Simulator Design and Types of Simulators . 28CHAPTER 3 The Scope of Simulation Training . 44CHAPTER 4 The Simulator Instructor 52CHAPTER 5 Conceptualizing a Simulator Training Programme . 56CHAPTER 6 Effective Interpersonal and Communica
7、tion Skills 76 APPENDIX . 86CHAPTER 7 Conducting a Simulation Exercise . 88CHAPTER 8 Assessment 97 ANNEXURE 1 . 113 ANNEXURE 2 . 115 ANNEXURE 3 . 116 ANNEXURE 4 . 118Guidance on the Implementation of Model Courses 121JB-12-70 IMO TA610E - Train the Sim (9) - 148pp.indd 3 06/07/2012 11:14JB-12-70 IMO
8、 TA610E - Train the Sim (9) - 148pp.indd 4 06/07/2012 11:14vForewordSince its inception the International Maritime Organization (IMO) has recognized the importance of human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in e
9、nhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administrations, ports, shipping companies
10、 and maritime training institutes by establishing the world Maritime University in Malm, Sweden, in 1983.Following the adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978 (STCW), a number of IMO Member Governments had suggested that I
11、MO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding new developments in maritime technology. IMO training advisers and consultants also subsequently determined from their visits to train
12、ing establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their implementation of the associated Conference and IMO Assembly resolutions.In addition, it was appreciated that a comprehensive set of s
13、hort model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain spe
14、cialized fields. With the generous assistance of the Government of Norway, IMO developed model courses in response to these generally identified needs and now keeps them updated through a regular revision process taking into account any amendments to the requirements prescribed in IMO instruments an
15、d any technological developments in the field.These model courses may be used by any training institution and, when the requisite financing is available, the Organization is prepared to assist developing countries in implementing any course.K. SEKIMIZUSecretary-Generalviiflag state implementation.in
16、dd vii 04/03/2010 09:16JB-12-70 IMO TA610E - Train the Sim (9) - 148pp.indd 5 06/07/2012 11:14JB-12-70 IMO TA610E - Train the Sim (9) - 148pp.indd 6 06/07/2012 11:141IntroductionnPurpose of the model courseThe primary principle behind the IMO model course is to help maritime training institutes and
17、their teaching staff to organize the development of simulator training courses at the micro level in a way to give integrated simulator training to mariners. The model course will also assist the training institutes to enhance their existing capabilities so that the final outcome adds value to the s
18、kills of the mariner for its application on board a ship in a real working environment.The model course can at best be described as a guideline, which when used with discretion can bring about uniformity in the world of maritime training. However, the intention of this model course is not to provide
19、 a package that is to be applied blindly. In any training mechanism, the presence of a trained instructor can never be underestimated or substituted. The knowledge, experience, skills and sincerity will always act as the lynchpin in transferring knowledge as the primary part of training. The quality
20、 of the instructor is thus the key to efficacy of transfer of knowledge to the trainees. They not only need to be qualified but be able to have a sound understanding of the working environment on board a ship. The sensitivity on part of the instructor will be an important factor to link the material
21、 for training (be it on a simulator or in the classroom) with the psychology of a seafarer in order to create as close a real life scenario as is possible. Only then can the post-training implementation be hoped for.Education systems around the world are a function of cultural backgrounds. And these
22、 vary considerably from region to region. The success of this model course will therefore rest on the fact that it can guide the application universally. It has been drawn using a large canvas to identify the basic requirements and stipulations of IMO conventions and related recommendations related
23、to maritime simulator training. nUse of the model courseFor an effective use of the model course, the instructor will need to appraise the course plan and the detailed syllabus. The appraisal will require information of actual knowledge and skills and prior technical education of the trainees. Furth
24、ermore, any difficulties arising due to differences between the actual trainee entry level and that assumed by the course designer will need to be identified. For the course to be successful, as desired under this model course, considerable attention will need to be paid to resources such as:zz Qual
25、ification and experience of simulator instructorszz Additional staff to execute the simulator training functionzz Infrastructure for simulation, lectures and discussionszz Equipmentzz Resource materialJB-12-70 IMO TA610E - Train the Sim (9) - 148pp.indd 1 06/07/2012 11:14TRAIN THE SIMULATOR TRAINER
26、AND ASSESSOR2Thorough preparation is the key to successful implementation of the course. IMO has produced a booklet entitled “Guidance on the implementation of IMO model courses”, which deals with this aspect in greater detail and is included as an attachment to this course.JB-12-70 IMO TA610E - Tra
27、in the Sim (9) - 148pp.indd 2 06/07/2012 11:143PART A: COURSE FRAMEWORKPart A: Course FrameworknScopeThe 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 simu
28、lator 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 refreshe
29、r 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 t
30、raining 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 fo
31、rm 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
32、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
33、 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 part
34、icipants the opportunity to hone the necessary skills required to be an effective simulator instructor. Hence the scope is to:zz Establish a reliable simulator training programme for the instructor to impart comprehensive simulator training to the seafarer that will include the amalgamation of: Clas
35、sroom teaching Simulation training Special working environment on board a ship and the human element Psychology of learningzz Foster sustainable training skills to the instructor within the changing maritime environment zz Acquire simulator training skills that includes the psychology of learningJB-
36、12-70 IMO TA610E - Train the Sim (9) - 148pp.indd 3 06/07/2012 11:14TRAIN THE SIMULATOR TRAINER AND ASSESSOR4To sensitize the future simulator instructor to simulation technology, the simulation exercises will be controlled by an instructor and, initially, allow the trainees to become familiar with
37、the equipment, the controls and the instrumentation provided by the simulator. The equipment and environment fidelity will be discussed with the trainees. During exercises, trainees are expected to make use of effective bridge/engine-room/cargo procedures, and varying the environment. The trainees w
38、ill also be made to comply with applicable Regulations and to observe the principles of various shipboard operations as set out in the relevant parts of the STCW 2010 Convention. Each exercise will be preceded by a session for briefing and planning and be followed by a debriefing.nObjectiveThe objec
39、tive 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 instructo
40、rs 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 t
41、he course is directed at promoting the knowledge, skills and attitudes, which the “ideal” instructor should possess by:Acquiring training awareness where:zz There is a process of identifying training needszz S/he has an understanding of the end result of trainingzz The potential benefits of training
42、 are clear and conveyed to the trainees, andzz The relationship of training to the real world scenario onboard ships is always kept at the forefrontAcquiring training skills related to:zz The process of adult learningzz Psychology of learningzz Parameters of course designzz Methodology of teaching t
43、echniqueszz Instructor-trainee relationship and presentation proficiencyzz Assessment of traineeszz Evaluation of courseAcquiring managerial skills and aptitudes relating to:zz Planningzz OrganizingJB-12-70 IMO TA610E - Train the Sim (9) - 148pp.indd 4 06/07/2012 11:145PART A: COURSE FRAMEWORKzz Ide
44、ntifying and providing resourceszz Leadershipzz Interpersonal relationshipszz Communication skillsnExpected end-of-training situation It is envisaged that the trainees will have achieved a conceptual understanding of the importance of maritime education and simulator training with a view of the huma
45、n element in shipping and special working environment on board a ship. In addition, this course would also assist in giving the prospective simulator instructors an understanding into the psychology of learning in order to design and conduct simulator-based training programmes, including exercises a
46、nd detailed briefing and debriefing. The course will require the participants to actually plan a programme, set up exercises and conduct them in a manner in which the simulator is used to its maximum potential to enhance the professional development of seafarers. Also discussion on use of simulator
47、for assessment is included.nEntry standardsIn addition to having basic knowledge of computer systems and IMO Regulations, trainees should have also complied with section A-I/6.4.1-2 of the STCW Code.The qualification and experience of the instructor will play an important role just as its applicatio
48、n to any course. Although, it is not only understood but implied as well, a seafaring background is a must. However, a seafaring background alone cannot be considered sufficient. What is necessary is an aptitude for maritime simulator training an aptitude to pass on the knowledge. If one sees the le
49、vel of maritime courses, i.e. courses for seagoing staff (short/specialized), seagoing staff (advanced), maritime safety/pollution prevention (administration), shipping company staff, long courses or STCW certificate courses, one would appreciate that the potential instructor will have to amalgamate his/her practical seafaring background with knowledge of pedagogy to be in a position to transfer knowledge. Ideally, those entering the course will have had some experience in training, although those who are about to enter the
