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Modeling a Knowledge Domain for a Maritime Course

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Information about Modeling a Knowledge Domain for a Maritime Course

Published on September 4, 2008

Author: kalyansg

Source: slideshare.net

Description

The presentation describes the development of a CmapTools-based knowledge model, which includes learning content, formative assessment, knowledge creation and capture, summative assessment, feedback and general course administration for a maritime course titled “Steam Certificate of Competency for LNG Carriers”. A knowledge-based system was created in the CmapTools Views, which served as an information repository for this course. In Views we created folders of (1) Core Knowledgebase, (2) Steam COC Course and (3) Cohort Assessment sections. Over a nearly 3-year period, this repository has become a large data source for this course. Using Novakian concept maps, accessing through this digital information repository and exploring various concepts with embedded details (texts, graphics, movie clips etc) have been made relatively simple. In the case study, these maps were developed by the learners themselves with the guidance of the course facilitator. Once a topic sub-folder is populated with digital files of texts, graphics, etc from the available literature, the learners, who were paired for collaborative work, were asked to develop these concept maps. The developed knowledgebase was split in to two sections: (1) object-based, which is classificatory and (2) event-based, which is explanatory. The object-based section covered the knowledge from the existing literature, while the event-based section covered the proficiency or the skill aspects of the knowledgebase and created learning organizers. A learning organizer provides support while running the steam propulsion simulator, which forms the main instrument for gaining proficiency in operating the steam propulsion machinery of an LNG carrier. There is also plan for dynamic knowledge capture using student assignments, when the learners are sent for industrial attachment at sea after completion of the course. The paper also describes the class infrastructure used to develop concepts map and for social validation of the new knowledge, generated by the learners.
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MODELING A KNOWLEDGE DOMAIN FOR A MARITIME COURSE Kalyan Chatterjea, Singapore Maritime Academy, Singapore & Takeshi Nakazawa, World Maritime University, Malmö, Sweden

Introduction 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

Introduction 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.

Introduction 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.

Case 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.

Case 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 ) learning content, formative assessment, knowledge creation and capture, summative assessment, 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 )

learning content,

formative assessment,

knowledge creation and capture,

summative assessment,

feedback and general course administration

Case Study @ SMA – Polyscopic Modeling Our model is based on Polyscopy++ , which allows Creation of multiple ways of looking at stored information or scopes. Generation of an information repository [CmapTools Views ] & from which multiple perspectives are generated for various learning objectives using multiple visual concept maps Generation of multiple viewpoints for different groups of learners. ++ after Dino Karabeg

Our model is based on Polyscopy++ , which allows

Creation of multiple ways of looking at stored information or scopes.

Generation of an information repository [CmapTools Views ] & from which multiple perspectives are generated for various learning objectives using multiple visual concept maps

Generation of multiple viewpoints for different groups of learners.

++ after Dino Karabeg

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 .

Case Study @ SMA – KBS Structure

Case Study @ SMA – KBS Structure

Case Study @ SMA – KBS Structure: Background Knowledge The established ontological structure of the subject domain is made using Expert Skeletal Maps ++ They provided a a set of byte-size information, which can be easily handled by the learners & lead them through the practitioners‘ pathways Subsequently, the maps were extended by the learners as they understood the subject better 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 ++

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

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

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

++ Novak & Cañas (2004)

Case Study @ SMA – KBS Structure: Handling Skill Sequential concept map was used for 20 simulation exercises For each exercise, embedded resources provide the knowledge support. The map serves the purpose of an Advanced Learning Organizer ++ 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

For each exercise, embedded resources provide the knowledge support.

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

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

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

Case Study @ SMA – KBS Structure: Skill Learning

Case Study @ SMA – Traditional Classroom Traditional classrooms with computers & projectors Use predominantly Transmission Mode of Learning

Traditional classrooms with computers & projectors

Use predominantly Transmission Mode of Learning

Case 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)

Case Study @ SMA – Conclusion The four cohorts of students (a total of 37 participants) developed a course structure with guidance from the course facilitator. 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. 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.

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.

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

Case Study @ SMA – Conclusion According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. It is expected that this new course model will impart a more meaningful learning for the learners. 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.

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

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

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