Trans RINA, Vol 155, Part C1, Intl J Marine Design, Jan - Jun 2013
(a) UCL BEng Ship Design Course
(b) UCL MSc Ship Design Course
(c) MTEC C17 Module Figure 2: Comparison of design course timescales and structures
The potential for broad variations in the students’ existing design analysis skills – increasing the required depth of guidance needed, while delivering the module at a distance increases the difficulty of providing this guidance.
A new course structure was defined for the C17 module, for which supporting documents
and tools were
produced, using source material from both existing UCL courses. A range of key ship design areas were identified for inclusion in the new module:
Cost-capability analysis; Ship sizing; Ship layout; Stability analysis; Structural design; Hydrodynamics.
Before presenting details on the structure, documentation and tools developed for the MTEC C17 module, we will introduce the broader context of adult educational theory.
3. REVIEW OF EDUCATIONAL THEORY AND CONSTRUCTIVISM
Since the 1970s, a significant number of new different learning models
have been developed to meet distinctive characteristics of adult learning [4-5]:
A need to know why they are learning, resulting in internal rather than external motivation; A self-directed learning
approach, A preference subject-centered learning.
accumulated life experience and tasks in personal context (social and situational);
to problem-centered rather than linked to the Adult education theories and strategies have been
developed to reflect this type of learning and capture the key differences between andragogy and pedagogy. While some rely fully on andragogy, others have moved further, investigating various approaches. They are still based on distinctive characteristics of adult learning as defined in [4] but
take in account individual circumstances (e.g. self-direct, reflective and experimental, transformative, etc.).
Constructivists see learning as an active process that builds new knowledge on existing knowledge and personal experience [6]. For successful retention new knowledge must be incorporated by a student ‘doing’ (i.e. by reflective thinking, applying knowledge and problem
solving) [7], which traditional lecturing approaches do not accommodate.
The concept of constructive alignment was developed by Biggs [7] and has since become the most commonly applied concept in higher education,
despite some
criticism. Constructivists consider learning as synthesis of biological, humanist and behaviorist activities. They frame cognitive learning as a process of acquiring skills by observing, reading, experiencing and then by (mentally) manipulating and remembering the information. These processes require both acquiring information and then relating this to the student’s prior personal experience. Hence, new knowledge is built upon existing platforms and generates a “mental referencing system” that will be used to remember and recall the knowledge in future, enhancing the student’s capabilities and future decision making skills.
In order to ensure successful cognitive learning teaching structure must be aligned with the intended learning outcomes. Constructive alignment recognizes that students learn in different ways using combination of different techniques, from surface learning memorising) to deep learning (e.g. theorizing). The
(e.g. ©2013: The Royal Institution of Naval Architects C-35
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