Trans RINA, Vol 155, Part C1, Intl J Marine Design, Jan - Jun 2013
with UCL staff to explore and challenge the logic behind the student’s design decisions. This approach was judged to be infeasible given the distance learning format of the MTEC module; particularly considering the potential risk should errors be discovered during interactions with staff in the course of the intensive week.
Other issues that precluded the use of
approaches used in the UCL BEng or MSc design courses included the learning curve
‘commercial’ design tools used at UCL, the availability of software licenses and the challenge of providing support.
development
Early recognition of these factors led to the of
requirements of the MTEC module. Priorities adopted during the tool development activities included:
No specific commercial naval architecture software programs used for the pre/post course elements of the module (bespoke Microsoft Excel tools adopted as a widely available alternative);
Simple design tools with clearly defined input and outputs;
Limited adaptability for alternative design concepts.
These choices were driven by a desire to instil an understanding of
the overall design process – by
highlights key decision and drawing out important issues – rather than providing detailed guidance on how to do the work in practice.
Tools were developed by UCL and provided to the students to assist with developing their designs in the following areas:
Ship sizing; Cost capability; Parametric survey; Structural weight; Propellers and powering.
The first three tools are employed prior to the intensive week at UCL. The final two are used during or after the intensive week.
During the intensive week at UCL the students employ a commercial naval architecture package (Paramarine) to develop a hullform, analyse stability and extract deck plans. These deck plans are first used to develop an initial general arrangement (typically undertaken by hand). This process allows the students to determine bulkheads positions that are inform by stability analysis.
5.6 VIRTUAL LEARNING ENIVRONMENTS Most universities now employ
Virtual Learning
Environments (VLE) to facilitate better communications with students. However, VLE use is often limited to the distribution of teaching material. The mtec@work consortium provides a VLE called ‘Blackboard’ to
©2013: The Royal Institution of Naval Architects custom tools suited to the specific
the tools or of standard
facilitate distance learning. The MTEC C17 module has fully incorporated this VLE in the teaching.
C17 students’ use of the VLE extends beyond accessing the material described above and
assignments. The VLE is also used to develop a sense of belonging to the group. Building a student identity is an important step in facilitating communication and learning within the peers. Various discussion forums are used, extending from social topics (such as discussing hotels for the intensive school)
to discussions of design
coursework problems. UCL staff moderate this discussion, in order to ensure students adopt the correct conclusions (e.g. allowing for students discussions prior to posting confirmations).
Staff also worked to enhance use of forum by regularly publishing articles or news
(e.g. new type of the
equipment, announcement of some new warship design contract). This stimulates student to leave a comment and instills an importance of knowledge of industry trends.
5.7 STUDENT-LED ACTIVITIES
The students’ focus during the intensive week is on attending lectures and developing their concept design. To expose them to various aspects that should be taken into account developed.
several student-led activities were
At the beginning of the week students present their existing ship design, completed in the pre-school phase, to the class. The purpose of this activity is:
To provide an opportunity for participants to get to know their peers and develop a sense of belonging to the wider group;
To build each student’s motivation and enthusiasm: For a
design based course it is important that
students develop a sense of ownership of the project and move away from the standard course structure and attitude towards coursework (i.e. that it is not only about the mark).
Students become aware that the ship design exercise allows them to present
themselves to other
participants as professionals, which boosts motivation and instills a sense of responsibility.
Provides an opportunity to improve their presentation skills – normally difficult to accomplish in a distance learning format.
This initial activity successfully engages the students in discussions regarding critical ship design issues at the start of the intensive week, demonstrating the complexity of the design and need for multi-disciplinary approach (often with minimal staff direction). This opportunity also allows for informal feedback from peers together with UCL staff and a chance for self-assessment.
returning their
C-39
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98