Trans RINA, Vol 155, Part C1, Intl J Marine Design, Jan - Jun 2013 Course Aims
Intended learning outcomes
Based on pre-defined module structure Content
Teaching and Learning
Environment Including VLE
Assessment Module
Evaluation Module
Modifications Figure 5: Module Design Methodology
A final necessary step is the development of a course evaluation strategy, which will assess the courses effectiveness and allow the mitigation of any identified faults.
Using a virtual learning environment brings
additional benefit to assessing student online activities and can
examiner reviews, etc.) can highlight issues that need further improvement.
6.5 VIRTUAL LEARNING ENVIRONMENT
During the MTEC C17 module the VLE was employed to facilitate communication between all participants (both student-staff as well as student-student). following points were noted:
The
VLE helped staff to guide students engaged in the long-distance learning taught course through key material (however, it still has limitations compared to a full-time face-to-face course).
It provided an effective mechanism of disseminating information to all students;
Using the VLE gave some students an opportunity to improve IT skills.
7. FUTURE MODULE IMPROVEMENTS
Even though the authors are very satisfied with the achievements of our students and existing module delivery, we are aware of opportunities for further improvements. Here
we propose some
student’s activities, active reading lists, etc.). All this information together mechanism
assessment
provide essential information (visit logs, with a standard
(staff and student feedback, external
Teaching Activities (face-2-face and E-activities) and Student progress monitoring plan
improvement which might maximize the effectiveness of this long-distance learning format and meet challenges discussed in previous section.
The module learning strategy can be further revised to improve long
distance self-directed learning. Long
distance modules can benefit immensely from E-learning that carries the bulk of teaching/learning experience. With that in mind we should aim to further expand use of the virtual learning environment by providing higher levels of communication and interactive student activities.
The intensive week structure needs to be more flexible and fluent to maximise learning experience. The current structure is quite constrained due to the significant number of lectures. This removes opportunities for late changes due to the issues that might arise in students work. In the future, we plan to incorporate “flipping lectures”: live webinars and pre-recorded lectures might be available through VLE that will support student in long distance self-learning. This will result in having fewer lectures in intensive week and freeing time to enhance communication on the module (both student- staff and student-student), extended practical tutorial sessions and should lead to better ship design outcomes.
Further improvements in the ship design outcome may be achieved by introducing an additional tool to develop an initial layout sketch during the pre-school long-distance learning phase. Such a tool allow student to assess payload not only in terms of numbers (e.g. weight, price) but initiate thinking on space requirements and appropriate arrangements.
Formative assessment is quite limited as feedback is primarily given as part of a final assessment. To improve students learning we have introduced formative feedback on the report draft four weeks prior to final submission deadline that will allow students to deepen their knowledge and improve design as well as the quality of their final report.
7.1 WARSHIP VS. COMMERCIAL SHIP DESIGN
The learning objectives for any mtec@work students undertaking the module were seen as:
1. Allowing the students to gain an understanding of the difficulties of defining the operational requirement for a ship within a cost constrained budget;
2. Allowing the students to apply the analysis skills acquired elsewhere in the context of a ship design; students to appreciate the
3. Allowing the difficult
interdisciplinary interactions and compromises that need to be made in the context of a ship design.
potential
The module uses a warship design example to explore these objectives, but the knowledge gained by students is
©2013: The Royal Institution of Naval Architects
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