Trans RINA, Vol 155, Part C1, Intl J Marine Design, Jan -Jun 2013
applicable to other ship types. Learning objectives 2 & 3 above are general and apply to both warships and commercial ships. However, it is important that the ship design problem exposes key interdisciplinary conflicts, consequently it must have:
Reasonably high top speed – to make the propulsion issues demanding;
Reasonably complex internal arrangement – to make the spatial issues demanding;
Have an ocean going requirement – to make the structural issues etc. demanding;
Learning objective 1 is more specific to the ship type, for a commercial ship this learning objective might be expressed as:
To allow the students to gain an understanding of the difficulties of
In conclusion we might decide that defining the operational
requirement for a ship within a defined rate of financial return.
the question of
“warship” or “commercial” ship should not be the driver in the module design. Rather, the key issue is to design a ship of a type that makes demands of all the various elements (propulsion, structures, seakeeping, layout, etc.) and hence exposes the student to the conflicts that emerge as they try to satisfy all the requirements
8. CONCLUSIONS
Throughout history the role of higher education has shifted from teaching ‘what is known’ to ‘how one comes to know’. Nowadays in the digital age, with all the available IT resources providing access to knowledge and information, lecturing is still the most favored teaching method by teachers as well as students and need to be wisely balanced with new techniques.
As far as we are aware this module is unique (not only within MTEC but more broadly within
Naval
Architecture education) in attempting to use “distance learning” to teach a complete ship design, and as such it is pushing the boundaries of our understanding of how to teach a process which is creative and yet constrained by technical performance boundaries. Normally this skill is learned through a process of daily contact students and lecturers
between as discussed (e.g. on the full
the developing design is time MSc course students
undertaken the 3 month ship design exercise in a design office adjacent to the lecturers offices).
The lack of daily contact in the MTEC C17 module is not a problem where the boundaries constraining the design can be clearly specified numerically (stability, structures, etc.). However, problem arises where the boundaries are descriptive and intuitive (layout, hull shape, etc.).
Our experience with this module proves that a design based module can be delivered successfully in long- distance format. Blending long-distance learning with face-to-face intensive school, with the help of Virtual learning Environment can provide high quality results.
In closing, we highlight [10]:
“Balancing the serious content of the curriculum with the appeal
to desires of students virtual environment as well deeply engaging combination of these.”
There is much to be learned about how to teach ship synthesis in a distance-learning environment; our current approach has proved to be successful but also exposed some issues.
9. ACKNOWLEDGEMENTS
We would like to thank the MTEC program and UCL teaching staff devoted to delivering education and supporting our effort improve student performance.
In particular we would like to thank all our long-distance students on their commitment, hard work,
long hours,
and dedication to over five years of part-time study and resilience in the face of illness, care of dependents, a day job and other assorted life pressures.
10. REFERENCES
1. HEYWOOD M., MARSLAND A., ‘Our Stand and Delivery’, RINA Educational and Professional development of Engineers in Marine Industry, Newcastle, UK, Conference Proceedings, p47-54, December 2011.
2. GREIG, A., RUSLING, S., BUCKNALL, R., ‘A Future RN fleet with an IFEP nuclear aircraft carrier’
I.Mar.E.S.T. Proc. Part D. 9th Intl. Naval Engineering Conf. (INEC), Hamburg Germany, p63-70, April 2008. BATISTA-PEREIRA, R.,
3. 4. KNOWLES, M. S. ‘The
YUILLE C., ‘Landing Platform UCL MSc Ship Design Exercise, 2007 adult
learner: A
neglected species’, London; Houston Gulf Pub. Co, 0872010740, 1973, 4th
edition, 1990,
5. TUSTING, K. BARTON, D., ‘Models of adult learning: a literature review by NIACE’, Co- published with the NRDC, ISBN 978-1-86201- 280-6, pp51, 2006.
6. DENNICK, R. ‘Twelve tips for incorporating educational theory into teaching
practices’,
Medical Teacher, Vol. 34, No. 8 , pp618-624, 2012.
excellence in to continuously
for
excitement, motivation and inspiration is a way forward that can make use of live lecture, group discussion or
as
OLDFIELD, R., Helicopter’,
C-42
©2013: The Royal Institution of Naval Architects
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