A blend of old and new for these seafaring distance learners
TAFE NSW VET Pedagogy Project, Part C of Phase 1
BLENDED LEARNING CASE STUDY | Graham Turner, Owner and sole instructor, Maritime Training, Otago, New Zealand
New influences encourage reflection and comparison with older practices.
Graham Turner
Learning Environment
Seafarers (candidates for skipper/officer qualifications) working at sea are taught by distance learning methods. Although not all candidates have had previous formal education opportunities they are preparing for responsible positions at sea.
Teaching Approach
Maritime Training Otago teaches in the areas of seamanship, navigation, and sea survival.
Within this context Graham Turner advocates returning to the traditional methods that worked well for him as an apprentice, blended with appropriate modern communication tools:
- paper-based distance learning supported by a personal instructor who will listen and help at any time of day or night.
- using Unit Standards on the NZ Qualifications Framework as the structural foundation
- making sure that every word the students receive from the trainer is as precise, simple and effective as possible
- using e-mail and cell phones to keep in touch with students at sea or in isolated ports
- insisting on the highest standards of professional seamanship for students at all levels, and
- being consistent in terminology and method.
Preliminary evaluation of student suitability is conducted individually by telephone interview.
Course outcomes are evaluated by regular assignments and by contact with students. Student progress is assessed in the same way, and by examination results.
Evaluation Methods
Effectiveness of the course itself is measured by talking to examiners. Maritime examinations include intensive interviews and examiners are able to report quite precisely to instructors/trainers with regard to which learning activities are effective.
Less formal evaluation takes place through reflecting on what works and the teaching approach and by listening to students’ comments, and trying to modify materials and processes slowly and carefully.
Positive Difference to Learning
Graham says that the current industry/workplace culture impacts significantly on the learner:
'I have to raise the students’ expectations above the existing standard. Otherwise the industry will never progress.'
See Also
Case
Studies Innovative and Excellent Practices in VET Teaching and
Learning 2003 (426 Kb) are also available as one
downloadable file.
