STW 39/7/19

SUB-COMMITTEE ON STANDARDS OF STW 39/7/19

TRAINING AND WATCHKEEPING 12 December 2007
39th session Original: ENGLISH
Agenda item 7

COMPREHENSIVE REVIEW OF THE STCW CONVENTION AND THE STCW CODE

Specialised Training for Marine Engineers to Operate Steam Propulsion Plants onboard
LNG Tankers

Submitted by Singapore
SUMMARY
Executive summary: This document contains information of an innovative training
methodology used by the Singapore Maritime Academy to provide
specialised training to Marine Engineer Officers to operate steam
propulsion plants and other machinery onboard LNG tankers
Action to be taken: Paragraph 4
Related documents: STW 38/17
Introduction
1 The Sub-Committee on Standards of Training and Watchkeeping, agreed on the need to
review regulation I/12 with a view to include provisions for new and innovative training
methodologies and to develop additional competence standards relating to steam engines to
operate LNG tankers, in accordance with the following agreed principles of the comprehensive
review of the STCW Convention and the STCW Code:

.1 not to scale down the existing standards; and

.2 to address inconsistencies, interpretations, MSC instructions already issued,

outdated requirements and technological advances (STW 38/17, annex 11).

2 Currently, there is a world-wide shortage of marine engineer officers who have been
trained and experienced in steam propulsion machinery. With a large number of LNG ships in
order books, there is a need to provide trained manpower to operate such ships, particularly, for
LNG ships with steam propulsion units using boil off gas from LNG tanks.

3 In support of the above, Singapore Maritime Academy, in consultation and with the
approval of the Maritime and Port Authority of Singapore (MPA), has developed a competency
based course using LNG steam-propulsion plant simulation and leveraging on Information and
Communications technology to train Marine Engineer Officers holding certificates at
management level (STCW regulation III/2) for motorships to operate steam propulsion plants of
LNG ships at the watchkeeping level. Details of the course are given in the annex. The course
and the assessment at the end of the course are monitored by the MPA to ensure that agreed
standards are maintained.

Action Required of the Committee

4 The Sub-Committee is invited to note the information provided and take action as
appropriate.
***
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ANNEX

Steam Propulsion Training for Marine Engineers to Operate LNG Ships

1. Introduction
The presently active world LNG fleet has in excess of 95% in steam propulsion and going
through the present order book up to 2010/11, this figure is unlikely to be lowered significantly.
There would be a need to provide manpower for at least 280 ships, which will still be running
with steam propulsion using boil off gas from the LNG tanks. To meet this industry need,
Singapore Maritime Academy in consultation with the Maritime and Port Authority of Singapore
recently started a training programme, which is catered to train marine engineer officers holding
certificates at management level (for motor-ships) to operate steam propulsion plant with
additional expertise of LNG gas handling in steam boilers. These officers upon clocking sea
service on board steam ships and passing assessment would be issued with appropriate certificate
(steam endorsement) at management level.

This training programme shifts the emphasis from the traditional, teacher-centred education to
student-centred learning activities, by implementing innovative simulation-based course-work. A
Steam Propulsion Simulator from MPRI Ship Analytic1 is used on a framework of competency-
based learning integrating knowledge, skill and attitudes (Boon & Klink, 2000). The training
programme has been planned with technology infusion, both in learning processes and in
conducting the assessments.

Main features of the training programme are:-

o Competency-based framework
o Use of LNG steam-propulsion plant simulation
o Learner scaffolding with a dynamically-growing knowledgebase
o Network-based e-assessment to provide immediate feedback to learners and trainers.

2. An Exploratory Learning Environment Supporting Simulation-based Learning

To provide support in a large domain of knowledge for learners a semantic map approach is
suggested by Kayama et al. (2001). Taking a similar approach, the concept maps with embedded
resources are provided to support learners in developing skills on a Steam Propulsion Simulator.
Development of these maps was carried out using CmapTools from IHMC2 (Novak & Cañas,
2006).

Figure 1 shows an example of the training support, where the deconstruction of a major task of
activating an LNG tanker from the dry dock to full-away conditions using such a map is shown.
The nodes in the map are embedded with learning resources. The numbers in the figure (1),
(2)…(20) refer to the simulation exercises.

1
(http://www.shipanalytics.com/MS/LSS_steam.asp)
2
Details of CmapTools from IHMC available at: http://cmap.ihmc.us/
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Figure 1 Providing scaffolding through concept map

It is expected that as the learners go through these sequential tasks on the steam-propulsion
simulator, they access the resources; they would pick up the essential knowledge and proficiency
required for the task at-hand. They will also be able to assess themselves using the built-in e-
assessment components.

3. Resource-based Support for Training on the Steam Propulsion Simulator

Strategies for flexible learning should include effective organisation and representation of
knowledge. Localisation of knowledge using concept mapping tools can provide resources for
self-regulated resource-based learning (Tergan and Haller, 2003).

Concept mapping tools support situational relevance on spatial representations, which could
breakdown complex learning tasks into manageable learning objects, with their own resources.
Graphical representations in concept maps enhance cognitive process of managing knowledge
and information in resource-based learning and problem solving environments (Cox, 1999).

In self-regulated learning, availability of increasing volume of digital information many times

leads to cognitive overload. Additionally, conceptual and navigational disorientation is common
among learners while surfing the Internet for making sense in an un-familiarised domain (Tergan
et al., 2006). Concept maps used in the case study provide localized resources and thus address
the problem well. An example of resources in the concept map is shown in the Figure 2.
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Figure 2. Resources for Safety Devices - doc files, ppt files and media files

Considering that a learning system is not complete without a fitting assessment arrangement, we
spent considerable resources to develop on-demand online assessments. The next section
provides some details of this assessment system, which was created using ExamView suite3 from
FSCreations.

4. Computer-mediated Assessments to Scaffold Learning

Computer-mediation can help provide on-demand online tests with immediate feedback. In the
course there are specific on-demand online tests. The Figure 3 shows the process of developing
an online network-based objective type of question. The software suite ExamView is suitable for
both non-numeric and numeric online questions. Assessments were arranged in formative mode
with low stakes, which means, the learners were encouraged to attempt these assessment even
when they were unsure of the solutions. The immediate feedback from the server provides the
grade achieved, the right answer and its rationale. Hence, the assessment system served
somewhat like Skinner’s teaching machine, used so successfully in programmed learning4.

Figure 3 Assessment Development using ExamView Suite

3
http://www.fscreations.com/examview.php
4
http://www.coe.uh.edu/courses/cuin6373/idhistory/skinner.html
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The learners were given 10 to 12 online formative assessments per week to self-evaluate their
progress. At the end of the course, there was also an online summative assessment, which was
served to establish the grade of the learner and was also used by the Maritime and Port Authority
of Singapore as a precursor for the issuance of certification. The Figure 4 shows some of the
formative assessment on the server and a part of one assignment.

Figure 4 Formative Assessment and Scores on Server

As all the details of student performances are recorded, the difficulties in understanding of a part
of the content are immediately highlighted and necessary actions could be taken by the
facilitator. The digital assessment and scores are recorded in the server and creates a good
transparent means of developing student portfolios (ExamView has built-in facility for
generating student progress report). The student portfolios will provide the potential employers a
clear picture of the course coverage and also all stake holders could provide feedback on
coverage, thereby allowing the provision for critical evaluation of course content and progressive
improvement of the course structure.

5. Conclusion
The paper described a technology-infused approach for a Certificate of Competency Course for
engineers required for steam propulsion plants in LNG carriers. The future work would involve
the development of knowledge and skill statements for these functional areas and their
subsections. Assessment strategies will then be finalized for the Operational Level as well as the
Management Level.

More details of the course could be obtained from:

Mr Kalyan Chatterjee, Lecturer, Singapore Maritime Academy,
Email: kalyan@sp.edu.sg

References
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Boon, J., M. van der Klink (2000). Scanning the concept of competencies, how major vagueness
can be highly functional, Open University of the Netherlands, 2000.

Cox R. (1999). Representation construction, externalised cognition and individual differences.

Learning and Instruction, 9, 343-363.

Kayama, M. & Okamoto, T. (2001). A Knowledge based Navigation System with a

Semantic Map Approach for Exploratory Learning in Hyperspace. ETS Journal. Volume 4.
Number 2, pp 96-103.

Novak, J. D. & A. J. Cañas. (2006). The Theory Underlying Concept maps and How to Construct
Them. Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine
Cognition, 2006. Revised September 24, 2007.
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

Tergan, S.-O. & Haller, H. (2003). Organization, representation, and localization of knowledge
with mapping tools. Paper presented at the 10th Biennial Conference of the European Association
for Research on Learning and Instruction. University of Padova, Padova / Italy (August 26-30,
2003). Retrieved from:
http://heikohaller.de/literatur/Tergan_Haller_2003.pdf

Tergan, S., Keller, T., Gräber, W. & Neumann, A. (2006). Concept Map-based Visualization of
Knowledge and Information in Resource-Based Learning. In C. Crawford et al. (Eds.),
Proceedings of Society for Information Technology and Teacher Education International
Conference 2006 (pp. 2425-2429). Chesapeake, VA: AACE.

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