Dynamic Knowledge Capture at Sea 1206186024307688 3 PDF

Asia Pacific Maritime 2008 Conference 27-28 March at Singapore Expo Paper by Kalyan Chatterjea, Singapore Maritime Academy
Narrowing the Gap between the Shipowners Requirements

&
Maritime Administrations Certificate of Competency
Kalyan Chatterjea
Singapore Maritime Academy
500 Dover Road, Singapore - 139651
Email Address: kalyan@sp.edu.sg
Abstract
Shipowners/ ship managers requirements of finding competent seafarers to manage
complex shipboard systems are becoming progressively more challenging. Shipping
companies have resorted to developing their own training centres to improve the
competencies of their shipboard officers and engineers. However, once fully trained in a
company, competent officers could then be subject to poaching by other companies,
who spend much less resources towards training. Ship managers claim that possession
of relevant Certificate of Competency does not seem to meet the shipboard competency
requirements. A pilot EU project, which is targeting towards capturing relevant,
shipboard expertise and disseminating the same to the learners in a dynamic knowledge
capture and management system, may have some answers to this gap in competencies
covered in the Certificate of Competency Courses and the shipboard requirements.
Singapore Maritime Academy (SMA) in collaboration with the World Maritime
University is working on developing a knowledge-based model of maritime education,
which could manage this gap in shipboard competency. Interim results of this
experiment at SMA are discussed in the presentation.
1. Introduction
The structure of preparatory courses for the Certificate of Competency (COC) has
undergone many changes over the years. The emphasis from knowledge to competencybased structures introduced after the implementation of STCW 95 is making these
courses more focused towards meeting the competency requirements at sea. Yet in many
maritime forums and literature we encounter numerous instances when shipowners and
ship mangers complain about the inadequate competencies of seafarers. It becomes clear
that the maritime education and training (MET) institutions are not doing enough to
keep pace with the rapid changes in the industry. The shipping companies are allocating
large budgets in developing their own training centres. However, with the present high
turn over of manpower in the maritime sector, this strategy is sometimes questioned.
Perhaps, if a system is put in place whereby the knowledge and proficiencies taught at
the MET institutions are dynamically updated to be in-phase with shipboard changes,
the value of COC could be enhanced and the gap between the shipowners/ ship
managers requirements and the knowledge and proficiency imparted at the MET
institutions could be narrowed. A new course for Steam COC for LNG Carriers at the
Singapore Maritime Academy is described in the paper, which is targeting shipboard
knowledge capture to keep the course dynamically updated.
2. Shipowners/ Ship Managers Requirements

At the Second Regional Forum on Maritime Manpower Planning, Training, Utilization
and Networking of Centres of Excellence, organized by the United Nations Economic
and Social Commission for Asia and the Pacific (ESCAP, 2003) held in Bangkok on 1517 October 2003, Ms. Geetha Karandawala, Chief of the Transport Facilitation Section
of ESCAP emphasized on the importance of meeting shipowner requirements and to
ensure that training of seafarers are in compliance with IMO standards.
Later Capt. Masako Nakaya, Senior Manager of Crewing, NYK Shipmanagement PTE
Ltd., Japan provided the Forum with insights on the perspectives of the shipowners.
Captain Nakaya reminded the Forum that the Certificate of Competence is issued by the
Administration but the shipowner needs to define the quality of their seafarer by
assessing his/her ability to cope with the work on board, which may be very difficult.
Even though this situation holds true for other professions as well, the consequences
may be dire for the shipowner should the quality of the seafarer not be up to standard.
According to Captain Nakaya, the shipowners view of a quality seafarer would thus be
that he or she not only holds the necessary Certificate of Competence required of the
rank and as per regulations, but also that the seafarer is fully qualified to deal with the
equipment of the particular vessel. Capt. Nakaya informed the Forum of the actions
taken by NYK to have their own specialized training schemes (NYK Maritime
University Project) in order to prepare seafarers for the specific conditions of the fleet.
According to Captain Nakaya, the Degrees and Certificates are not sufficient to prepare
the seafarer for the conditions directly linked to the specific needs of different
shipowners.
Mr. Rajaish Bajpaee, President and Group Managing Director, Eurasia Group of
Companies raised the dilemma of investing in training at the 16th LSM Ship
Management Conference 2006. He claimed that the burning problem of lack of
competent manpower is a result of the industrys short-sightedness in its policies
towards tackling its human resource issues. Despite the efforts of some ship managers
and owners in investing millions of dollars on the latest technology and the best training
centres to attract and train the young professionals, some players continue to wonder
about the wisdom of ploughing time and money into training when in the blink of an eye
they see some of their more promising prospects are poached by an industry rival
who does not bother to invest in training.
He further claimed in his speech that a certificate of competency or qualification is not
always a proof of true competency.
Similar criticisms are also encountered in the literatures and various maritime forums.
Figure 1 shows a slide from Capt. Jan Horcks presentation at the Nanyang
Technological University (Horck, 2007), portraying similar sentiments.
Much of the current training done around the worldfail

to deliver genuinely competent seafarers that can
consistently perform at best industry practices standards.
(Alert no. 6)
Capt. Tim Wilson, New Zeeland Nautical School
The competence assessment generalised statements of

performance outputs, highly subjective
(Seaways, 5 July 2005)
Prof Mike Barnett, Warsash Maritime Academy
Figure 1. Inadequacies of present maritime training & assessment (Source: Horck, 2007)
Limitations of present STCW95-based curriculum and teaching practices, which may

have led to these inadequacies in competencies, are discussed in the next section.
3. Maritime Education beyond STCW 95

It appears from the details given in the last section that we need to go beyond the Code
requirements of the STCW95. Dr. Neil Otway, CEO/Principal, Australian Maritime
College, addressing this issue, said that most maritime education institutions now
recognise that STCW95 should only be seen as a minimum requirement for seafarers.
Higher level skills and qualifications are needed by seafarers, worldwide, if the
International Maritime Organisations desire for safer shipping and cleaner seas is to
be achieved (Otway, 2004).
Problem-based learning approach was proposed by Asyali et al. (2003) and Laurel et al.
(2007) to improve the present STCW 95 curriculum. The argument put forward was that
the main aim of the teaching / learning activities for maritime students should be to
equip seafarers with the ability of questioning, critical thinking, problemsolving and
commanding effective decision making and leadership capabilities. According to them,
the lecturing type of traditional method which is based on building banks of knowledge
and expecting the learners to memorize them has been found incapable of providing
learners with the mentioned attitudes and values. They pointed out that the shipboard
environment is a complex and risky socio-technical system formed by technology,
environment, people and organizational structures. In this multi-dimensional, multidisciplinary and flexible environment, aim of MET is not only give trainees basic
technical knowledge to perform pre-designed, routine and standardized objectives
(referring to the competencies of STCW 95) but also to improve their critical thinking,
decision making and problem-solving skills, leadership, social intelligence, moral
motivation or briefly education.
Prof. Captain Ralph Becker-Heins of Bremen University of Applied Sciences reported
(Becker-Heins, 2006) a novel approach to maritime education, entitled Collaborative
Maritime Knowledge And Training Systems, which is funded as a EU Pilot Project and
called Honeycomb Database under Leonardo da Vinci Programme. Reference to
maritime shortage of seafarers, he asked, whether we have a problem of lack of seafarers
or whether the case is one of the lack of qualified seamen (meaning competent to meet
shipowners requirements). Quoting Becker-Heins:
exchange of expert knowledge between national training providers (MET

Institutes providing training under guidance of Maritime Administration)
remains slow and fragmented at best which is astonishing as the shipping world
is uniquely a trans-national and global in the community. This clear gap in
maritime knowledge transfer is exactly where our new approach is targeted.
With the support of the European Union programme Leonardo da Vinci we have
developed a simple, sustainable and transferable system that standardises the
description, integration and structure of educational content. (Becker-Heins,
2006).
As a solution to this gap, which may have resulted in inadequacies in competence, he
suggested the development of a system that will help in managing information, projects,
processes and knowledge in shipping sector. So, in this European venture, the
development of the Honeycomb Knowledge Management Systems, they are trying to
implement a system for seafarers to capture, store and disseminate information. BeckerHeins emphasized that useful information resides in documents, processes and much
crucial knowledge may actually remain in peoples heads, which is difficult to retrieve
when necessary. Quoting Becker-Heins,
People tend to work within silos of information that do not get shared across a
company, academy, or any other organisation easily. People are forced to
indulge in traditional work patterns when they could actually tap into a
knowledge system and work in a more innovative manner.(Becker-Heins, 2006)
Kotzinos et al. (2007) working in an EU-funded project involving 22 partners from 14
countries are focusing on studying learning practices in professional and educational
environments, where learners create learning objects for professional practices as a part
of their learning process and subsequently share these among the community of learners.
Present practices of competency-based training for Certificate of Competency Courses
in MET institutions, do not normally allow for knowledge sharing, knowledge renewal
or dynamic creation of knowledge, which could keep pace with the changes in
engineering practices on board. Yet these practices could be keys to a maritime model of
education, where learners would be active partners in developing a dynamic knowledgecreation system capturing shipboard practices. The resulting system can lead to a huge
knowledgebase, which can adequately serve the maritime industry in producing truly
competent seafarers, equipped with updated shipboard practices.
In traditional preparatory courses for Certificate of Competency by MET institutions, the
competencies defined in the curriculum are somewhat static and rarely keep pace with
the dynamic changes, which take place in the industry. Additionally, classroom structure
and environment, maintained in most MET institutions, promotes mainly transmission
mode of learning as indicated in Figure 2. Trainees coming out of such environment
may lack analytical skills and may have competencies, which are dated and therefore
does not meet the expectations of the shipowners and ship managers.
Figure 2. Traditional classroom structure & environment promoting predominantly transmission

mode of learning in MET institutions.
In the next section, I describe the case study at the Singapore Maritime Academy, which
is based on Novakian concept maps (Abrams, 2008) and uses learning organisers
(Asubel, 1960). Novakian concept maps are grounded in David Ausubels assimilation
theory of meaningful learning and are used to capture shipboard procedural knowledge
from the learners, particularly from those who have recent exposure to such scenarios.
These are then checked on the simulator by various learner groups. Finally, the
procedures are validated in a class discussion with key-roles taken by the participants
and moderation by the facilitator. The key points of classroom discussions are captured
through a Cambridege-Hitachi knowledge capture electronic board (Amte, 2007) for
record and for formalisation of the same at a later time. The resulting knowledge-base is
enriched at every session and over a period, grows into a substantial maritime
repository. The next section also explains how through Novakian concept maps this
large knowledgebase is visually organised and accessed.
4. Knowledge Laboratory at Singapore Maritime Academy

Learning by doing is considered to be the most effective way of learning (Lombardi,
2007). Given a chance the learners prefer active learning rather than passive listening.
This is found to be more applicable to our senior students attending the Certificate of
Competency (COC) courses as compared to the new entrants, who have no sea-going
experience. The case study relates our experience with a group of students who are
doing a conversion course for engineers with Motorship COC to Steamship COC for
LNG carriers.
The traditional classroom structure shown in Figure 2 is replaced with a new structure
(Figure 7), where students in groups of two are paired to cooperatively learn the subject
domain of steam engineering using exploration through series of graphical interfaces
(Figure 3, 5 & 6). Each learner learns differently and each learns in ways, which are best
for him to suit his learning style. This method of graphical information lay-out and
navigation is referred to as polyscopic modelling (Karabeg, 1995). Karabeg suggested
mountain top view information design to handle information overload in a complex

subject domain.
Figure 3. Exploratory learning using Novakian concept maps [developed using CmapTools1]
Information Jungle
Polyscopic mapping
Figure 4. Information Jungle & polyscopic mapping providing access & relationship.
[Source: Karabeg, 1995]
To manage a complex procedural information and knowledge in a subject domain,

Karabeg suggested modular, hierarchical, organization of expert knowledge, which
should be logically coherent and be made up by separate views.
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. These, so-called learning
organisers (Ausubel, 1960), based on Novakian concept maps provide spatial resources
and thereby support individual knowledge management.
CmapTools from Institute for Human & Machine Cognition (IHMC) [http://cmap.ihmc.us/] for
constructing, navigating, sharing and criticizing knowledge models represented by concept maps.
Figure 5 Core knowledgebase (1), two separate views (2, 3) of visual access points for
knowledgebase.
Figure 6 Core knowledgebase on Plant Operation (1) and procedural sequences (2) with KBS
access points for reviving steam plant from dry-dock to full-away condition [acts as a
Learning Organiser providing support for running the Steam Propulsion Plant
Simulator]
Students connected to
knowledge-base,
assessment &
simulation ring
Projector
Facilitator
Knowledge-base,
Simulation &
Assessment Servers
Knowledge nodes
in a LAN
Cambridge-Hitachi
Knowledge Capture Board
Figure 7. Knowledge creation, knowledge sharing, cooperative learning and online assessment at
the Steam Certificate of Competency Course at the Singapore Maritime Academy.
Projector
[Overhung]
Students debating to
validate shipboard
procedures, created by
groups earlier.
Facilitator
Knowledge-base,
Server storing
validated knowledge
Knowledge nodes in
a LAN
Cambridge- Hitachi Knowledge

Capture Screen noting key points of
the debate in a dynamic environment
Figure 8. Knowledge capture and social validation of knowledge during Steam COC at Singapore
Maritime Academy
Figure 7 and Figure 8 show the classroom processes during the course. Students work in
an exploratory learning environment (Figure 3, 5 & 6) and access various documents,
graphics and videos stored in the core knowledgebase. They also run the simulator to
8
gain operational exposure. Simulation-based learning is also supported by learning

organisers (Figure 6). The self-directed learning sessions are interspaced with online,
on-demand, network-based assessments 10 to 15 assessments per week. The
importance of such formative assessment cannot be overemphasized. Lester ( 1998)
claimed that in post-experience programmes there is increasing acceptance that learners
need to be able to set and manage their own learning agendas with integrated formative
assessment, which are more aligned to learner-managed learning (self-directed learning).
Figure 9. Formative, on-demand, online, networked assessments, which are interspaced between
learning sessions.
Table 1. Steam Certificate of Competency course assessment strategy.
Assessment Components
1. Coursework A
2.
Coursework B
3.
Summative
Assessment
Shipboard
Assignments
4.
Type of Assessment
Computer-based online
assessment
12 Assignments 2 each for 6
main areas of coverage.
(Individual Portfolio)
Computer-based online
assessment
6 Assignments 1 each for 6
main areas of coverage.
(Appending Individual
Portfolio)
When Conducted
Continuous
(in-Course)
Continuous
(in-Course)
Weightage %
15
15
End of Course
55
During steam ship

attachment (preferably
LNG carrier).
15
The student evaluation is based on the assessment strategy, shown in Table 1. Jennings
(2006) clarified Knowles (1976) definition of self-directed learning as a process in
which individuals take the initiative in diagnosing their learning needs, designing
9
learning experiences, locating resources and evaluating their learning. In the Steam
COC course, the learners attempt the online formative assessments to establish their
learning needs. Usually, based on their prior knowledge, the initial attempts produce low
scores. Further explorative learning improves their scores subsequently. Hence, the selfdirected learners plan and manage their learning without much intervention by the
facilitator. Coursework A refers to these and there are about 10 to 12 assignments to be
completed per week. In future, we plan to increase this number of assignments.
Coursework B covers the areas designing learning experiences, locating resources as
suggested by Knowles (1976). Online summative assessment (Swearingen, 2002),
created by ExamView assessment suite (Wilde, 2004) finally tests the efficacy of the
course.
A crucial part of the course is the shipboard component, where the learners append their
individual portfolios while capturing the procedural knowledge. The assignments are
given on the course Blog: http://lngsteam.blogspot.com An extract from the course Blog
is shown in Figure 10.
Sunday, 6 January 2008
Assignments at Sea
Shipboard Assignments:
++ These are meant for those of you at sea doing steam-time now!
++ You need to complete six assignments at sea.
++ Either do six assignments from the suggested list below -- one from each topic -- or you may
suggest your own assignments (in that case you need to check with me first...just send me a
mail at Kalyan@sp.edu.sg ).
++ Table below lists the suggested assignments. Please note the submission should be based on
your shipboard plant and NOT reproduction of information from books.
Assignments for STEAM BOILERS
a) Boiler shut down and start up procedures followed on board.
b) Safety valves on drum, superheater and desuperheater: construction, setting and operation.
c) Line drawing of the steam distribution system and rationale for the same.
...........................................
Assignments for COMBUSTION THEORY & PRACTICE
e) Boiler combustion control and management: Faults encountered in practice and actions
taken.
f) Fuel oil to gas and gas to fuel oil change over: precautions and practices on board.
...........................................
Figure 10. Extract from the course Blog showing the items for procedural knowledge capture.
While shipboard technologies and procedures evolve rapidly with changing times, the
changes in content at the MET institutions lag behind due to the content being
generated, mainly from books and published literature and consequently the value of the
Certificate of Competency acquires a negative gradient in the minds of the shipowners
and ship managers. They plan to allocate more budget for training as they have to ensure
that the officers and engineers are kept truly competent to run their ships. However,
when the fully trained manpower suddenly leaves the company, it becomes difficult to
justify allocation of higher budget for training.
Yet the easiest channels of capturing knowledge from the practitioners are rarely tapped.
Management-level students, with recently acquired rich shipboard exposures, join MET
institutions in each Semester to receive procedural knowledge, which, in most instances,
is dated. The age-old institutional practices of catering unidirectional knowledgetransmission towards the learners are difficult to moderate. We remain satisfied living in
our comfort zone.
10
In this Steam COC course at SMA an avenue is created (see Table 1, last row) to tap this
rich experiential knowledge, readily available from the seafarers at management level,
through shipboard assignments. The process ploughs back the latest procedural
knowledge into the MET institute, thereby keeping the content dynamically updated.
The core knowledgebase grows incrementally and over time has the potential to become
a large source of knowledge with logical concept-map-based access points, which could
be tapped by both learners and practitioners.
5. Conclusion
The paper related the work undertaken at the Singapore Maritime Academy to run an ITinfused Certificate of Competency course for Steam Propulsion. Instead of traditional
lectures, the learners were encouraged to move towards self-directed learning,
knowledge creation, self-evaluation of competence and contribute to the growth of a
core knowledgebase in steam engineering through collaboration and sharing among the
participants. The experiments conducted with CmapTools software suite provided
knowledge visualization and access points to the core KBS. According to Novak and
Caas (2008), knowledge creation by individuals facilitates the process of learning for
the learners. A system of shipboard procedural knowledge capture was introduced,
which is expected to have a significant impact on keeping the content knowledge
updated and incrementally enhance the core KBS at SMA. It is claimed that such course
structures might provide some answers to the gap in competency between knowledge
and proficiency acquired at MET institutions and the real requirement at sea.
Acknowledgements
The author wishes to thank Singapore Maritime Academy for supporting the project and
providing the funds to upgrade steam learning facilities at SMA and to undertake this
research work. I also want to thank the Maritime Port Authority of Singapore for
supporting the project and for providing technical assistance in formulating the steam
engineering curricula and the assessment system. I need to acknowledge Aalborg
Industries Singapore for their continuing support in providing expertise and also for
providing funding for the project. I also acknowledge the contribution made by the
MPRI Ship Analytic team at Singapore for supporting the project by providing
professional support during the running of the Steam Propulsion Simulator for LNG
Carriers at SMA. I must thank our participating students, who supported the trials
whole-heartedly and contributed generously to improve the system knowledgebase.
Finally, I want to thank Professor Takeshi Nakazawa of World Maritime University,
Malm, for supporting this project and providing valuable suggestions for time to time
to keep the project momentum.
11
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Authors Biography
Kalyan Chatterjea started his career as a sea-going engineer and sailed for eleven years rising to the rank
of Chief Engineer. Presently, he is teaching at the Singapore Maritime
Academy for the last eighteen years. Prior to that, he worked in the
Design Department of the Sembawang Shipyard, Singapore for seven
years. Earlier to that, he was also at the office of the Directorate General
of Shipping in India as a Ship Surveyor and Examiner of Engineers for
two years. He holds an Extra First Class Certificate in Marine Engineering
in Steam & Diesel from Department of Transport, UK, a Master of
Science in Systems, Control and Information Technology from University
of Sheffield, UK and a Master of Education from University of Sheffield,
UK.
He is presently working with Professor Takeshi Nakazawa of World Maritime University, Malm,
Sweden in developing a learner-centric, IT-infused model of Maritime Education. The project is a joint
collaboration between Singapore Maritime Academy and World Maritime University. More information
of this project could be obtained for the project Blog http://lngsteam.blogspot.com
13

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Asia Pacific Maritime 2008 Conference 27-28 March at Singapore Expo Paper by Kalyan Chatterjea, Singapore Maritime Academy

Narrowing the Gap between the Shipowners Requirements

2. Shipowners/ Ship Managers Requirements

Much of the current training done around the worldfail

The competence assessment generalised statements of

Prof Mike Barnett, Warsash Maritime Academy

Limitations of present STCW95-based curriculum and teaching practices, which may

3. Maritime Education beyond STCW 95

exchange of expert knowledge between national training providers (MET

Figure 2. Traditional classroom structure & environment promoting predominantly transmission

4. Knowledge Laboratory at Singapore Maritime Academy

mountain top view information design to handle information overload in a complex

To manage a complex procedural information and knowledge in a subject domain,

Cambridge- Hitachi Knowledge

gain operational exposure. Simulation-based learning is also supported by learning

During steam ship

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