Learning Station, Learning Station Design for Maritime Education and Training (MAR-LSD)

The Learning Station (LS) Model

In this project, Learning Station Design Guide, which is developed by Istanbul Technical University Center for Excellence in Education (ITU-CEE), is utilized to develop LS for maritime education and training. ITU-CEE served on this project as a counselor.

The LS model is a model in which all parts are assembled under a catalog form, designed especially by the students, where the instructor acts as a mentor, or designed by the instructor, and provides a better understanding of the subjects through various transfer modes, moving away from traditional teaching techniques.

The LS Catalog Form components are the LS Information Table, the LS Matrix, Learning Objectives, Learning Outcomes, Delivery Modes and LS Assessment.

The LS Catalog Form

The LS catalog form functions as the primary interface for designing the learning experience and acts as the basic blueprint for creating a LS. It serves both as a statement of purpose and a guide for the collaborative development of educational experiences, outlining the elements and aspects of LS courses. This form has comprehensive articles and sub-headings that explain in full the material, teaching tactics, rules, and evaluation criteria that are essential for the intended learning journey. The catalog form is commonly used by LS designers to effectively communicate important information to various stakeholders, such as students, academics, administrative personnel, alumni, and professionals. It is specifically designed to cater to the specific motivations and needs of LS designers and their intended audience.

The LS Information Table

LS Information table is the part that contains information about the subject that is intended to be taught. This information includes comprehensive information about the learning station, including subject content, level, learning objectives, learning outcomes, relationships with SDS, assessment methods, materials, language, resource list and additional notes. In this way, both those who want to explain the subject and those who want to learn can choose the appropriate learning station for themselves in line with this information (Table 1).

Table 1: The LS information table

Elements of a catalog form	Explanation
Code	A letter or number for each specific organizational unit; a letter or number for each LS
Design date	DD/MM/YYYY
Last update	DD/MM/YYYY
Subject	Topics addressed in an LS
Title	Title of the LS
Level	Basic / Intermediate / Advanced
Target audience (potential participants / learner profile/)	Students / academics / researchers / administrative staff / alums and other externals, or the designated combinations of these groups
Short description	Brief description of the LS content
Learning objectives Number of modules	Designers’ purpose is to create a learning experience such as the questions that they want to raise in their LS, challenges to be addressed with the planned learning. Number of modules in the LS
Learning outcomes	Written statements that define the knowledge, skills, abilities, competencies, out-reaches and long term benefits that the learners are expected to achieve at the end of a learning experience in observable and measurable terms
Related SDGs*	Sustainable Development Goals (SDGs) associated with the learning objectives of the LS
Assessment methods	Description of the assessment methods that the LS designers choose to use in the modules of an LS. Assessment methods in a LS may vary according to the learning objectives, learning outcomes and the structure of an LS.
Calendar	Calendar of the implementation of an LS
Duration (hours)	Total duration in hours
Prerequisites	Requirements to be fulfilled prior to taking an LS or any of its modules (e.g., in a specific course or program)
Learning materials / resources	Learning materials and resources to be reviewed by learners before the LS starts
Quota	Maximum and minimum number of participants in a LS
Language	Language of instruction
Resource list	Recommended / selected resources for the LS (if any), prior to the implementation of the LS
Notes	Additional notes regarding the content or process of the LS

* UN Sustainable Development Goals (SDGs) include the following: (1) No Poverty; (2) Zero Hunger; (3) Good Health and Well-Being; (4) Quality Education; (5) Gender Equality; (6) Clean Water and Sanitation; (7) Affordable and Clean Energy; (8) Decent Work and Economic Growth; (9) Industry, Innovation and Infrastructure; (10) Reduced Inequalities; (11) Sustainable Cities and Communities; (12) Responsible Consumption and Production; (13) Climate Action; (14) Life below Water; (15) Life on Land; (16) Peace, Justice and Strong Institutions; (17) Partnerships for the Goals.

The LS Matrix

The LS matrix is a crucial component in the process of developing a Learning Station (LS). The matrix of the learning station is formed by the combination of modules. This is the part where we match the learning objectives, delivery modes, assessment and learning outcomes according to the subject content for each module. (Figure 1). Moreover, it enables designers to systematically arrange learning experiences into separate modules that connect objectives, outcomes, and means of material delivery. These modules are adaptable and may be used for a variety of learning activities in diverse settings. The assessment components are integrated into modules to ensure their portability, allowing the modules to be utilized either individually or sequentially, depending on the subject matter. Engaging in interdisciplinary collaboration enhances the quality of learning, while promoting learners to interact with materials in advance helps improve time management. The design of learning environments should be in accordance with active learning pedagogies. The following sections provide further details on how to use learning goals, Bloom's taxonomy, and content delivery modalities in the design of learning systems.

Learning Objectives

This is the part where it is stated what the designer aims to do and the learners expected to do when making LS. Learning objectives establish the fundamental purpose and anticipated outcomes of the learning activity. The concerns and difficulties to be addressed are framed by considering factors such as learner demand, configurability, roles, and educational methodologies. Precise and unambiguous learning outcomes are crucial for preserving the effectiveness of the learning process, guaranteeing that learners comprehend the ultimate objectives.

Matching is a situation that needs to be done by deciding what the output that is desired to be gained at the learning station is and examining what the learning objectives are required to create this output. Therefore, an outcome may have more than one learning objective. The important thing is to determine the learning objectives of the output well.

Learning Outcomes

Learning outcomes are succinct and unambiguous declarations that express the anticipated achievements of learners upon completion of a learning endeavor. These statements are formulated using observable and quantifiable language, enabling educators to evaluate the extent to which the stated objectives have been achieved. Learning outcomes serve as a clear and strategic plan for educators and students, directing the educational journey and ensuring that learning goals are successfully met.

During the design process of LS modules, learning outcomes are precisely determined based on learning taxonomies, namely the updated Bloom taxonomy. Designers may enhance learning creativity and active involvement in educational activities by using Bloom's hierarchy of critical thinking abilities to determine the cognitive level learners are expected to reach. Designers use Bloom's taxonomy of measurable verbs to categorize visible knowledge, skills, attitudes, behaviors, and capacities. This ensures that there is a clear definition of what learners need to exhibit throughout the learning process. Various degrees of critical thinking are targeted according to the characteristics of the learners, with some learning systems focusing on fundamental information retrieval while others concentrate on more advanced abilities like application or analysis. It is advisable to include practical tasks, where appropriate, to encourage innovative methods of acquiring and managing information via experience learning.

Delivery Modes

Content delivery modalities refer to the many forms and techniques used in educational communication to distribute learning contents of a learning system or its modules to learners (Table 2). After establishing the specification of learning goals and results, designers have the freedom to choose from several delivery modalities, such as physical, digital, or a mix of both, based on the defined learning outcomes. By highlighting the abundance and variety of delivery methods, the quality of learning experiences is improved, as it caters to the diverse learning styles of individual learners.

Delivery mode	Icon	Explanation
Reading		Written/printed or digital resources related to the content (e.g., scientific article, book, thesis, blogs etc.)
Survey		Surveys (e.g., for delivering content within the scope of the module or receiving feedback from the learners)
Interview		Structured or sub-structured questionnaires to collect/exchange ideas, information, data etc.
Discussion		Physical/digital discussion environments created for the delivery of content
Presentation		Presentations of all types designed for a better understanding of the content
Teamwork		Tasks/assignments to be fulfilled via teamwork in in-person/online /hybrid learningenvironments
Guest speaker		Knowledge & experience sharing by experts in physical/digital environments
Podcast		Podcasts relating to learning content.
Video		Videos relating learning content
Movie		Movies relating learning content
Case Study		Case examples relating learning content
Online delivery		Indicates that the content is delivered online
In-person		Indicates that the content is delivered in-person
Hands-on exercise		Exercises given to learners for better understanding and reinforcing the learning through hands-on exercises in/out of the classroom / Learning-by-doing
Site visit		Technical trips organized for a better understanding and reinforcement of the content
Music		Compositions that make learning content better to understand or easier to recall
Scent		Scents that make learning content better to understand or easier to recall
Lab work		Content delivery via laboratory analysis
Software		Software relating content
Mentors / Facilitators		Mentors/facilitators who support the design of learning experiences
Simulation		Use of models that mimic the real-world processes
Animation		Use of various types of animation for learning (e.g., traditional Animation, 2D, 3D, motion graphics, stop motion)
Game / Gamification		Use of games / gamification tools for learning
Virtual reality		Use of technology that creates or simulates the immersive learning environments
Artificial intelligence		Deployment of AI technologies and machine learning capacities to resolve complex problems.
Role playing		Acting out to support the delivery of learning content
Social media		Virtually driven interactive environments, providing a novel public realm for communities and networks in creating and sharing common interests, ideas, and statements etc.
Storytelling		Oral based or illustration based broadly activities that enable the learners to develop their learning experience through exchanging stories and generating novel narratives or fictional scenarios, while developing comprehensive empathies in multi-fold ways.
Sample		Use of small parts/portions/pisces or quantities to show the whole
Lessons Learned		Positive or negative insights gained throughout the learningexperience
Checklist		Checklists used to ensure the consistency and completeness of the learning content
Catalog		Printed or digital catalogs relating learning content
Flowchart		Diagrams representing workflows or processes
Assessment		Assessment tools of all types relating content (e.g., assessment for learning, assessment as learning, and assessment of learning)
+…

The LS Assessment

It is the part of the Learning Station that provides information on how well the target audience understands the modules and whether they have achieved the competencies in the outputs. Learning outcomes are clear and concise statements that articulate what learners are expected to achieve by the end of a learning experience. These statements are written in observable and measurable terms, allowing educators to assess whether the intended goals have been met. Learning outcomes provide a roadmap for both instructors and learners, guiding the educational process and ensuring that learning objectives are achieved effectively.

LS designers are advised to use learning satisfaction surveys to collect input from learners, enabling ongoing enhancement of the LS model in different learning settings via required modifications. Learning satisfaction refers to a comprehensive feeling of fulfillment, happiness, and achievement that comes from the learning experiences provided by LS(s). It includes both the extent and the method of learning.

Acknowledgement

In this Project, Learning Station Design Guide, which is written by Emrah Acar, Semra Ahmetolan, Merve Çalımlı Akgün, Emine Görgül – who are the member in ITU CEE-, is utilized to create LS for MET.