Voloshynov S., Yurzhenko A.
Kherson State Maritime Academy
The use of digital technologies while
formation of professional competencies of future seafarers by means of LMS
conditions of accelerated development of informatization of society and higher
education system, an important condition is the use of digital technologies in
teaching practice, which contributes to the expansion of innovative
technologies. The introduction of digital technologies in the educational
process of higher maritime educational establishments allows to increase the
efficiency of training through the visualization of theoretical material, the
formation of interest in consolidating knowledge in practice, which is an
important component of forming key competencies of future seafarers.
task today is the search for new, development and active use of innovative
elements in the teaching of humanities, mathematics and science cycles, not
only for full-time but also part-time and distance learning of future seafarers
through the use of new digital technologies (Redevelopment of educational
spaces, Adaptive technologies, Critical reflective learning, Deep and Micro
learning, Maker space, Personalized learning, Collaborative learning, Improving
the culture of innovation, Big data, etc.). It is with the help of innovative
methods, MOODLE and its new module for videoconference as adaptive elements were implemented into
the training of future seafarers at the Kherson State Maritime Academy (KSMA),
which in turn allows graduates of this higher education institution to be
highly qualified professionals and competitive in the global maritime labor
Nowadays, the problem of
application of digital technologies, tools in higher education is devoted to
many theoretical and experimental works of scientific researchers. Among the
works devoted to the theoretical and practical training of future seafarers
with the help of innovative technologies, we should highlight the works of the
following scientists: Sherman M., Chernikova V. , Lvov M.S. , Sokolov
S., Saveleva M., Mitrofanova A., Kolesnichenko S., Logunov N. , Chen S.  etc.
Sherman M. and Chernikova V.
studied English communicative competence of future seafarers with the help of
digital technologies and highlighted that English for professional purpose is
not just a discipline for future seafarers, but is gradually becoming a means
of professional communication. They say it is also a component of professional
training together with special subjects. In particular, according to the
outlined scientists, the leading features of professional training of future ship
navigators are the uneven educational process (which is due to the duration of
maritime practice), professional orientation of the content, the growing role
of independent work where digital technologies can help. Multimedia simulators
(simulators) play an important role in the training of specialists in the marine
industry by means of digital technologies, with the help of which you can
easily practice your skills and abilities on how to act in a given situation
, . The process of formation of professional navigation competence of
future ship navigators by means of simulation technologies of mixed reality was
investigated by Popova H. and Lvov M. Noting the effectiveness of this method,
provided that it is carried out on the basis of the model of professional
navigational competence formation, based on the pedagogical conditions of
formation of the studied phenomenon, namely: the development of professional
thinking of future ship navigators; introduction of the "Virtual Reality
Vessel of the KSMA" into the system of professional training of future ship
navigators; development of digital competence of teachers .
Sokolov S., Saveleva M.,
Mitrofanova A., Kolesnichenko S. and Logunov N. highlight that digital distance
education technologies are a relevant issue today. They provide individual
digital educational trajectories and an individual profile of students'
competencies using the Data Mining methods and LMS MOODLE . The use of
augmented and virtual reality technologies (AR and VR) in the educational
process was investigated by Yisi
Krishnan,Olga Sourina, Dimitrios Konovessis, Hock
Eng Ang, Wolfgang Mueller-Wittig
, Bauk S.,
Kopp M., Avramović Z.  and others. Scientists Yisi Liu, Zirui Lan, Jian Cui,
Gopala Krishnan,Olga Sourina, Dimitrios Konovessis, Hock Eng Ang, Wolfgang
Mueller-Wittig proposed and implemented an Electroencephalogram (EEG)-based
psychophysiological evaluation system to be used in maritime virtual simulators
for monitoring, training and assessing the seafarers. Their system included an
EEG processing part, visualization part, and an evaluation part .
Bauk S., Kopp M. and Avramović Z.
created a brief discussion of some current shortages in maritime education and
training in general. They described possibilities of getting advantages through
introducing e-learning into this respectable field of education and listed some
advantages and disadvantages of MOODLE which has been used as a technological
platform for introducing e-learning in the analyzed case .
Nevertheless we haven’t found the
works devoted to the formation of professional competences of seafarers with
the help of LMS MOODLE together with module for videoconference. The instruments LMS MOODLE provides
LMS MOODLE as an element of seafarers
training while distance learning, has possibility to include e-courses where
every tutor leads his own online training course. Each course was created
according to IMO Model courses and international convention on Standards of
Training, Certification and Watchkeeping of Seafarers (STCW) . To contain
all the competencies provided by IMO Model courses and STCW LMS MOODLE has Competency
framework. The use of it implemented in KSMA on LMS MOODLE is aimed to increase
the effectiveness of the learning process management
and to implement a competency approach in
the process of forming professional competencies .
E-courses of LMS MOODLE also use
some elements of innovative technologies. An example of them is AR. Some
elements of the courses are connected with the help of links to various videos,
presentation, web materials etc.
Gamification is also innovative
technology which LMS MOODLE allows to implement. Examples of gamification
elements are badges, leaderboards, loops of progress and progress bars,
missions and levels, boss fights, Easter eggs, gamified activities (crosswords,
wordsearch, matching games, quizzes etc.). Example of course rules in the form of infografics is shown in the figure below.Fig. 1
Rules of “General
English” e-course for future ship engineers.
Example of progress bars as elements
of gamification on LMS MOODLE is shown in the figure 2.
Fig. 2 LMS MOODLE Progress bars.
Mobile-learning (m-learning) is also
realized with the help of LMS MOODLE because this platform has free mobile
application with the help of which it’s easy and comfortable to do the tasks of
e-courses (Figure 3). M-learning is considered as comfortable form of distance
education because helps students to use LMS MOODLE anywhere and anytime which is important for seafarers on
shipboard practice. MOODLE Mobile application can be used even offline. While
online zone all the results of ready tasks will be transported into gradebook
of e-course .
Fig. 3 The
example of Maritime English I semester e-course of Yurzhenko A. with
its abstract on mobile phone’s application (Opera).
LMS MOODLE also provides adaptive
technologies and helps to create individual trajectory for each student.
It is implemented with the help of settling
the system of activities. Bank of questions with level categories helps to
organize the training according to every student mental capabilities. Moreover,
LMS MOODLE helps to form critical thinking of students with the help of
different resources: Assignment, HotPot activities, Book etc. With the help of
these resources Case study can be organized. Adaptive testing can be organized
with the help of “Lesson” resource – it delivers and checks the material in a
flexible way . Depending on the student's choice of answer and how the
teacher develops the lesson, students may progress to the next page, be taken back
to a previous page or redirected down a different path entirely. LMS MOODLE
redevelops the educational space – tutor stops being the center of studying
process. Learning becomes student-centered one. Every course has map of topics
at the beginning – student knows what he’s going to study next. The news of
course is reflected in special forum where students can check nearest events.
Forums are also used for study – tutor can organize different activities there
(e.g. create your dialogues/questions; answer the questions; continue the
thought etc.) . There is also a forum to help students with technical
questions – how to orient in course. According to the program topics are
organized with the help of resources LMS MOODLE provide: Assignment, BigBlueButtonBN,
Chat, Choice, Database, External tool, Forum, Glossary, HotPot, Lesson, Quiz,
SCORM package, Survey, Wiki, Workshop, Book, File, Folder, IMS content package,
Label, Page, RecordingsBN, URL.
There is also a calendar which
reflects the time and dates of activities with deadlines. One of the most
important resources on LMS MOODLE is easy-to-use Gradebook. It can be settled
according to tutor’s course needs. Course total is a flexible formula which can
be changed and automatically calculated.
AR in LMS MOODLE
LMS MOODLE is
one of the platforms where different elements can be integrated. One of such
elements is AR objects. KSMA uses free application which is named Layar. The
example of Layar image is shown in figure 4. Students scan the image with the
help of their phones’ scanners and watch the video with different
Example of AR image which is present in the Student's books and e-course
use of AR helps to visualize studying process, it increases content understanding,
provides long-term memory retention, improves physical task performance,
students collaboration and motivation .The use of Recosha - vodeoconference module of LMS MOODLE on BigBlueButton platform
means of digital technologies are divided on the basis of interaction and on
the basis of the use of direct digital technologies. Synchronous and
asynchronous are defined on the basis of interaction: synchronous are video
conferences, and asynchronous include online mode (webinars, e-learning
materials, etc.). Based on usage, video clips, audio clips, virtual objects,
animation graphics, etc. are
distinguished. To create and implement them, you need a gadget and proper
staff of the Kherson State Maritime Academy has accumulated considerable
experience in the use of videoconferences in the educational process, as
the specifics of training specialists in sea and river transport requires
mobility and flexibility of the educational process. This is primarily due to
the fact that the practical training of future maritime professionals takes
place on existing ships of the merchant fleet, so often the student must
acquire knowledge through electronic resources.
the current situation of the distance learning needs, such teaching methods have gained
opportunities for widespread use and thus have become the most widely used in
the educational process. Thus, synchronous and asynchronous multimedia
technologies began to be actively used in the educational process. The combination
of these two types has created opportunities for full-fledged work and
implementation of the tasks of humanities and philology, competence in which
should be measured not only by the ability to solve certain problems and write
texts, but also to form conversational competence.
introduction of synchronous multimedia technologies, namely the use of video
conferencing, provides an opportunity to practice such competencies as
socio-personal competencies, interpersonal skills and abilities, ability to criticize
and self-criticism, interaction (teamwork), instrumental skills, including oral
communication in native and foreign language (Maritime English and English for
special purpose); system of competence (ability to apply knowledge in practice,
to adapt to new situations, to generate new ideas).
Of course, distance
learning using a variety of digital technologies and modern online services
encourages future employees of sea and river transport to more effectively
learn new material and continuous self-improvement in their spare time.
Evidence of this is that after virtual communication, they easily perform the
most difficult tasks, and if you have any questions, you can always seek advice
from the tutor via messenger. Students with the help of Recosha (videoconference module on BigBlueButton platform) have the opportunity to simultaneously see the teacher, groupmates,
assignments on the course and observe the example of searching for data on LMS
MOODLE, as well as be not just a passive listener but also an active
participant in the online meeting, study while discussions, offer alternative
ways to solve professional problems.
Fig. 6 Recosha videoconference on BigBlueButton platform example, where 1 - chat; 2 - notes; 3 - list of users with MOODLE logins; 4 - possibility to start a poll, upload PPP, share a video; 5 - possibility to switch on/off microfone/camera/screen; 6 - possibility to use text/line/pencil tools etc.; 7 - recording; 8 - other settings.
the use of digital technologies (LMS MOODLE and its videoconference module) in
the educational process is justified, as it creates conditions for the
effective development of educational material and the formation of necessary professional
competencies of future seafarers. In addition, the combination of different
types and forms of activity makes the learning process more effective, as for a
student with "clip" thinking, the constant change of activities gives
a high quality result in terms of learning material. This is due to a number of
factors: the acquisition of knowledge occurs due to the own trajectory of
educational activities of each individual student; a new criterion of objective
evaluation of the work performed is formed; the opportunity for independent
overcoming of difficulties in the studied material is created;
interdisciplinary links are actively introduced. The prospects for further
research include a detailed study of VR and AR as additional tools of LMS
MOODLE in training of future maritime professionals.
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