LA2 Challenging development

Comparison of the 5 selected Instructional Design

>Mindmap van Karin, Caroline, Ria, Eric, Erlijn, Vinod, Olesya, Gunay

mindmap renewal education

ARCS. Learner motivation                     (differentiated, personalized, meaningful life-long learning)

instructionaldesignproject ARCS

4 Responses to LA2 Challenging development

  1. My name is Olesya Lutsenko and I give English lessons at the Maritime and Logistics College De Ruyter. (MBO)
    Essence: The renewal requirements for the examination of the English language at the MBO level – 4 bring significant alterations in the learning plans.
    According to the new national demands, the General English examination became compulsory since 01-08-2012 at the MBO level 4 education. The Pilot phase for the General English state exams starts in 2014-2015. The General English state exams will become compulsory in 2017-2018.
    Furthermore, the level and the content of the Maritime English requirements have been changed in 2012 what is stated in the renewal international requirements for seafarers. (STCW)
    As a result, beside existing 5 Maritime English exams and 6 exams on SMCP (standardized marine communication phrases), it is compulsory to examine 5 General English skills. Thus, maritime students of the 4th level have to take 16 exams on English. Since 2017 General English exams will have influence on the evaluation of the end education and getting a diploma what stresses the urgency of the issue.
    Preparing for the General and Maritime English examinations is a time-consuming process which has to be thoughtfully balanced in renewed learning plans. The maritime students reported that they experience decrease of motivation to learn when they have to practice with the non-maritime related General English programs like Deviant or Taalblokken. For example, when the themes of the assignments are about gardening or sewing machines.
    The examination of the Maritime and General English of the 4th year students comprises 10 exams what leads to the situation that 4th year students have less lessons than exams. This leads to the decrease of learning outcomes.
    The target group: maritime officers, steersmen and engineers of the 1,2,3 and 4th year.
    Goal: integration of the Maritime and General English in learning plans.
    Approach: To analyse and redevelop the Learning plans of the maritime students (level -4).
    The following objectives will be taken into account during the learning plans analyses:
    1) To reduce the amount of the exams by means of the integration. It is seen as an urgency issue by the management team. The analyses will be made by means of the systemic design of instruction (Dick, Carey and Carey, 2009). In this instructional design model careful attention is paid to determining what must be learned. (Dick, Carey & Carey, 2009, p. 9).
    2) To develop and integrate the Cultural Awareness (CAW) course in English lessons. This subject is relevant for seafarers who used to work in intercultural environment. According to the international requirements it is advisable to give trainings on intercultural communication to seafarers. The analyses will be made by means of the ARCS model as the focus is laid on motivation, future usefulness and real-world examples. The CAW course and assessment will be given in English what contributes to the main goal. Moreover, CAW course closely relates to the 21st century skills.

  2. karintotte says:

    Oleysa

    Interestign subject and one so many studies have to deal woth once a while (course integration). I can see in your case why the objective would be to integrate the courses in order to reduce the number of the exams. However, the challenge will be to find a new learning objective that covers both courses – and where most likely one of the two -the Maritime or the English language – has to be leading (and the other supportive) .
    I also have a question about the ects: does it change or stay the same after the integration (you will have to pay attention to the ‘toetsmatrijs’ and deal with the judgement of the sub-parts )

    Karin T.

  3. karintotte says:

    Oleysa

    Interesting subject and one so many studies have to deal with once a while (course integration). I can see in your case why the objective would be to integrate the courses in order to reduce the number of the exams. However, the challenge will be to find a new learning objective that covers both courses – and where most likely one of the two -the Maritime or the English language – has to be leading (and the other supportive) .
    I also have a question about the ects: does it change or stay the same after the integration (you will have to pay attention to the ‘toetsmatrijs’ and deal with the judgement of the sub-parts )

    Karin T.

    • Hi Karen,
      Thank you for your reply.
      It is difficult to define the primary and subsidiary types of English. Both are very important and mandatory.
      For students Maritime English has more meaning and, therefore, evokes motivation.
      I did not understand what you mean by “ects”. Is it a term?
      Developing exams is completely new issue for me. You mention about the “judgement of the sub-parts’. Do you mean examination commission?
      Any way, it complicated issue which requires more skills and knowledge. I already signed in for different courses and study days. Hope it will help.
      Thanks for your respond!
      Olesya

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