1. Train the Trainer Inland Navigation Simulators

2. Welcome Please tell us: Who you are Where your from What your experiences are as instructor Why you are here What you want to learn

3. Learning Objectives: competences Develop a simulator module Execute the simulator exercise Evaluate and assess the learning outcomes

4. Develop a simulator module KUP: Proper development of a set of scenarios to be used in a course Create scenarios based on learning objectives Test a scenario on a target group Evaluate the effectiveness of the scenario Criteria:The developed scenarios meet the learning objectives of the trainees

5. Execute the simulator exercise KUP: Proper execution of the simulator exercise: Give an effective briefing in relation with the learning objectives Execute the scenario with a target group Give an effective debriefing in relation with the learning objectives Criteria: The simulator lesson meets all the criteria of an effective simulator exercise (chapter 5)

6. Criteria of an effective simulator lesson 1. The trainee is able to apply the knowledge learned. The training objectives for each topic were identified and followed. The curriculum content was organized and easy to follow. The simulation exercise was pertinent to the learning objective. The roles were appropriate to the exercise, and the briefing session was useful for the exercise. The assessment criteria were clearly explained at the beginning of the exercise.

7. Criteria of an effective simulator lesson 2. The conduct of the simulation exercise was realistic and achieved learning and assessment. The debriefing session achieved its objective, which was to summarize the lessons learned and reinforce learning objectives. The simulation time was sufficient for developing skills outlined in the learning objectives. The training aids and audio-visual aids were properly used. Class participation and interaction were encouraged.

8. Evaluate and assess the learning outcomes KUP: Proper development of evaluation tools that ensure validity, fluidity and objectivity of evaluation Understanding the functions of evaluation Criteria: The simulator assessment meets all criteria of a valid assessment (chapter 8)

9. Criteria for a valid assessment Relevance (does the test relate to the subject matter?) Reliability (do we instructors give the same score to this one student?) Validity (do we measure what we intended to measure?)

10. Model Didactical Analysis “van Gelder” Objectives: competences Learners characteristics: personality; competences; learning styles Assessment & evaluation Instruction situation Learning content Instruction methods Instruction tools

11. Objectives: competences Stake and shareholders The Government The Learner The Trainer The School

12. Learners characteristics: personality; experience; learning styles Work/school history Big 5 Kolb’s

13. Instruction situation Learning content Instruction methods Instruction tools Simulator centre The Simulator Instruction, demonstration, lecturing, practicing Platina- competences

14. Assessment & evaluation Proces & outcome Formative & Summative Validity & reliability Knowledge, skills, attitudes TQM

15. Questions What are the objectives Where to begin What is the instruction situation – What is the instruction content – What methods to use – What activities to use – What tools to use How to evaluate

16. Assignment Take the Platina competence tables: Select competences that you can easely train with a simulator Use 10 minutes to transform the competences into learning objectives