Page 10 - The SkillSea Toolbox

SkillSea – Train-The-Trainer Manual

Toolbox Design Guide [link]

The purpose of this section is to support the users as they explore the content of the toolbox of specific
educational packages, and to explore the rationale behind each section so they may access and utilise all
the resources available. Best practice will also be shared by the organisations that piloted the educational
packages, including reviews of their experiences when implementing the packages and their reflections on
lessons learnt. It is important to note that the information in the Toolbox Design Guide provides the flexibility
required to support the needs of differing jurisdictions and educational organisations.

The Toolbox Design Guide is divided into sections, the content of which will be used as the main guide
for the delivery and assessment of the educational package.

Learning objectives – these describe the overall aim of the teaching intentions and the general
competencies the students will have acquired after having completed the specific educational package.
This is to ensure that educational packages meet the needs of the industry.

Target group – this has been identified as being professionals expected to perform the duties requiring the
competencies defined in the learning objectives. Target groups may be described by their position in the
company’s structure (for example, ships’ superintendents, onboard or shore-based personnel) or by their
assigned tasks and responsibilities (such as the person responsible for cybersecurity in a shipping
company).

Entry requirements – these are the minimum requirements for the students to participate in the
educational package. These may be levelled to the EQF and industry experience.

Duration – this is provided in terms of guided and self-study hours. This is to support lecturers as they plan,
deliver, and assess the content. However, as with any other sections of the educational package, the
proposed duration is only a suggestion and should be reviewed prior to delivery.

Assessment – here, details of the suggested assessment of the students’ achieved learning outcome are
provided. It is possible that formative assessment strategies will be designed in preparation for a final
summative assessment.

Course outline – the overview has been broken down into topics of coverage for each session/lesson.
Exemplar lessons are provided in each package. The topics could be further adapted to reflect the
specialisation and interests of your students.

Learning outcomes - these outcomes are split into three sub-sections – knowledge, skills, and
responsibility and autonomy. The packages can be adapted to suit different groups of students who have
slightly different entry competencies. To ensure the alignment and suitability of levels, the formulation of
learning outcomes may need review. Lecturers need to ensure the learning outcomes are level-appropriate
for students and this is reflected in their wording, such as by the action verbs used.

Teaching methods – suggestions have been made regarding the methods of delivery used within the
package. It is expected that the alignment between the learning activities, outcomes and assessments must
be clear, and all students must have the opportunity to construct meaning from what they learn. Examples
of formative assessments included may be adapted and used to monitor student learning and progress.

10