General norms for institutes for the conduct of

Making of a ME Professional

Marine Technology Development

Marine Technology Deployment and Management Processes

A learning unit as is prescribed in the TAR books describes a set of material to be learned by the trainees. A module is a group of learning units in a particular speciality . Each learning unit is stated in terms of a goal, a set of objectives, and elements of the MET body of knowledge along with competency or depth of knowledge levels. This is illustrated later in the Annexes.

The material to be covered by a learning unit is expressed in a presentation goal. The learning unit is designed to combine elements from the MET body of knowledge. Competency levels are specified for each included element from the body of knowledge. A sequence of behavioral objectives is provided within each learning unit. These objectives are written to describe a specific competency level. The objectives form the basis for assessment of trainees accomplishment.
Learning units : Each learning unit is specified by a goal statement that explains the purpose of the learning unit. For example, a learning unit goal might be “to operate a centrifugal pump.” The learning unit goal statement is elaborated by one or more learning unit objectives. These are stated as behavioral objectives defining what a trainee student should be able to do after learning the material in the unit. The trainee should be able to explain, discuss, use, apply, and demonstrate central concepts. For example, a behavioral objective for a learning unit might be “apply system functions to analyze use and performance characteristics for a centrifugal pump”. This is very well illustrated in IMO model course 7.04 and Meta Manuals 1 & 2
The learning objectives can be used by faculty to assess student achievement relative to the learning unit or by students in evaluating their knowledge.

Each learning unit has a set of topics that define the coverage for the unit. These topics consist of elements from the MET body of knowledge. The depth of coverage for each topic in a learning unit is specified by a depth of knowledge level ranging from 1 to 3 (with 3 being the highest competency level specified for an undergraduate program). A topic may be covered at a low depth of knowledge level as part of an introductory course and in more depth (higher competency) in a subsequent course.

The learning units provide the basis for detailed course design. The objective is to present elements of the MET body of knowledge to willing learners through pedagogical techniques associated with desired levels of learning. The pedagogy differs for desired depth of knowledge levels. A low level of competency may be achieved with lectures and exercises; the highest level of knowledge is achieved by active learning techniques such as projects.