GENERAL OVERVIEW –
Course to be offered over a period which will be student defined but should take no longer than 10 weeks to complete. There will be some limited student discussion forums but because of limited bandwidth this may be offered on a limited basis only. This has been covered in both 4150 and 4151.Course is offered for CCG personnel only and may be WIKI based depending on availability of federal government servers and official sanction. Course attendees will be diverse and reflect the complete range of personnel employed at ships, lifeboat stations and at shore based installations.
DACUM SHEETS – Detail goals and performance objectives. Entries annotated in red detail student assignments and supports such as thinking tools.
COURSE ICEBREAKER – The icebreaker activity will consist of the student introducing themselves and detailing their place of work, whether ship station or shore based. They will be asked to:
1. introduce themselves;
2. note their work history in the marine trades generally and the CCG specifically;
3. detail any pollution prevention training they have taken in the past;
4. detail what their perceptions of marine pollution are;
5. give a definition of marine pollution;
6. detail any first-hand experience they may have had with pollution, marine or otherwise;
7. detail what types of pollution response equipment are available at their place of work;
detail what steps they think they should take if encountering pollution in the marine environment.
The icebreaker activity is designed to ascertain where people work, their level of experience and their personal perception of marine pollution. Additionally students can give examples of pollution they have experienced and steps they think should be taken in the event of encountering marine pollution. This will enable me to get a good grasp of levels of experience and personal perceptions on the part of student and better tailor specific learning for individual students as well as a grasp of group dynamics.
SUMMARY OF TWO LESSONS
The overall course hierarchy will be as follows:
1. Introductions, icebreaker and general course business;
2. Case studies of oil and chemical pollution in the marine environment;
3. Examine and contrast enabling legislation: Acts, Regulations and Rules;
4. Examine and contrast different types of oils, chemicals and naturally occurring substances;
5. Examine and contrast different types of pollutant spill behaviours;
6. A practical use section of oil spill response equipment;
7. Techniques and tactics of oil spill response in both fresh and salt water environments;
8. An analysis of safety considerations associated with marine pollution.
The two lesson modules to be presented for EDUC 4152 will be as follows:
1. Research, compare and contrast enabling legislation with attendant regulations and rules regarding pollution prevention. At the end of this module the student will have developed a better understanding of the regulatory framework which governs pollution in the marine environment as well as related penalties. The student will produce a written assignment which delineates how the Canada Shipping Act and Oceans Act prohibit pollution and how rules and regulations are set in place to define what is pollution, different ocean areas and zones, associated penalties and CCG compliance through membership in the International Maritime Organization and participation in the International Safety Management code.
2. Research, prepare and present a pictorial, video or written assignment outlining the types, capabilities and uses of pollution response gear both at the student’s place of employment: (ship station or shore base) as well as locations of pollution prevention equipment at other locations. At the end of the module the student will be able to describe the capabilities of in situ equipment as well as shore based emergency response containers at various locations around the coast.
An essential in any course hierarchy, student supports are an integral part of any course structure. Some supports which should be in place (in no particular order) are as follows:
1. Appropriate teacher presence such that the student never feels isolated throughout the learning process;
2. Where possible, the encouragement of online community between students and instructor;
3. Links to sites, videos etc, which are up-to-date and updated as needed;
4. An LMS which is easily understood and navigable;
5. Timely assessment practices;
6. Appropriate feedback mechanisms which work both ways for both student and instructor;
7. Relevant online resources: e-books, videos, links etc;
8. A clear and unambiguous statement of course expectations and outcomes;
9. A clearly stated policy of conduct between students and instructor such that issues such as bullying or discrimination are never tolerated.