1

2
 Presentation Outline

1. Introduction
2. Problem Statement
3. Objectives and Scope
4. Development of Distance Learning for
Port Training system Using UML
5. Improving Port Operations Using E-learning
6. Conclusions
7. Suggestions for Future Work
3
 Introduction

1. Damietta port (Development & Automation goals)

4
Damietta Port WEB Services

5
 Statistics Before Training

number operation Total

of bills rate
EDI 1033 17.86 bills of lading
5781
Logistic 4698 81.26
WEB 50 0.86

number of operation
Total Discharge
requests rate
requests
Logistic 618 99.5
621
WEB 3 0.48

number of operation Total

requests rate
Load requests
Logistic 149 99.33
150
WEB 1 0.66

6
 Problem Statement

• Customers do not use the services provided through the

web due to lack of training
• Ineffectiveness of traditional training methods to solve the
problem
• Need to know the impact of using the Web based training and
e-learning to customers in Damietta port and operating in the
port
• What is the best way to deliver the learning objects to learners in
an interactive, adaptive and flexible manner?
• Are Simulators able to generate considerable benefits and added
value for the operational training in Damietta port?

7
 Objectives and Scope
S.M.A.R.T. Specific- Measurable- Achievable- Realistic- Timely

• create a web-based learning system for port operations subject to be

used in Damietta port for distance customers.
• design and implementation Learning Management System (UML)
• producing platform-independent, reusable ,effective instructional
materials (ADDIE Model)
• design and implementation of interactive simulation-based training
activities at the port using Formal Graphical Approach(FGA)
• To study the effect of using e-learning and Web based learning
system for customers and port operations in Damietta port
• analyze the performance of the system after using e-learning system
in training and benefits of applying formal graphical approach on the
training simulator

8
 Research Methodology

The research methodologies were mixed in both

Descriptive research and Experimental research

Population
customers and employees in Damietta port in Egypt

Opportunistic Relay Protocol for IEEE 802.11

9
Computer for eLearning

10
 Three Major Questions

• Where are we going?

• How will we get there?
• How will we know when we have arrived?

11
 The main advantages of E-learning

• No timetable constraints. The students can take the courses whenever they want.
 
• No classroom constraints. The students are not constrained to be all present at the sometime into a
classroom.
 
• A student can progress over the teaching materials at his / her own speed.
 
• One can use the principle ”develop once - use anywhere”.

• No limitation for the number of students enrolled to take a certain course.

 

• No geographical limitation of taking courses.

 
• Web based education is an effective and low cost solution. 

12
 E-Learning Different Modes

E-Learning Modes

Synchronous Asynchronous

13
 E-Learning Different Modes

1. Synchronous Learning

Chat – Audio – Video Conferencing – Online Lectures

14
 E-Learning Different Modes

2. Asynchronous Learning

‫ وقتما شئت‬. . ‫أينما كنت‬

15
 E-Learning Different Modes

Asynchronous communication offers much

individual flexibility in time

Much flexibility: Little flexibility:

• E-mail • Chat
• Forum • Video conferences
• Telephone conferences
• Face-to-face classes

Synchronous communication makes students

dependent on each other

16
‫‪Not all learners learn in the same way and at the same rate‬‬

‫‪ . .‬قل وسوف أنسى‬

‫‪ . .‬أرني ولعلني أتذكر‬
‫‪ . .‬شاركني وسوف أتذكر‬

‫كونفوشيوس‬

‫‪17‬‬
 Development of Distance Learning for Port 
Training system Using UML

The Components of the Web-based

Learning System

18
Use Case Diagram by the Student actor

19
Use Case Diagram by the Teacher actor

20
Creation of a Conceptual Model Concepts in WbLS

21
A Conceptual Model for WbLS (Association)

22
A Conceptual Model for WbLS (Aggregation)

23
A Conceptual Model for WbLS (Generalization)

24
A Conceptual Model for WbLS (Attributes of classes)

25
 A WbLS Design
A collaboration diagram for login system operation

26
Instructional Systems Design &
Development (ISDD)
Instructional design is a systematic approach to
planning and producing effective instructional
materials. It is similar to lesson planning, but more
elaborate and more detailed

27
 General ID Steps

• Different models exist for different instructional

purposes; however, the process is summarized in five
phases.

Goals

Learner

Teaching & Feedback &

Learning Activities Assessment

Basic elements of ID

28
 ID Stages

goal
Analysis Plan
instructional & summative
evaluation

Learner Plan
characteristics
Learners
& formative
evaluation

Develop
objectives Assemble ID
Select ID material
method

29
 Instructional Design Model Known as ADDIE

ADDIE
Analysis

Implementation Evaluation Design

Development

30
 A = Analysis

• In analysis stage of ID process, want to find out

1. Who are the learners or audience
• Audience analysis-Learner characteristics
2. What is the goal or intended outcome
• Goal analysis -Identify goals
3. Specifying the performances/skills that learners will
attain
4. What the users will be actually doing, and in what
sequence

31
 Instructional Systems Design
:Analysis ‫ التحليل‬-1
‫مصمم التعليمي‬-‫ ال‬+ Subject Matter Expert‫خبير المادة‬/‫ مدرس‬:‫فريق العمل‬
Instructional Designer
 Instructional Systems Design

:Analysis‫التحليل‬
• Number of trainees who are trained on our Training system
is 60 employees and customers
• in the period from January 1, 2009 to January 31, 2009
 Instructional Systems Design

D = Design
• Content of the course
– Subject matter analysis
• Steps of instruction
– Lesson planning-writing objectives
• Type of media or presentation mode
– Media selection

– ‫ المقرر اإللكتروني المطلوب‬/ ‫مواصفات البرنامج‬

– ‫وتحديد األنشطة التعليمية المناسبة لتحقيق األهداف‬

34
 ‫‪Instructional Systems Design‬‬

‫تصميم المقرر الدراسي‬

‫اختيار الوس‪FF‬ائل التعليمي‪FF‬ة اإللكتروني‪FF‬ة م‪FF‬ن مجموع‪FF‬ة ك‪FF‬بيرة ومتنوع‪FF‬ة م‪FF‬ن النماذج المعدة مس‪FF‬بقا ً‬
‫‪ Predefined Instructional Templates‬والمناس‪F‬بة لك‪F‬ل مجموع‪F‬ة متجانس‪F‬ة م‪F‬ن العناص‪F‬ر‬
‫التعليمية مثل‪:‬‬

‫‪ .1‬محتوى نصي بسيط ‪Simple Content‬‬

‫‪ .2‬محتوى متوسط الثراء وهو نصي مطعم بوسيلة إيضاح ‪Mid-Rich Content‬‬
‫(صورة ‪ ،‬صوت ‪ ،‬فيديو ‪ ،‬جدول‪ ،‬خريطة ‪....‬الخ)‬
‫‪ .3‬محتوى عالي الثراء ويعرف بالتفاعلي ‪Interactive Content‬‬
‫‪ .4‬محتوى قائم على المحاكاة ‪Simulation‬‬
‫‪ .5‬لعبة تعليمية ‪Educational Game‬‬
 Instructional Systems Design

D = Development
• Development of instruction
 Generate lesson plans (different from lesson planning) and
lesson materials.
 Complete all media & materials for instruction, and
supporting documents.
 End result is a course or workshop ready for delivery.

36
Instructional Systems Design
:Development ‫ التطوير‬-3
.
 Instructional Systems Design

I = Implementation
• The delivery of the instruction. Final Courseware
– Purpose is effective & efficient delivery of instruction.
– Technical Setup
– Promote students’ understanding of material &
objectives, and ensure transfer of knowledge.

38
 ‫‪Instructional Systems Design‬‬
‫‪ -4‬التنفيذ ‪: Implementation‬‬
‫خطوات العمل‪:‬‬
‫‪ -‬تحميل المنهج ككل على نظام التعليم اإللكتروني ‪Learning Management System‬‬
‫)‪(LMS‬‬
‫‪ -‬تحميل أسئلة التقييم واإلمتحانات على نظام التعليم اإللكتروني ‪Learning Management‬‬
‫)‪System (LMS‬‬
‫‪ -‬تحميل نسخ أخرى من المنهج على األقراص ‪.‬‬
Operation Processes in a Port Container Terminal

 Arrival (Ship Arrival)

 Loading and Unloading

 Storage

 Exit
Damietta Port Website
Damietta Port Website
Damietta Port Website
Damietta Port Website
CBT –CD Rom

45
CBT –CD Rom

46
CBT –CD Rom

47
Damietta Port Website
Video
Download
Flash

51
 ‫المنهجية العلمية في تصميم المقررات‬
‫‪ -5‬التقييم ‪:Evaluation‬‬
‫فريق العمل‪ :‬مدرس‪/‬خبير المادة ‪ + Subject Matter Expert‬المستخدمين ‪Students‬‬
 Formative Evaluation

• Formative Evaluation is done during the

developmental or “formative” stages of the
instructional design process.
• Purpose is to improve instruction before completed
instruction is delivered
• It provides feedback for improvement of the
instructional product
• Start with a module or part of course; try it out and
see what happens.

53
 Summative Evaluation

• Carried out after the instructional design

process is completed
• Aimed at obtaining evidence about the
“summed” effects of instruction
• Did your web-based experience get the results
you expected?
• What did the students think about it?

54
 Questionnaires

response scale -- Almost Never (1), Seldom (2),

Sometimes (3), Often (4), Almost Always (5)

Via E-Mail
Via Printed
Via Web site

55
 Questionnaires

In this online unit... Almost Never Seldom Sometimes Often Almost Always

1 my learning focuses on issues that interest

me.

2 what I learn is important for my professional

practice.

3 I learn how to improve my professional

practice.

4 what I learn connects well with my

professional practice.

56
 Questionnaires

• After we made and designed the web site we

purplish it
on web .
Then we want to know the usage rate and to
what extent the customers could use the site .
So make a questionnaires .
The next pages show that :

57
Interactivity

58
Interactivity

59
Tutor Support

60
Tutor Support

61
 Improve instructional materials

• Video (YouTube)
• Document (small size )
• Flash
• We Redesign the flash to act as a Port Simulator Using Formal
Graphical Approach (FGA)

62
Design and Implementation of a Port Simulator Using Formal Graphical
Approach (FGA)

63
 Learn by doing -

The Training Simulator have-clearly-defined rules

(formal business rules) for example:-“If you didn’t
have booking document you-will-not allow enter”.
64
Tutor Support

65
Tutor Support

66
67
Improving Port Operations
Using E-learning

68
 Statistics after training

before after

Inserting bills

Discharge requests

Load requests

69
Trucks waiting times in customs only in Damietta port-2009

70
the mean waiting time of Trucks in Damietta port

71
 Contribution
• The efficient way to help employees and customers that dealing
with ports to work smarter and operate more efficiently is through
web based training and e-learning.
• We have designed and implemented a successful Training system
of the port operations in Damietta port at Egypt.
• The Training Simulator is a step-by-step education product; build
up on a different methodology compared to similar existing
products.
• We use Formal Graphical Approach (FGA) in the Training
Simulator to teach the customers and employee the formal rules
about every step in trucks cycles.

72
 Contribution

• The Training Simulator is web based, Independent of the

user’s platform. A user has access to the Simulator from
anywhere in the world using the Internet, breaking the limits
of distance and the number of participants on site.
• Reduce the trucks waiting time and faster cargo flows by
optimally utilizing the port resources. Reduced waiting time
encourages trade and improves the competitiveness of the port
to provide efficient and effective services at a low cost.
• Reduced waiting time (reduce Pollution in the port)
• The efficiency of roads

73
 Conclusion
• Proposed and implemented a web-based learning system for
port operations subject to be used in Damietta port for distance
customers
• improving operation cycles in Damietta port at Egypt
• Simulators are able to generate considerable benefits and
added value for the operational training
• a significant improvement is demonstrated in the operational
and economic performance as a result of using the Training
Simulator
• It is found to be beneficial to develop the tool as a web based
application, rather than a desktop based application

74
 Future work

• Analyze performance in other cases

• Synchronous
• Using another Instructional Design Model
• Using simulation
• More system evaluation

75
Thanks

76