MEASURING THE VALUE OF INFORMATION IN SEAFARERS’S EDUCATION Authors: Ph.D. student, Nela Jadrijević Ph. D. Marko Tomašević Ph. D. Radovan Antonić

 The main issue of this research paper is analyzing and developing measurement system for modelling and evaluating information in the educational process of the traditional and modern education system.  The entire process can be understood as a process of interpersonal communication focusing on education and a seafarer’s personality development

 Given that the basic goal of communication among seafarers is acquiring knowledge and personality development, it is imperative that all communication methods are based on the seafarers’ possibilities to accept, interpret and adopt a communication message.

 By definition, an individual or a group of seafarers are in the purposeful state if:  There is at least one possible outcome O 1 of his or her behavior, which has a relative value for him or her in that situation, and  There are at least two alternative courses of action, C 1 and C 2, with unequal and positive efficiencies for O 1.

 Thus, an individual or a group of seafarers is in a purposeful state if he (they) wants something and has unequally effective and different ways to achieve it.  The purposeful state is determined by the following elements:  I an individual (a group of students)  C 1, C 2,..., C i,..., C m alternative courses of action of all groups of seamen; m≥2  O 1, O 2,..., O j,..., O n possible action outcomes

 State variables are:  Pi probability that an individual (a group of seafarers) I will choose Ci; P (Ci/I)  Eij probability that Ci will result in outcome Oj; i.e. efficiency Ci for Oj; P (Oj/I, Ci) Vj relative value of the j-th outcome for an individual (a group of seafarers) I.  The purposeful state value for an individual (a group of seafarers) V(S) can be defined simply as mathematical expectation of the purposeful state, i.e.

 If the message affects the probability of choice of P i, it informs; if it changes E ij, it directs and instructs; and if it changes V j then it motivates.  Hence it is considered that the message has three possible types of impacts and, therefore, three types of content: it includes not only the transmission of information  Each message can inform, instruct (direct), motivate  The information indicates what an individual does, the instruction shows how he or she does it and finally, motivation shows why he or she does it

 Communication value can be defined as the value of end-state, less the value of the initial state:

 where ΔP i, ΔE ij and ΔV j represent the changes of changeable states between S 1 and S 2.  The research has been associated with comparing two ways of learning new contents: Traditional learning; Individual learning.

 there are two groups of 5 cadets (one group was control one, and the other group was experimental), where each cadet was being interrogated on 10 topics, and each topic was scored 10 points.

 Drill response  Leadership skills  Technical maintenance  Watch keeping in different conditions (response)  Performing the engineering watch  Watch keeping in port  Taking over the watch  Fitness for duty  Protection of marine enviorment  Konwledge of English language

 In addition, in Table 2, the scores of experimental and control groups were given at the beginning of the experiment and the control group at the end of the experiment, i.e. after the classes were held in the (old) traditional method and the experimental group at the end of the experiment, to be more precise, after each topic delivered in a new way (the material was revised several times and after each assignment the results together with the instructions and explanations of concepts that cadets didn’t understood were communicated).

 The cadet has mastered the material if he or she answered to 5 or more thematic issues, i.e. achieved 50 or more points. (Prior to boarding the ship all cadets did the training in the training center where they were taught the above topics).  Table 2 The scores of experimental and control groups at the beginning of the experiment, the control group scores at the end of the experiment, and scores of the experimental group at the end of the experiment, according to the topics from 1-10

 The control group at the end of the experiment passed by an average of 48%, while the experimental group at the end of the experiment passed by an average of 90%.  If the control and the experimental group are compared at the end of the experiment it is then obvious that the experimental group has improved by times.

 The average amount of information is given as a function of  which is called entropy of final distribution of probabilities  p = ( p 1, p 2,..., p n ).

 while the amount of the instruction carried by the message is:  Hence is the amount of the instruction at the beginning of the experiment, a stands for the amount of instruction at the end of the experiment  The amount of instructions carried by the message is Hunit.

 The cadets belonging to the control group received significantly smaller amount of instructions with the amount of information of HUnits compared to the cadets who were part of the experimental group whose information amount is HUnits.

 In finding answers to the objectives of this paper, the very start derived from the theoretical process of methods and model of managing the classes of the training center, and then using the experiment there was a test of ability to manage the teaching process by using entropy analysis to measure the information in the training of seafarers.

 These calculations brought final results by means of entropy and purposeful states of control and experimental groups at the beginning and end of the experiment.  When calculating entropy the scores obtained for each topic were taken, and the probability of correctly solved issues was calculated from the scores.  Modern teaching methodology provides different options for solving the problem of introducing seafarers into independent and research work as well as development of their creative thinking and creative abilities

 Solving each problem has somewhat discovering and creative.  Therefore, it is necessary that the teachers (officers) encourage seafarers to develop the spirit of curiosity, affinity for independent intellectual work and finally, they should show them different ways and paths to new discoveries