Lecturing and Training
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Lecturing and Training
 About Ana Casaca Lecturing and Training
The idea of teaching has never been there until 1992 when Ana Casaca started delivering her first classes on maritime safety to a group of youngers (teenagers) attending a 3-year professional course for seafarers’ equivalent to the Portuguese secondary school. Until then, she believed there were far more interesting things to do. Still, she remembers the day she entered this eight-student classroom to teach 'Maritime Safety' with unknown expectations of how things would turn out.
Having been a deck officer/officer of watch for almost five years on deep sea shipping tankers, dry bulk carriers, multi-purpose ships and on general cargo coasters gave her a new life perspective and broadened her horizons. Now she was being given the responsibility of training future maritime professionals. With the limited resources available then, she concentrated her teaching on the topics that met the Modules taught and the Course objectives. This approach would guarantee that those students finished their Course with the required knowledge to fulfil the tasks on board ships as ratings or proceed with their nautical studies to become ship officers.
Over the years that followed, she was given more subjects to lecture. By 1995/96, she was responsible for 22 weekly hours, in which she was teaching different nautical subjects to different classes spread along the 3-year professional course (equivalent to Level 4 within the scope of the European Qualifications Framework). Some of these classes were theoretical; others involved practical work. Given the nature of the subjects and the students’ level (secondary school without research habits due to the type of education settled in Portugal of which she was part), there was not much scope for innovativeness. The full programme was intense in terms of content, and the schedule was very tight, so time management was critical. Altogether, they gave students three critical components: ‘knowledge’, ‘know-how’, and ‘how to be’. Given the nature of the subjects, her main concern was that the students understood what she was talking about. As a result, she tried to simplify their knowledge acquisition while being demanding simultaneously. She likes her students to outstand and perform exceptionally well.
Her teaching perspective changed completely after she finished her MSc in International Logistics at the University of Plymouth, and the accomplishment of her PhD at the University of Wales – Cardiff, reinforced this change. With the knowledge gained and access to a range of information, she realised that teaching was more than delivering a basket of information to the students, more than facilitating their learning. Moreover, she concluded that facilitating students' learning process too much can be counterproductive since they may take for granted that certain subjects may be easier than they are in practice. For this reason, some years later, she stopped giving copies of her PowerPoint presentations because she realised how dependent students would become on them, thus limiting their knowledge acquisition. Instead, she created classroom notes to guide them in their studies and electronic newsletters with content information. With that approach, she delivered a range of resources for each lecture topic for students to enlarge their knowledge and broaden their horizons. At that time, this approah was innovative since she does not recall having heard of other educators doing it.
In this process, she realised that a lecturer / trainer is also a learner. Therefore, from 2003 onwards, she engaged in a continuous learning process to deliver certain topics. Being an External Expert for the European Commission in maritime transport also contributed to this continuous learning. Furthermore, she realised how important it was to transfer specific soft skills, such as critical thinking, time management, communication, stress management, adaptability, or creativity, to students for their problem-solving, which she learned from her time at sea due to the responsibilities of her profession.
Nowadays, with that experience behind her, she focuses on two issues whenever she goes into a physical or virtual classroom to deliver a topic. The first is the audience. She always wants to know their age and background knowledge, which determines her approach to the topic. The second is the content structure. While targeting students’ knowledge acquisition, she also looks for knowledge interconnection from relevant disciplines so that students acquire critical thinking about what is being taught.
While this often consumes a considerable amount of time in its preparation, it makes her comfortable. She wants her students to view the content delivered as the tip of the iceberg that draws their attention to engage in a deeper learning process. Despite her willingness to teach them all she knows, the time constraints limit her work, which is positive. Students will be aware of their participation in their learning process to the extent that their knowledge acquisition also rests on them, not on teachers only, as in the past. Furthermore, she wants them to learn how to work independently or in teams and use the vast range of tools available to respond promptly to the requested challenges and not be constrained for not knowing how to work with them. Finally, she wants them to know that asking for help is a very positive attitude, though, in practice, she will be there to guide them during that time or even afterwards.
She wants her students to think out of the box, analyse problems from different perspectives, and acquire a learning mentality for the rest of their lives. By doing so, she knows they will be open to gaining knowledge, learning from others, and standing out from the crowd. It is not about being perfect but professional. In order to achieve all this, students may be confronted with written Course works on particular subjects, or classroom discussions on a subject, group work presentations, case studies, and demonstrations. The idea of picking up a particular piece of news is a good point to develop some insights into the topic that will be covered on that day. Being creative contributes to a positive learning environment, and the greater engagement of students in classrooms helps create that positive learning environment. Ultimately, teachers and students benefit greatly from sharing their experiences and expertise.
Her lecturing/training experience is split into two phases: The first from 1992 and 2001 and the second from 2002 to date. A total of 3378 hours of lecturing and training activities have been delivered to date since she started in 1992.
Her lecturing/training skills are: Moodle, Budgeting, Course Design, E-Learning, Management, Pedagogic Skills, Lecturing and Tutoring, Organizational & Writing Skills, Editing and Proofreading, English, Data Analysis, IBM SPSS, and Microsoft Office.
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 Lecturing and Training Experience from 2002 to date
During this period, Ana Casaca had the opportunity to lecture mainly on ancillary topics to the shipping industry, namely distribution channels and logistics and supply chain management, which broadened her knowledge scope. In addition, she prepared some short courses in maritime-related subjects, including the Online Course Certificate on Marketing and Strategy for Shipping for Lloyds Maritime Academy. The first edition occurred in 2021: the second one was in March 2022. Recently, she lectured online ‘Supply Chain Management’ for the Metropolitan College, SA, in Greece.
The hours lectured from 2002 to date amount to 906 hours.
2022 – 2023   Metropolitan College, Greece. Guest Lecturer on 'Supply Chain Management'.
2020 – 2022   Lloyds Maritime Academy, United Kingdom. Course Designer, Director, and Instructor on ‘Marketing and Strategy in Shipping’.
2020   Administração Porto de Sines / SinesTecnoPolo, Portugal. Course Designer, Coordinator and Lecturer on ‘Short Sea Shipping’.
2019   Fernave, Portugal. Guest Lecturer on 'Port Tariffs'.
2015 - 2016   Escola Europea de Short Sea Shipping, Spain. Visiting Lecturer on 'Transport Costs' and 'Case Study Resolution'.
2015   Study Group of Logistics, Business and Port Engineering (GELNEP - Grupo de Estudos em Logística, Negócios e Engenharia Portuária), Federal University of Maranhão, Brazil. Course Designer, Coordinator and Lecturer on ‘Short Sea Shipping’.
2012   University of Genova, Italy. Guest Lecturer on 'Shortsea Shipping and the EU Transport Policy' and 'Innovative Ship’s Concepts for SSS'.
2009 - 2011   Shipping and Transport College - Netherlands Maritime University, The Netherlands. Guest Lecturer on 'Policies on Intermodal Transport and Short Sea Shipping and the Impact on the Private Sector from a European Perspective' and 'Research Methodologies'.
2008   HEBLEC, Angola. Course Designer, Coordinator and Lecturer on ‘Maritime Transport Management’.
2008 - 2009   Associação dos Transitários de Portugal, Portugal. Course Designer, Coordinator and Trainer on ‘Dangerous Goods by Sea’.
2007 - 2009   FORINO - Escola de Novas Tecnologias, Portugal. Lecturer on ‘Logistics’.
2007 - 2008   Instituto Superior de Línguas e Administração, Portugal. Lecturer on 'Logistics and Marketing Channels'.
2005 - 2007   Instituto Superior de Gestão, Portugal. Lecturer on 'Distribution Management', 'Macro-logistics Infrastructure Management' and 'Logistics'.
2005   Consultoria e Formação em Logística, Transportes e Comunicações, SA (LOGISTEL), Portugal. Course Designer, Coordinator and Lecturer on 'Shipping, Ports and Intermodality'.
2003   MacAndrews - Navegação e Trânsitos, Lda, Portugal. Course Designer, Coordinator and Trainer on ‘Dangerous Goods by Sea’.
2003   Afonso O’Neill, Portugal. Course Designer, Coordinator and Lecturer on ‘Shipping Economics: The Tanker Market’.
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 Lecturing and Training Experience from 1992 to 2001 
Between 1992 and 2001, Ana Casaca delivered training on different nautical subjects at a secondary level and lectured on shipping and ports for market practitioners. The different subjects and the corresponding hours can be seen below. The institutions offering those courses determined most of the subjects’ contents. Her function was to deliver them in a way that met the courses’ objectives in which these subjects were integrated.
The hours lectured during this period amount to 2472 hours.
2000   Martanque, Portugal. Course Designer, Coordinator and Lecturer on ‘Shipping Practice: Charter Parties’.
2000   Lusofrete, Portugal. Course Designer, Coordinator and Lecturer on ‘Shipping Practice: Charter Parties’.
2000   FRESTI - Sociedade de Formação e Gestão de Navios, Portugal. Course Designer, Coordinator and Lecturer on ‘Logistics and Transport’.
1997 - 2001   Instituto Superior de Transportes e Comunicações (formerly, the Instituto Superior de Transportes - ISTP), Portugal. Guest Lecturer on ‘Intermodalism’, ‘Port Management’ and ‘Shipping Practice’.
1997 - 1998   Escola de Pescas e Marinha de Comércio, Portugal. Teacher on ‘Naval Architecture’ ‘Hygiene | Organisation and Safety’ and ‘Nautical English’.
1992 - 2001   Instituto de Tecnologias Náuticas, Portugal. Teacher on ‘Maritime Technologies | Deck Manoeuvring and Maintenance | Naval Technologies | Seamanship’, ‘Working in Technical and Organisational Context’, ‘Shipmanagement’, ‘Navigation’, ‘Hygiene, Maritime Safety and Prevention | Organisation and Safety’ and ‘Stability and Stowage’.
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 Lecturing and Training
 From 2002 to date
 From 1992 to 2001
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 2018 - 2023 © Ana Casaca
Updated @ 01 August 2023