DESK-TOP SIMULATOR FOR
AN INTERACTIVE LEARNING OF SEARCH
AND RESCUE - PRELIMINARY CONCEPT
Ukleja S., Cychowska M.
Gdynia Maritime University, Gdynia, Poland
Abstract: New Ordinance of the Minister of Infrastructure requires that a part of search and
rescue training for students is a simulator-based. This paper describes a preliminary concept of a desk-top simulator that can be utilized for such training.
1. Introduction
According to the new Ordinance of the Minister of Infrastructure dated 13th July 2005 4, there is an urgent need to design new type of practical classes related to search and rescue of life at sea.
According to the aforementioned ordinance training for future officers in charge of navigational watch shall include at least 4 hours of simulator-based training and at least 6 hours of laboratory based training for management level (Masters and Chief Mates). In addition, training for seafarers should be based on the standards of training already agreed internationally, namely the International Maritime Organization (IMO) Convention on Standards of Training, Certification and Watch-keeping for Seafarers, 1978 (STCW Convention), as revised in 1995. Poland is a Party to that Convention.
STCW Conventions states, that in the field called Respond to emergencies training shall be based on one or more of the following 3:
approved in-service experience; approved training ship experience;
approved simulator training, where appropriate;
practical training.
In addition, in the field called Respond to a distress signal at sea training shall be based on practical instruction or approved simulator training, where appropriate 3.
There are at least two ways of implementation of this directive and STCW requirements:
designing a simple desk-top simulator for an interactive learning of search and
rescue;
using a full-mission simulator with tailor-made syllabus for search and rescue. Some studies 2 demonstrate that desk-top simulators can make an important contribution to the learning and assessment process of mariner competence. Compared to a full-mission simulator, the desk-top simulator is potentially more accessible and of lower cost. During cadetship on board merchant ships students can gain a immense amount of practical knowledge, but only few will assist in real life-threatening emergency situations. The simulator-based classes put the students in a decision-making role that would not otherwise be possible for them. Compared to the present paper-and-pencil methods, this type of classes enable to teach how to apply search and rescue knowledge in a very realistic situations.
2. Preliminary concept of desk-top simulator
Authors feel that a good way to fulfill government requirements is to build a new laboratory, equipped with several PC based work stations. Each station would consists of a ship “simulator” which runs as software on a PC. Some way of voice communication should be established between these work stations.
The software should record all student actions in a log file, especially all commands and instructions. The use of playback mode would enable to find and eliminate any mistakes and see if there are any lessons to be learned for the future. A well designed syllabus will be a core of such a laboratory. Some problems need to be pointed by Subject Matter Experts (SMEs). Other sources are former search and rescue operations, which would enable to design case study lessons.
This syllabus should be designed for students intending to become deck officers and, on another level, for Master candidates.
3. Proposal of syllabus
There are several situations, which are important and shall be included into program. Described below are only a few examples:
For future officers:
- during the watch officer receives MAYDAY call; - during the watch officer sees a person falling overboard;
- own ship receives a distress call from a vessel in vicinity and its obliged to co-ordinate search and rescue action;
- own ship after receiving distress call has to take part in SAR action but under command of another ship;
- a person falls into the sea, own ship has to take appropriate action and arrange communication with other vessels in vicinity;
During classes students will learn how to act as Master / Officer in above described situations. The main goal is to teach the behavior in simulated emergency situations in accordance with IAMSAR procedures. The syllabus may include, but is not limited to, the following elements:
immediate action of own ship and crew after receiving distress call or when
emergency situation arises;
establish appropriate communication, with emphasis on voice communication on scene;
planning search actions - determining last know position, effect of leeway and drift,
calculations of search area (with paper and pencil methods which can be done aboard), executing search and calculating new, up-dated search area.
Authors feels that problem of communication on scene, especially voice communication is a crucial one. In the emergency situation level of stress rapidly increases. Therefore mariners should memorize some procedures which are to be used in such situations. This issue is critical for man who’s native language is not English.
Complying with communication procedures and distress alerting is of vital importance. As highlighted in many accident investigations, stress has very often led to bad or no distress alerting. For instance a very recent case of ferry, which sunk in the Red Sea in February 2006 - there was no distress call. Or fire on a passenger ship, where 158 people lost their lives as a consequence of communication difficulties.
A small fire in some bedding spread throughout the ship[…] Escape routes were filled with smoke and those unfamiliar with the ship needed the assistance of crew and signage to find their way.[…] The officers and many of the crew did not share a common language and the language of the crew was not the same as most of the passengers. Although the fire was not related to poor communications between officers and crew, the poor safety organization on board coupled with the inability of the officers to communicate with all of the crew and the inability of the crew to communicate with the passengers, exacerbated the loss of life. 1
4. Communication problems and concept of desk-top simulator for
search and rescue
According to [1], effectiveness of bridge resource management and particularly ineffective relationship between master, crew and pilot are the main causes of accidents. Communication difficulties often occur due to language ‘barriers’.
These problems were discussed by IMO several times, and the Standard Marine Navigational Vocabulary (SMNV) – was adopted by IMO in 1977, later after a long period the Standard Marine Communication Phrases (SMCP) were adopted by the Assembly in November 2001 as resolution A.918(22).
So, what causes problems? The international framework is set: a mandatory requirement for proficiency in English; a standard maritime vocabulary; guidance in the form of an IMO model course (3.17) based on the communicative approach to teaching 1.
Authors of this paper feel, that during normal classes of Maritime English there are not sufficient opportunities for learning to take place. Nowadays the traditional audiolingual method of language teaching is used. It relies on repetition and drills 1. In authors opinion the real-life simulations can be a good way to establish the communicative approach. Teachers can set up a situation that students are likely to encounter in real life and the students' motivation and understanding can be enhanced through communication on meaningful topics1.
5. Conclusions
Classes in the tailor-made Search and Rescue laboratory, equipped with desk-top simulator can improve both SAR and communication skills of students and mariners and consequently help to ensure that failures of communications are no longer cited as a contributory cause of maritime accidents 1.
References
1. Winbow A.: The importance of effective communication International Seminar on Maritime English, Istanbul Technical University, Istanbul, Turkey, March 2002. 2. An Interactive Test of Mariner Competence Report No: CG-D-04-97 September
1996.
3. International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978 as amended in 1995. Seafarers’ Training, Certification and Watchkeeping (STCW) Code. International Maritime Organization. 24 July 1998. 4. Ordinance of the Minister of Infrastructure dated 13th July 2005 on training
programmes and assessment of competence in sphere of seamen’s qualifications (Dziennik Ustaw from year 2005, No. 173 , item 1445).
