ORCID Profile
0000-0001-9784-5103
Current Organisations
Yunnan University
,
University of Tasmania
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Publisher: Springer International Publishing
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 14-08-2010
Publisher: Springer Science and Business Media LLC
Date: 07-10-2009
Publisher: Springer Science and Business Media LLC
Date: 26-08-2016
Publisher: Informa UK Limited
Date: 14-06-2021
Publisher: Springer Science and Business Media LLC
Date: 02-03-2021
Publisher: Elsevier BV
Date: 12-2022
Publisher: Springer Science and Business Media LLC
Date: 21-01-2022
Publisher: Springer Science and Business Media LLC
Date: 10-02-2021
Publisher: Cambridge University Press (CUP)
Date: 22-04-2019
DOI: 10.1017/S0373463319000183
Abstract: This article presents research on how frequently seafarers utilise functions and information available on an Integrated Navigation System to perform navigation duties. Using an online questionnaire, the study collected data from 601 members of the global seafaring community. The results provide an overview of the frequency of use for each feature, together with factors affecting the use and associated usability issues. The study finds that the use of navigation equipment is situation-dependent and affected by administrative factors, experience and professional habits, characteristics of the sailing area, traffic conditions, weather conditions, ship management factors and geographical location. Additionally, information overload, particularly with overlay and alert management functions, was found to be the major issue with existing systems. The findings of this study can be applied to improve menu tree structure, display layout, and interaction methods on the interface of navigation systems, such as making frequently-used features more readily available or easier to access.
Publisher: Springer International Publishing
Date: 2021
Publisher: AHFE International
Date: 2022
DOI: 10.54941/AHFE1002505
Abstract: Industry 4.0, as the most disruptive industrial revolution, is reshaping the industries by coupling the cyber to the physical systems. The current digitalization has its root in digitization introduced by Industry 3.0, where it made a foundation for gradual industrial migration to Industry 4.0. Respectively, Shipping 3.0 introduced automation and computerized systems onboard ships and paved the way for entering Shipping 4.0. In turn, the ultimate goal of Shipping 4.0 is full autonomy through the implementation of autonomous shipping. The introduction of autonomous shipping not only modifies the maritime workplaces but also changes the jobs’ definitions and the role of seafarers as the human element in the system. However, the journey to Shipping 4.0 will take the shipping industry to different steps before ships become fully autonomous. International Maritime Organization (IMO) defined these steps in four degrees from traditional to smart shipping. This implies that, at the same time, seafarers’ role and the required skills and competencies to gradually evolve with the ship's transition to the next degree. The review of literature about Industry 4.0 shows that so far, the focus of researchers and the industry is mainly on the innovation in technology and its implementation on ships. However, the role of the human and the cognitive human factor in the process is yet to be investigated. This paper aims to explore the effects of adaptation of digitalization in the shipping industry with a focus on the human element and cognitive human factor. The paper illustrates how the innovation and technological development of Industry 4.0 is changing the shipping industry and evolving human operators’ roles, responsibilities, and training needs.
Publisher: Emerald
Date: 25-04-2008
DOI: 10.1108/00400910810874026
Abstract: The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency‐based education, training and assessment, and to theorize the failure to make the training useful. A case study of education and training in the international maritime domain was conducted. Data sources include historical documents, rules and regulations concerning MET, syllabi, handouts, s le questions, field notes, an ethnographic study in a maritime college and interviews conducted with experienced mariners and course lecturer. There are contradictions in the education and training system that do not allow the targeted objectives to be fulfilled. Fundamentally, the assessment system has changed the objectives of the education and training practices from learning skills and knowledge required on‐board ships to passing competency examinations. The practical implication of this research is valuable for the International Maritime Organization, marine administration and maritime training institutes to think over the competency‐based system in practice today and how to improve the present maritime training and assessment system in order to achieve its authentic objectives. This research identified and bridged the gap in literature and research of competency‐based training and assessment in the maritime domain and provides practical solutions for improving this system.
Publisher: Elsevier BV
Date: 2010
Publisher: AHFE International
Date: 2022
DOI: 10.54941/AHFE1002426
Publisher: Elsevier BV
Date: 03-2022
Publisher: AHFE International
Date: 2022
DOI: 10.54941/AHFE1002501
Abstract: Maritime transportation is currently in a transitional period to an impending autonomous future. To that end, novel technologies are increasingly being introduced on-board ships and their engine rooms. At the same time, advancements in digitalization and automation are progressively replacing and reducing the number of marine engineers on-board. Consequently, with increasing automation in machinery spaces and unmanned engine rooms, the role of the marine engineers has been altered to that of monitoring and oversight. The substantial changes in the nature of tools and job description of the marine engineers necessitate the re-assessment and revision of their training and pedagogy. Currently, the simulator is a powerful tool in the training and development of marine operators. Although the literature review reveals some interest in marine engineering simulation training, however, there is a lack of attention to remote and cloud-based simulation training as part of blended learning. This study reveals that imparting marine engineering simulation training online is not free from challenges. This study reports the findings from a qualitative study of marine engineering simulation training, conducted as part of a larger ethnographic study on developing maritime competence. The study utilizes the socio-historical, context-dependent framework of the Activity System (AS) to analyze marine engineering simulation training. The study reveals issues with cloud-based marine engineering simulation training. Firstly, cloud-based training is not seamless to access. Secondly, not all features present in the desktop simulation are present in the cloud version. Thirdly the cloud-based platform affords limited feedback in comparison to the desktop version. Fourthly, cloud-based simulation training does not support peer learning. An understanding of the challenges of cloud-based marine engineering simulation training will help address these concerns. Furthermore, it will facilitate the competence development of marine engineers as they work in increasingly automated workspaces in the transition to autonomous ship operations.
Publisher: Elsevier BV
Date: 2010
Publisher: Elsevier BV
Date: 03-2022
Publisher: Elsevier BV
Date: 08-2021
Publisher: Informa UK Limited
Date: 09-02-2019
Publisher: Routledge
Date: 17-04-2018
Location: China
Start Date: 2019
End Date: 2020
Funder: International Association of Maritime Universities (IAMU)
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