ON THE NAVI-TRAINER SIMULATOR AS A SOFTWARE TOOL IN THE SEAMEN EDUCATION AND TRAINING

ON THE NAVI-TRAINER SIMULATOR AS A SOFTWARE TOOL IN THE SEAMEN EDUCATION AND TRAINING Sanja Bauk Radoje Džankić University of Montenegro Faculty of Maritime Studies Dobrota 36, 85330 Kotor, Montenegro bsanjaster@gmail.com ABSTRACT In the paper the brief description of modular structure and basic functions of nautical simulator Navi-Trainer Professional 4000 (ver. 6.42), devoted to the seamen training, has been given. The instructor s tasks have been listed, as well as the simulator facilities which are available to the instructor in the process of the tasks formulation and their presentation to the trainees. The working modes and simulator s tools have been described, as those by which the trainees might successfully answer to the tasks given by the instructor. At the end of the article the need for improving communications between the experts in practical navigation (i.e. active captains and officers), researchers in the domain of theoretical navigation, experts in the field of ICT, and new generations of seamen has been emphasized, with the aims of achieving greater quality level of seamen training, and ultimately much more safe navigation. Keywords: nautical simulator, seamen, education, training 1 INTRODUCTION The process of developing information-communication technology (ICT) in the domain of nautical navigation, computers and following equipment have become the essential part of working environment on a ship. New seamen generations are being taught how to use computers and how to understand their operations, in principle. They are being introduced to the possibilities of the computer use in the administration on a ship, and especially in conducting as much precise and safer navigation as possible. All information and communication (IC) systems (or, tools) that are being used nowadays in steering the ship (navigation) and determining its position are near perfection. However, it would be seriously wrong taking the technology as perfect one. Ignoring human link in the electronic navigation chain of action-reaction would be unacceptable, as well. At last, captain of the ship is fully responsible for its safety and safety of the crew, passengers, and human lives in general. In addition, first officer is in charge of getting the ship safely to the destination port, i.e. to the port of arrival. Besides, navigation principles have been constant for centuries as well as the parameters linked to the navigation, so IC systems (tools) are only a component more, some kind of science quality seal in navigating a ship on the primer base of the navigational skills. 2 THE NAVI-TRAINER SIMULATOR BRIEF DESCRIPTION The Navi-Trainer 4000 Professional simulator (ver. 4.62), manufactured by Transas Marine Ltd., turned up on the market during late 90 s, in the end of the last century, along the side with commercialization of Windows, i.e. Windows NT operating system, more precisely, 1

and in conformity with appropriate recommendations of STCW 1 convention. It is assigned to candidate training (navigators) in the realm of controlling navigation of the ship and manoeuvring. The simulator is of modular type, and in its basic form it is composed of two main components. One is instructor s station (Fig. 1), with computer-server and multimonitoring, multi-windows surrounding where tasks are given to the candidates in certain sailing areas with predefined navigation parameters of their, let s say, own ship, and environment. The second component of the simulator is a station where candidates are educated, i.e. where they are trained (Fig. 2), and it is consisted of many displays with the survey of main control panel, RADAR picture, ECDIS 2, as well as a steering console. Also, consisting part of the station where candidates are trained are big screens (panels) and projectors by means of which the exact visualization of the ship s surrounding is achieved (it includes system of cameras and telescopes set on the each side of the ship). Figure 1: The instructor s working station Figure 2: Layout of the trainees working station 3 THE TASKS THAT THE INSTRUCTOR GIVES TO THE TRAINEES The instructor plans the certain tasks, in other words, navigation drills intended to education and/or candidate training. He/she displays them at his/her own instructor station, then loads them into the station administered by candidates, and then starts the simulation process. In that manner, instructor needs to choose some sailing area that is stored, usually, in vector format in the server memory (Baltimore, Dardanelles, Dover Strait, Gibraltar Strait, Great Britain South Coast, Huston, Malaccan Strait, Palma de Mallorca, etc.), or to set the drill to the open sea. After selecting sailing zone, instructor sets external factors parameters for the zone that is chosen: currents (speed and direction); wind (speed, direction, force starting with calm, then breeze, to typhoon with force up to 11, for example); waves (height, 1 STCW - The Standards of Training, Certification & Watch keeping 2 ECDIC Electronic Chart Display and Information System 2

direction); tide (tide height); visibility (clarity of the sky, cloudiness 3D visualization of clouds); fog (intensity, visibility), etc. Afterwards, loading of the own ship follows as well as route imprinting on the map. Route parameters are created immediately. After that follows own ship entering as an object (OS own ship) and plotting the route on the map. The route parameters are created automatically. Within this context, it is to be pointed out that in marine navigation sailing through orthodroma by loxodrome is commonly used. More precisely, the orthodroma is to be devided (usually by the simulation process) into the optimal number of waypoints between which the sailing is over the loxodrome (in the constant loxodrome courses). When such navigation is in matter, the optimisation criterion is minimizing the difference between the sum of the loxodrome distances and the corresponding orthodroma one. The route parameters that are automatically generated are as follows: waypoints (WP), their longitude and latitude (, ), ship s speed over ground and through the water, cross track error (XTE), estimated time of arrival (ETA), turning ratios in the waypoints, etc. If they choose so, candidates are able to see all the routes parameters on their ECDIS screen at their station. From standpoint of candidates, it is very important for them to have the ETA and the distance to the next waypoint information at their disposal, as well as information about suitable course change at certain waypoint. Instructor can make the actual traffic situation more complex by inserting other ships, so called targets (TS), for example, big transatlantic ships (bulk carrier, Ro-Ro ships, or tankers), small coastal water ships, fisherman ships, fast ferries, tugboats and other vessels. Also, toward uprising the traffic situation complexity, the instructor can insert many various floating objects, such as containers, terrestrial objects (e.g. VTS 3 RADAR antenna systems), etc. The schematic view of the tasks that should be completed by the instructor preparing drills for training candidates is given in the Fig. 3. According to the scheme (Fig. 3), the instructor needs to choose sailing zone, define weather conditions in the surrounding, define objects, route with appropriate parameters, and at the end, to specify tasks that are to be solved by the candidates. Sailing area Objects Setting environmental parameters OS, TS, etc. Route Setting route parameters Tasks Passing by, anchoring, tugging, SAR 3 VTS Vessel Traffic Service Legend: OS Own Ship; TS Target Ship(s); SAR 5 Search and Rescue Activities Figure 3: The instructor s tasks 3

After defining objects and other conditions of the surrounding where the navigation is taking place by the instructor, candidates get particular tasks regarding optimal guidance of the ship in some restrictive area (avoiding collision and/or getting aground), towing, joining (anchoring), completing search and rescue actions (so called SAR 4 activities) and similar. Candidates are expected to react quickly and correctly, and in order to do so they have to posses certain naval craft and skills, to be qualified for team work, and in addition, to be familiar with work in the appropriate ICT environment. 4 THE CANDIDATES REACTIONS The candidates training on the Navi-Trainer 4000 simulator have RADAR/ARPA display, the main control panel with several various on-screen views being available, and they have the outlook of the actual ship s surrounding, so that they can manoeuvre and handle sound and light signalization. Besides RADAR/ARPA display and main control panel linked to the steering console (the helm wheel and handle of the machine telegraph), the candidates have at their disposal ECDIS display, as well, by means of which they are able to monitor actual route parameters, system parameters, AIS targets and information, the course over ground and through the water, simultaneously with the data from magnetic and gyrocompasses (Fig. 4). RADAR/ARPA Main control panel ECDIS Auto pilot Azimuth chart Pilot chart Signaling Compass dev. Maneuvering Anchoring Helm wheel Stopping curve Engine Figure 4: The control panels which are available to the candidates Some of the control panel s segments that are at candidates disposal are presented in Fig. 5-8. So, in the Fig. 5, a window used to control propulsion (main) machine (engine) is presented, or, in other words, visualized machine telegraph is shown. In this case, there are two handles of the machine telegraph, though this steering panel s appearance depending on ship s type that is steered on the simulator (i.e. the considered ship has two engines). 4 SAR Search and Rescue Activities 4

Figure 5: Controlling the main engine by machine telegraph In Fig. 6 the window for steering helm is shown (determining side and angle of helm turning), heading and stern suppressors, as well. Similarly to the previous case, number and position of suppressors depend on the type of a ship. In Fig. 7, a survey of the basic direction of a ship from command s bridge point of view with marked azimuth. Direction and current speed are given in the lower left angle (in knots), and direction and speed of wind data (in m/s) are given in the lower right angle. In Fig. 8, a schematic view of the ship, and nine possible choices of the point of view of ship s surrounding (possibilities of watching in various directions), have been given. Figure 6: Controlling rudder and thrusters Figure 7: The azimuth view main direction 5

Figure 8: Controlling viewing direction At usual RADAR display, when RADAR antenna rotates normally and when RADAR signals are transmitted, standard RADAR picture is received and displayed. On such RADAR display (Fig. 9), own ship is in the centre of the screen with the heading line at the angle of 0. Besides the own ship position data, the speed and the direction of wind, the depth under the keel, and RADAR rings at certain distance are also on the screen. Depending on the real necessities, RADAR picture displays can be altered. More detailed description of RADAR operating modes can be found in the reference [4]. The ARPA 5 is especially important for auto-acquisition of targets (other ships/vessels) and zones where they are positioned, estimating own ship s distance from other ships/vessels in the vicinity, as well as estimating minimal distance of the safe pass (passing by). About ARPA system as well about RADAR, more can be found in the reference [4]. Figure 9: The basic RADAR display mode Besides central steering panel with digital display and steering console with control/command buttons, helm wheel and machine telegraph handle, and along side with RADAR/ARPA devices, students (trainees, candidates) have at their disposal ECDIS when working on the Navi-Trainer 4000 Professional simulator. Figure 10: The ECDIS map segment 5 ARPA Automatic Radar Plotting Aid 6

Besides the segment of the screen intended for electronic map view, ECDIS can provide information about ID indications (numbers) of other available maps in collection, route plan waypoints and relevant information related to them (longitude, latitude, loxodrome courses, ETA, XTE, etc), own ship symbols and targets, primary and secondary own ship position, vector movement: course over the bottom (two arrows), course through the water (one arrow), positions and movement vectors (collision vectors), automatically activated targets by the ARPA system, manoeuvring results, sea current vectors and similar. More about operating modes and functions of ECDIS can be found in the reference [6]. 5 CONCLUSION Due to the previously given brief description of structure and performances of the Navi- Trainer Professional 4000 nautical simulator, it becomes clear that it is a sophisticated IC tool intended for seamen training in conformity with actual SCTW recommendations. Before trying out as navigators in real circumstances, candidates may test their naval knowledge and navigational skills, as well as, skills related to information tools use in Windows NT environment where simulator works in virtual reality. Simulator works by the principle of integrated system of navigational devices by means of which it secures virtual redundancy in case of malfunctioning of certain devices, using standard user IC interface, signalization and alarm, acquisition and monitoring all relevant naval parameters, etc. Communication between experienced navigators (active captains), structure and IC tools performances experts, theoretical navigation experts (researchers), simulator instructors and candidates is what needs to be improved when using this or similar simulator for seamen training. These communications are the most sensitive link in the virtual-real education and future seamen training chain at the moment. Main obstacle in more intense use of sophisticated simulators in this field and more quality training is absence of cooperation between those who are involved in the training of new seamen generation. It is expected that this problem will be solved successfully in the recent future on behalf of all involved sides. REFERENCES 1. A. Simović, Terestrička navigacija, 6. izdanje, Školska knjiga, Zagreb, 2001. 2. D. Rapovac, Englsko-srpski pomorski rječnik, Fakultet za pomorstvo, Kotor, 2002. 3. E. Curl, Standard Marine Navigational Vocabulary, Školska knjiga, Zagreb, 1993. 4. L. Tetley, D. Calcutt, Electronic Aids to Navigation, 2 nd Edition, Elsevier, Lightning Source UK, Ltd., 1988. 5. L. Tetley, D. Calcutt, Electronic Navigation Systems, 3 rd Edition, Elsevier, Lightning Source UK, Ltd., 2004. 6. Transas, Navi - Sailor (ver. 3.2), User Manual, 2 nd Edition, Transas Marine GB, Ltd., 2000. 7. Transas, Navi Trainer 4000 (ver. 4.50), Navigational Bridge, Transas Marine GB, Ltd., 2004. 8. Transas, Navi Trainer 4000 (ver. 6.42), Instructor Manual, Transas Marine GB, Ltd., 2007. 9. Transas, Navi Trainer 4000 (ver. 6.42), Navigational Bridge, Transas Marine GB, Ltd., 2007. 10. Transas, Navi Trainer 4000 (ver. 6.42), Technical Description and Installation Manual, Transas Marine GB, Ltd., 2007. 7

11. S. Bauk, et al., Inormaciono-komunikacioni alati u obuci pomoraca na primjeru Navi- Trainer nautičkog simulatora, XIV Naučno-stručni skup - Internet tehnologije (IT 2011), Žabljak, Crna Gora, 2011. (CD issue) 8