Assessing Competence in ECDIS Navigation

I

Contents

Presence in marine simulator training and research .......................................... 5

Simulator based training (SBT) and quality assurance .................................... 10

The use of marine simulators in developing the concepts and technology of

e-navigation .................................................................................................... 18

The IBS as part of the bridge team ................................................................. 27

Research on standardization of marine simulator training and assessment ...... 32

Effective simulator training in preparation for icebreaking operations and ice

management assessment ................................................................................. 38

BRM course for deck cadets of maritime institutions ..................................... 46

Navigation simulator’s role in maritime english teaching ............................... 52

Assessing competence in ECDIS navigation .................................................. 60

How does the use of marine navigation simulators vary in the training and

examination of ship masters, globally? ........................................................... 76

Simulation training of boat handling: Contributions of problem solving style,

hempsteadc

Highlight

INSLC16 Proceedings Dalian, China July 12-16, 2010

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ASSESSING COMPETENCE IN ECDIS NAVIGATION

Christian Hempstead (U.S. Merchant Marine Academy, USA)

Abstract: The STCW training requirements for ECDIS adopted in 2010 intend that watch-

standers are prepared to navigate safely while applying ECDIS. The commonplace static re-

view of ECDIS principles and functions must now include some measures of mastery in

adapting the ECDIS to dynamic contexts. This means that the training must occur predomi-

nantly in an underway environment. Through navigation simulation, the most effective

training can be accomplished on type-approved ECDIS embedded in ownship functionality.

Ideally, the training environment would include several semi-isolated integrated visual own-

ships for solo navigation using ECDIS. Each trainee should be able to practice many aspects

of navigation with ECDIS. The development of the necessary skills should then be similarly

assessed. Proof that the skillful use of ECDIS can enhance the safety of navigation requires a

solo environment and simulation exercises designed to require ECDIS-based solutions. The

fundamental rule must be stated in the negative: Any unsafe navigational event might have

been avoided through a more effective use of ECDIS. Groundings, allisions, collisions or

even near misses should by definition invalidate otherwise satisfactory skill assessments. In

this paper it is suggested that evaluation of ECDIS navigation follows a competency-based

matrix consisting of a quality scale of 1 to 3 for approximately 50 specific skill sets. These

skill sets are organized into task groups, and are closely aligned with the new KUP and

evaluation criteria listed in STCW-2010 Tables A-II/1 and A-II/2. Scoring is tallied accord-

ing to the task groups with the application of weighted averages as a method for recognizing

the higher degree of relevance of certain task groups in ECDIS navigation.

INTRODUCTION

Above all, the new competence of ECDIS in

STCW-2010 is succinctly stated: “Use of ECDIS

to maintain the safety of navigation.” This not

only aligns ECDIS with other navigational aids

included in STCW, but it also places ECDIS qua-

lification in the service of navigation. For this to

be the outcome, the training scheme and methods

of assessing that qualification must take the same

approach, namely, in the service of navigational

safety. It must be stated at the outset that ECDIS

by its very nature is a centralizing instrument with

the unique function of integrating many aspects of

navigation. To learn ECDIS outside the context on

such integration and outside the context of un-

derway navigation is to risk developing a very

unwelcome competence in what should be called

“anti-navigation”.

This paper will attempt to demonstrate an effec-

tive method of training and assessing ECDIS

competence that is closely aligned with the detail

and intent of STCW-2010. To accomplish this, the


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new STCW language is provided, since it is likely

to be unfamiliar at this early date in the probable

scheme of implementation (2012 through 2017 is

generally expected). This is followed by a brief

description of the form and function of an ECDIS

navigation simulation arrangement optimally

suited to accomplish these requirements. Then a

sequence of underway exercises will be presented

in order to illustrate the central theme of training

in navigation with ECDIS. In connection with the

exercise examples, specific tasks of ECDIS navi-

gation are identified within a set of ten task groups.

A matrix of ECDIS-related tasks in the same

groups is then presented in order to streamline the

effort of assessing the application of skills in EC-

DIS navigation. The matrix also provides a means

of guidance for the training process, as well as a

means of adjusting the weight or relative impor-

tance for task groups depending on the desired

emphasis of the training outcome. As a culmina-

tion of the scoring, a method is provided to apply

the weighted averages of the task groups into a

tally that represents the achieved skills in ECDIS

navigation with reliability and validity.

It should be noted also at the outset that, despite

the commonplace use of rubrics and matrices for

scoring demonstrated competencies across a broad

spectrum of training and educational disciplines,

this method is not yet being applied in ECDIS

navigation training, to the best of the author’s

knowledge. The discussion in this paper about

ECDIS simulator standards, ECDIS navigation

exercises, the task groups, competency matrix,

and scoring method are all derived from the au-

thor’s own experience over the last decade in EC-

DIS course development and training, and espe-

cially through several years of implementing vis-

ual solo navigation training labs specifically for

ECDIS navigation at the U.S. Merchant Marine

Academy in Kings Point, New York [2]. The au-

thor also had significant input into the language

initially and eventually written into the ECDIS

section of the Comprehensive Review of the

STCW Code [1][5].

1. STCW-2010 REQUIREMENTS FOR

ECDIS TRAINING

The STCW-2010 training requirements for

ECDIS on vessels subject to SOLAS are signifi-

cantly different from the previous Code. First, the

new competence is succinctly stated: “Use of

ECDIS to maintain the safety of navigation.”

Second, there are distinct and appropriate differ-

ence in requirements under the Functions of Na-

vigation at the Operational Level (Table A-II/1)

and Navigation at the Management Level (Table

A-II/2). New ECDIS training requirements also

apply to navigational watch officers and masters

on ships < 500GT through Table A-II/3, but the

description of KUP is limited to “Thorough

knowledge of and ability to use ECDIS.” Third,

there is specific detail provided in both KUP

(Knowledge, understanding and proficiency) and

Criteria (Criteria for evaluating competence) cat-

egories. Fourth, the requirements apply in all three

Tables to STCW-endorsed seafarers who serve on

ships fitted with ECDIS [1]. (As of this writing,

the Manila Conference of June 2010 has not yet

occurred, so final documents are not available, nor

are dates that the requirements will enter into

force.)

The new STCW ECDIS training requirements

are reproduced below, and will be referenced and

discussed in the subsequent sections of this paper.

1.1. Table A-II/1: Navigation using ECDIS

Knowledge, understanding and proficiency

Knowledge of the capability and limitations of

ECDIS operations including:

.1 a thorough understanding of Electronic Na-

vigational Chart (ENC) data, data accuracy, pres-


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entation rules, display options and other chart data

formats

.2 the dangers of over reliance

.3 familiarity with the functions of ECDIS re-

quired by performance standards in force

Proficiency in operation, interpretation, and

analysis of information obtained from ECDIS,

including:

.1 use of functions that are integrated with other

navigation systems in various installations, in-

cluding proper functioning and adjustment to de-

sired settings

.2 safe monitoring and adjustment of informa-

tion including own position, sea area display,

mode and orientation, chart data displayed, route

monitoring, user-created information layers, con-

tacts (when interfaced with AIS and/or radar

tracking) and radar overlay functions (when inter-

faced)

.3 confirmation of vessel position by alternate

means

.4 efficient use of settings to ensure confor-

mance to operational procedures, including alarm

parameters for anti-grounding, proximity to con-

tacts and special areas, completeness of chart data

and chart update status, and backup arrangements

.5 adjustment of settings and values to suit the

present conditions

.6 situational awareness while using ECDIS in-

cluding safe water and proximity of hazards, set

and drift, chart data and scale selection, suitability

of route, contact detection and management, and

integrity of sensors

Criteria for evaluating competence

Monitors information on ECDIS in a manner

that contributes to safe navigation

Information obtained from ECDIS (including

radar overlay and/or radar tracking functions,

when fitted) is correctly interpreted and analyzed

taking into account the limitations of the equip-

ment, all connected sensors (including radar and

AIS where interfaced), and prevailing circums-

tances and conditions

Safety of navigation is maintained through ad-

justments made to the ship’s course and speed

through ECDIS-controlled track keeping functions

(when fitted)

Communication is clear, concise and acknowl-

edged at all times in a seamanlike manner

1.2. Table A-II/2: Navigation using ECDIS

Knowledge, understanding and proficiency

Management of operational procedures, system

files and data, including:

.1 manage procurement, licensing and updating

of chart data and system software to conform to

established procedures

.2 system and information updating including

the ability to update ECDIS system version in

accordance with vendor’s product development

.3 create and maintain system configuration and

backup files

.4 create and maintain log files in accordance

with established procedures

.5 create and maintain route plan files in accor-

dance with established procedures

.6 use ECDIS logbook and track history func-

tions for inspection of system functions, alarm

settings and user responses

.7 use ECDIS playback functionality for pas-

sage review, route planning and review of system

functions

Criteria for evaluating competence

Operational procedures for using ECDIS are

established, applied, and monitored

Actions taken to minimize risk to safety of na-

vigation


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1.3. Commentary on baseline competency

The intent and specific criteria of the revised

STCW Code on ECDIS is plain to see. Any Offic-

er in Charge of a Navigational Watch (OIC) must

be able to monitor information on ECDIS in a

manner that contributes to safe navigation, while

any Chief Mate or Master must be able to also

establish, apply and monitor operation procedures

for using ECDIS.

Where these skills are acquired and assessed

using approved ECDIS simulator training, the

simulator and the associated ECDIS course of

instruction must be able to produce a navigational

environment where unsafe events will occur when

ECDIS information is incorrectly monitored and

when ECDIS operating procedures are inade-

quately applied.

In other words, it is the unsafe navigational

events in a given scenario, where preventable by

proper operation of ECDIS, which should deter-

mine the baseline competency. Interwoven with

this is the opportunity to practice and apply the

very many specific ECDIS functions that add up

to proper operation, and which will help avoid

distraction by ECDIS through complete familiari-

ty.

The methods for demonstrating this competence

require either underway experience or ECDIS

simulator training. The existing IMO Model

Course 1.27 is long overdue for revision for its

lack of specifying simulation standards, its lack of

formalizing competency standards, and its lack of

specific learning goals for time allotted to practic-

al exercises [3].

Any proposed revision should establish the high

importance of replicating that underway naviga-

tional experience with ECDIS in simulator train-

ing. It is fair to state that ECDIS simulator train-

ing that does not meet the "underway standard"

cannot possibly satisfy the letter or intent of the

revised STCW Code.

2. TOWARD STANDARDS FOR

ECDIS-BASED NAVIGATION

SIMULATION

2.1. Simulation in STCW

As given under Section A-I/12, “Standards go-

verning the use of simulators”, the STCW-95

Code requires that any simulator used for manda-

tory simulator-based training "be capable of si-

mulating the operating capabilities of shipboard

equipment concerned, to a level of physical real-

ism appropriate to training objectives and assess-

ment objectives." The content of this section of

the Code has not been altered from STCW-95 in

the comprehensive review of 2010 [4].

As given under Section B-I/12, “Guidance re-

garding the use of simulators”, performance stan-

dards for non-mandatory simulation equipment

used for training and/or assessment of competence

or demonstration of skills in navigation and

watchkeeping and in ship handling and maneu-

vering should "provide a realistic visual scenario

by day or by night ..." This is in addition to meet-

ing all applicable performance standards set out in

section A-I/12. Here also, the content has not been

altered from STCW-95.

However, as given under Section B-I/12,

“Guidance regarding the use of simulators”, sig-

nificant details regarding training and assessment

in the operational use of the ECDIS have been

added [5]. This section recognizes the necessity of

gaining practical skills on individual ECDIS si-

mulators. Its source is an IMO Circular from 2001

[6]. That guidance predates the cost-effective

technology now available for individual ownship


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workstations integrated with the visual scene and

the full emulation of all instrumentation plus the

inclusion of type-approved ECDIS. Nonetheless,

its intent to promote navigational understanding

and skill with ECDIS is fully relevant. "The main

objective of simulator exercises is to ensure that

trainees understand their responsibilities in the

operational use of ECDIS in all safety-relevant

aspects and are thoroughly familiar with the sys-

tem and equipment used" [6, para. 47, as pro-

posed].

2.2. ECDIS simulation

ECDIS is unlike any other navigational aid in

its ability to capture the user's attention for ex-

tended periods of time. Absorption in menus,

functional tasks, and potential ambiguities in in-

formation can swiftly undermine the safety of na-

vigation even where the user has the best inten-

tions of standing a vigilant watch. ECDIS is an

encyclopedia of live information both graphic and

textual, in the medium of a PC display whose near

total capture of the digital age has evolved on the

basis of surfing, browsing, interacting, storing,

retrieving - in general, of being captivating.

Effective ECDIS training demands that each

user develops the practical discipline of ap-

proaching the ECDIS with a single question to

resolve at any one time - confirm position, present

track tendency, confirm progress in a critical turn,

next course to steer, ETA to upcoming waypoint,

chart information, contact data, adjustment to dis-

play, adapting the route to changes in plans, etc.

Developing this single point query approach helps

ensure that the ECDIS serves as an aid to naviga-

tion, such that its reliability can be efficiently ve-

rified.

For this form of training, each trainee in an

ECDIS course following such a revised approach

should be, through simulation, provided with their

own live ECDIS to operate and their own vessel to

operate, the navigational functions of which are

fully integrated.

This approach is necessary for the progressive

development of skills and for the assessment of

their achievement in the underway context of na-

vigation. There is, in this approach to the training,

no place for multiple users on one ECDIS, or an

ECDIS that is not receiving underway sensor in-

put, or an underway environment devoid of an

integrated visualization of the scene.

2.3. Toward ECDIS simulation standards

The following description of ECDIS simulation

is meant to apply in each setting where ECDIS

training is conducted:

ECDIS simulation equipment shall be capable

of simulating the operational capabilities of EC-

DIS which meet all applicable performance stan-

dards adopted by the Organization, and shall in-

corporate facilities to:

1) handle ENC data, licenses and update files

2) interface with the following emulated or

OEM equipment:

a) position indicator, including emulation of

fix quality and, in the instance of GNSS,

satellite constellation

b) alternative position source, preferably a

second GNSS unit

c) heading indicator, both true and magnetic,

including graphic course recording

d) speed indicator

e) depth indicator

f) ARPA tracked target data

g) AIS, including control of static data and

messaging

h) radar data including emulated raw video,

cursor, EBL and VRM

i) autopilot capable of control by heading

(course), COG, and track, where moni-


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tored track may be provided through both

instructor control and alternatively

through ECDIS at ownship

3) provide radar overlay, with functions operat-

ing independently from ownship radar

4) provide audio for navigation and assessment

systems when fitted

5) provide VHF communications between all

ownships and instructor

6) permit all ownships to interact with one

another, depending on the exercise design

7) provide for viewing visual scene by scrolling

in all directions horizontally and vertically, or

horizontally without scrolling where fixed

visual channels cover 360 degrees

8) provide for taking accurate visual bearing

9) provide adequate and well-lit surface for plot-

ting navigation information on paper charts as

the required means of back-up required for

single ECDIS installation

10) permit simultaneous navigation on paper

charts associated with area databases as ap-

propriate to ECDIS watchstanding

2.4. Integrated navigation labs at USMMA

ECDIS is an integrating device, and its use

must be mastered in solo watchstanding. It fol-

lows that ECDIS simulation must suit solo watch-

standing training, and this certainly demands the

inclusion of the visual scene at all times. In order

to accomplish the goals of training and assessment

included in any appropriate revision to the ECDIS

Model Course, ECDIS simulation should adhere

to the foregoing as performance standards.

In place at the United States Merchant Marine

Academy (USMMA) at Kings Point, New York,

are 2 integrated navigation labs each with 16 iso-

lated ownships (32 total), a classroom (open lab)

with 24 workstations, and another classroom with

18 workstations. All four labs have the same fully

integrated simulation software package installed

(Transas’ NTPro 4000, version 4.62, to be up-

graded to NTPro 5000 in 2011). Each lab is de-

signed to run any combination of interacting

ownships, depending on the exercise design.

Each ownship in the integrated navigation labs

consists of the visual scene on a 42” display, con-

ning including autopilot with track control and

other navigation instruments, hardware conning

controls, ECDIS and radar, VHF, and chart table.

Sound is also integrated. Each ownship is in a 9ft

x 5ft cubicle, where the conning officer stands.

There is room for a team of two.

The coaching on equipment and exercise re-

view are conducted in the open lab. The real

learning takes place in the ownships. The integra-

tion means there is always a visual scene for the

underway context in the classrooms and in the

semi-isolated ownship labs. The multiple own-

ships allow for a wide variety of scenarios, from

single ownship exercises run simultaneously in

parallel, to a single exercise with all ownships

interacting as well as with target vessels from the

instructor.

There is a fundamental difference between the

demonstration and practice of ECDIS functionali-

ties, on the one hand, and the unassisted applica-

tion of ECDIS while faced with navigational deci-

sion making, on the other hand. These are separate

learning experiences and should for the most part

be conducted separately. Nonetheless, all ECDIS

workstations should have the same fully inte-

grated simulation software package. Whether the

lesson is being conducted in a classroom or open

environment or the exercise is being conducted in

the semi-isolation of a multiple ownship naviga-

tion lab, each network is designed to run any

combination of interacting ownships, depending

on the exercise design [2].


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3. UNDERWAY EXERCISES FOR ECDIS

NAVIGATION

It is well established in practical training

schemes that development of complex skill sets

should follow a certain progression to allow for

reinforcement and to achieve a stated and mea-

surable outcome with consistency. As applied to a

40-hour training scheme in ECDIS navigation, the

progression should ideally follow the sequence:

1) Elements of ECDIS (10.5 hours)

2) Watchstanding with ECDIS (8 hours)

3) ECDIS route planning (7 hours)

4) ECDIS charts, targets & system (10 hours)

5) ECDIS responsibility (4.5 hours)

Sample exercises are outlined below for each of

these stages.

3.1. Elements of ECDIS (2.5 hours of solo

underway exercises)

Exercise 1, option (A): Piloting in open

waters for 1 ownship (assign 12 times simulta-

neously)

Task groups:

• Safe navigation through skills integration

• Adjust heading to maintain track

Outcomes:

• Navigate with ECDIS

• 1-person watch

• Cooperative navigation

• Visual lookout

• Limited maneuvering

Exercise 1, option (B): Piloting in open

waters for 1 ownship (assign 12 times simulta-

neously)

Task groups:


Outcomes:


• Monitor SOG & COG

• Apply standing orders: > 1 nm off land

• Keep vessel in counter current

• 1-person watch

• Visual lookout

3.2. Watchstanding with ECDIS (2 hours of

solo underway exercises)


waters for 12 ownships (in a single exercise of

inbound/outbound in TSS)

Task groups:



Outcomes:


• 1-person watch


• Visual lookout

• Maneuvering

Exercise 2, option (B): Piloting in open

waters for 6 ownships (inbound in TSS, assigned

2 times)

Task groups:


• Adjust heading to maintain track in strong

leeway

Outcomes:


• Detect leeway by radar and visual plotting

• 1-person watch


• Visual lookout

• Maneuvering

Exercise 2, option (C): Piloting in open

waters for 12 ownships (large area TSS)

Task groups:



• Observe TSS rules

• Alarm zones (triggered by maneuvers)


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Outcomes:


• 1-person watch


• Visual lookout

• Maneuvering

3.3. ECDIS route planning (2 hours of solo

underway exercises)

Exercise 3, option (A): Piloting in

semi-confined waters for 12 ownships

Task groups:


• Adapt instruments to conditions

• Adapt track-keeping to workload

Outcomes:


• 1-person watch


• Visual lookout

• Maneuvering

Exercise 3, option (B): Anchoring in

semi-confined waters for 6 ownships (assign 2

times)

Task groups:


• Create and apply route

• Create ECDIS user layer


• Observe anchorage rules

• Apply ECDIS user layer for anchoring

Outcomes:


• 1-person watch


• Visual lookout

• Maneuvering

3.4. ECDIS charts, targets & system (2 hours

of solo underway exercises)


waters for 6 ownships 2-person watches (assign 1

time)

Task groups:


• Adapt ECDIS route for Search & Rescue

• Find man overboard

Outcomes:

• Share ECDIS route

• 2-person watch


• Team & communications

• Visual lookout

• Maneuvering

Exercise 4, option (B): Piloting in confined

waters for 12 ownships

Task groups:






Outcomes:


• 1-person watch


• Visual lookout

• Maneuvering

Exercise 4, option (C): Piloting in open

waters for 6 ownships (assign 2 times)

Task groups:






• Observe TSS rules

• Alarm zones

Outcomes:


• 1-person watch


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• Visual lookout

• Maneuvering

3.5. ECDIS underway evaluation (2.5 hours

of solo underway)

Exercise 5, Evaluation: Piloting in

semi-confined waters for 6 ownships solo watch

(assign 1 time)

Task groups:

• ECDIS Competency Assessment (use of all

ECDIS functions is observed)



• Create route (from a prior lesson) and apply

route

• Modify route underway


• Comply with VTS and TSS rules

Outcomes:


• 1-person watch


• Visual lookout

• Maneuvering

The culminating exercise is run as a formal

demonstration of competency, and is scored ac-

cording to a detailed matrix. This scoring metho-

dology will be examined in Sections 6 & 7.

3.6. Explanation of hours

The tasks and task groups in the foregoing

scheme of exercises progress in complexity in a

combination of ways. The later tasks themselves

are more demanding of time and involve more

steps. The groupings of tasks involve progres-

sively more variety. The application of later tasks

occurs in more demanding underway circums-

tances. The outcomes, while retaining consistency,

become progressively more challenging to main-

tain as the navigational workload increases.

The significance of this process in mastering

ECDIS is that navigational safety remains the

central outcome, and can therefore stand as a

baseline measure of ECDIS competency.

Typically, a professional training course is de-

signed to suit a 40-hour work week. This is mini-

mally feasible with gaining proficiency in ECDIS

navigation, particularly when the basic skill sets

of navigation are already familiar, such as plotting

positions determined visually and by radar, main-

taining a rough log, track keeping in coastal wa-

terways, and maneuvering for traffic. When these

types of skills are unfamiliar, they may be learned

quite optimally during training in ECDIS naviga-

tion, but more time is needed. For that reason,

added exercise options are provided for each stage

in the training scheme. Whether maintaining the

40 hour schedule or a 50 hour schedule (such as

USMMA), the percentage of solo underway time,

including the evaluation, should be kept to about

30% (or 12 of 40 hours, and 15 of 50 hours).

Preparation time for solo trainees in the simulator

should be limited to 20 minutes prior to getting

underway. This allows for route familiarization

and instrument setups.

In the instance of the underway evaluation, the

ECDIS route plan should be created and saved in

classroom time, and evaluated separately for

completeness and accuracy. Each trainee installs

their own validated route in the preparation period

of the underway evaluation. This act personalizes

that exercise, and requires that the trainee mod-

ifies a portion of the route for the actual position

of each one’s ownship. This accomplishes the

A-II/2 Management level competency: “create and

maintain route plan files in accordance with estab-

lished procedures”.


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4. ECDIS TASK GROUPS AND OUTCOMES

Specific learning objectives can be achieved by

clustering task elements that support the over-

arching goal of safe navigation. The purpose of

grouping tasks is to help the instructor and each

trainee maintain a focus on the intended outcomes

for an exercise. This approach allows tasks to shift

in importance as an exercise unfolds. Trainees

make decisions based on information that may

become apparent depending on the skill with the

given tasks. It is crucial that the process of inte-

grated ECDIS navigation training is at no time

reduced to a set of particular functions performed

on ECDIS to the neglect prudent watchstanding.

Concentration on the specific tasks for a given

stage in the ECDIS training is necessary, but not

to the exclusion of other desired outcomes, such

as looking out, plotting on paper charts as the

backup system, keeping a detailed rough log, and

scanning source sensors. Task grouping requires

more underway exercise time than ECDIS courses

are typically designed for. But the result is a mea-

surably appropriate reliance on ECDIS precisely

due to the mastery of outcomes constituting safe

navigation.

4.1. Explanation of ECDIS task groups

The task groups shown in Table 1 are meant to

isolate significant skill sets directly related to ef-

fective ECDIS navigation. The groups that focus

on ECDIS account for using critical interfaces on

ECDIS (1), procedural setups (3), relevant info (4),

all position options (5), and making adjustments

(6). The other groups account for externals critical

to effective ECDIS navigation.

Table 1 ECDIS Task Groups

No. Task Group Focus

1 Use all navigation systems inter- On ECDIS

faced with ECDIS

2 Verify settings of interfaced sensors Other sen-

sors

3 Check that setting conform to pro-

cedures (exercise briefing) On ECDIS

4 Monitor information on ECDIS for

safe navigation On ECDIS

5 Verify position by alternate means On ECDIS

6 Adjust settings to suit conditions

and adapt to changing conditions On ECDIS

7 Use ECDIS-managed track control

autopilot On autopilot

8

Maneuver according to accepted

navigational practice and with

regard to COLREGS

Conning &

situational

awareness

9 Responses to role play with regards

to ECDIS use

Situational

awareness

with VTS

on ECDIS

10 Manage AIS and assess environ-

mental conditions

On ECDIS

(optional)

The last group (On ECDIS: manage AIS and

assess environmental conditions) is considered

optional for two reasons: First, AIS messaging and

environmental factors such as tidal current cycles

may not suit all evaluation exercise scenarios, and

second, not all Integrated Multiple Ownship Si-

mulators can be expected to include this functio-

nality, although they should since these are com-

monly a vital and integral aspect of navigation in

confined and semi-confined waters (see Section

3.3 above regarding ECDIS simulation standards).

The scoring of an Optional Task Group will be

discussed in Section 7 below.

4.2. Weighted averaging for Task Groups

It is anticipated that a non-normative weighted

average would be preferred, such that (1) would

be some value > 1, and that the weights for the

Task Groups could be altered in order to create a


~ 69 ~

scoring system that accurately represents the de-

sired balance of emphasis between tasks per-

formed directly on ECDIS and other navigational

tasks not performed on ECDIS.

The formula used for weighted averages is

standard for non-blank values, where the divisor

of 10 represents the number of Task Group

weights as presented in Section 5.1 and in Table 2

below:

�� ℎ�� = ∑ ��

�� (1)

The weights chosen for the instance of the un-

derway competency score sheet presented in Table

2 and Figure 1 below emphasize the relative im-

portance of skills performed on ECDIS, but still

allows for the consideration in the scoring of im-

portant navigational tasks not performed directly

on ECDIS, but nonetheless central to maintaining

the safety of navigation.

The application of weighted averages in the

evaluation tally results in a change in a trainee’s

overall score percentile, while the non-zero aver-

age score itself remains unaffected. The change in

percentile is slight when the weight of one or

another Task Group is varied even by a factor of 2

or 3. For example, when the weight of a Task

Group is increased from 1.0 to 2.0, the percentile

score for a high-scoring trainee increases from

91.1% to 91.8%. However, the percentile score

increases by only 0.2% for a trainee scoring mod-

erately in that particular Task Group.

4.3. Explanation of outcomes

Perhaps the most significant challenge facing

instructional design for ECDIS use is the recogni-

tion that the mastery of navigational functionality

of the device does not equate to skillful and safe

navigation with ECDIS. Because ECDIS is an

integrative device by its structure and purpose and

placement in integrated bridge systems, the use of

it and its use in the various acts of navigation

cannot be separated for very long. The conse-

quence of training on ECDIS outside of its navi-

gational context is to develop skills that depend

upon not having any other navigational distrac-

tions. There can be no argument that this is the

most undesirable outcome imaginable for training

in the use of ECDIS. Regrettably, this particular

approach, common to part-task training every-

where, has taken hold in most instances of ECDIS

certified training worldwide.

With the advent of STCW-2010, however, the

fundamental competence is now defined as a na-

vigation function at both levels: Maintain the

safety of navigation through the use of ECDIS [1].

As with many other STCW navigational compe-

tencies, this desired outcome of ECDIS use must

be demonstrated as a solo act, and that fact de-

mands that safe navigation with ECDIS is prac-

ticed and ultimately evaluated in a solo naviga-

tional environment. When ECDIS competence is

kept in its integrated context, it becomes clear that

many general aspects of navigation must be eva-

luated, as well as the use of specific ECDIS func-

tions at the right time and place. Indirectly, the

behavior that is being assessed is the trainee’s

ability to divide attention evenly amongst all na-

vigational aids and systems, not least being the

visual scene. Taking the STCW criteria for eva-

luating ECDIS competence as desired outcomes,

then Table A-II/1 requires:

• Monitoring appropriate information

• Interpreting that information correctly

• Controlling the vessel’s speed and autopilot

• Utilizing effective communications,

and Table A-II/2 requires (in the same evaluation):

• Making and using operational procedures

• Making navigation safe by minimizing risk

Such training should encourage the application

of judgment and development of situational


~ 70 ~

awareness.

5. ECDIS COMPETENCY MATRIX

5.1. Competency score sheet

The score sheet shown in Table 2 below is

meant for each trainee in the underway evaluation.

Instructions: Score 3 (all), 2 (some), 1 (not

enough), leave blank if n/a. Scoring 0 on [*] (in

Task group 8) represents a Critical Fault. In that

instance, the trainee should retake the evaluation

because it is always plausible that better use of

ECDIS would have mitigated the dangers related

to close quarters and proximity to shoal water. An

important consideration used in this scoring

scheme is to avoid a penalty for un-scored tasks,

unless the entire Task Group is un-scored.

Table 2 ECDIS Underway Score Sheet

Tasks by group score Comment No.

1 Use all navigation systems interfaced with ECDIS

Weight: 1.5

Tag targets 1

Acquire radar targets 2

DGPS on PS1 3

2 Verify settings of interfaced sensors

Weight: 1.0

GPS HDOP recorded 4

Sounder set to DBK 5

Speed log set to BT 6

PS2 initialized 7

Radar displays route 8

AP settings adjusted for

Track Control

9

3 Check that setting conform to procedures (exercise

briefing and Standing Orders on Rough Log sheet)

Weight: 1.5

Anti-grounding parameters 10

Vector length set 11

Route monitored 12

Route waypoints named &

displayed

13

Route XTE zones set for

passage

14

Ship Time Zone set 15

Paper chart backup: route,

DR, notes, etc.

16

4 Monitor information on ECDIS for safe navigation

Weight: 1.5

EC look ahead occasional 17

Adjust EC scale occasional 18

EC chart choice 19

Route Data panel dis-

played

20

Query tracked targets,

chart objects

21

Acknowledge alarms 22

5 Verify position by alternate means

Weight: 1.0

Radar cursor on EC 23

PS2 into EC (if on) 24

Radar overlay occasional 25

Paper chart: plot visual &

radar fixes

26

6 Adjust settings to suit conditions and adapt to

changing conditions

Weight: 1.5

Set day/night palette 27

Custom layers set for low

clutter

28

Dual panel - full screen plus

Multipanel

29

Route plan schedule set for

ETAs

30

ETA & speed made good

displayed on Multipanel

31

CU/NU and RM/TM modes

choices

32

Revise route as needed 33

Add Info layers used & 34


~ 71 ~

revised

Radar overlay used 35

7 Use ECDIS-managed track control autopilot

Weight: 0.5

Track Control occasional 36

Track Control turns use safe

radius on EC

37

8 Maneuver according to accepted navigational prac-

tice and with regard to COLREGS

Weight: 1.0

Effective VHF use 38

Proactive passing 39

[*] Safe CPA always 40

Safe turns executed 41

Safe speed always 42

[*] Safe DBK always 43

Navigation lights on 44

Fog signals used 45

Rough Log complete 46

9 Responses to role play with regards to ECDIS use

Weight: 1.0

Provide ETA on request 47

Provide revised plan on

request

48

Provide requested environ-

mental info

49

Call VTS on request 50

10 Manage AIS and assess environmental conditions

(optional)

Weight: 0.5

AIS messaging managed

from EC

51

RIB targets tracked 52

Display tide & current info

on EC

53

Query tide & port info on

EC

54

The scoring could be kept simple with the use

of integers, or decimal values could be used for

finer differentiation. Consistency in either case is

essential. The values recorded in the underway

score sheet are applied in the evaluation tally with

weighted averages for each Task Group (see Sec-

tion 7 below).

Fig. 1 Sample underway score sheet

Figure 1 is a sample score sheet for eight trai-

nees each assigned to solo navigation in one un-

derway evaluation exercise where all eight own-

ships are fully interactive (see Section 4.5 above).

In this instance, the scenario was placed in a wide,

deep and lengthy waterway with a Traffic Separa-

tion Scheme (TSS) and some crossing ferries and

additional target vessels in the TSS. Four own-

ships were northbound, while the other four were

southbound. Each trainee created a validated route

prior to the evaluation. The trainees set up their

integrated systems and paper charts for 30 minutes.

Underway time lasted about 2 hours.

5.2. Instructor’s methods of observation


~ 72 ~

As alluded to in Section 5.3 above, safe solo

ECDIS navigation should include (but is not li-

mited to) passage planning, underway transits

(near-coastal, in TSS and their junctions, in-port,

entering anchorages), track-keeping, use of Track

Control in autopilot, and traffic management. In

connection with ECDIS generally, this entails

maintaining a visual lookout, situational aware-

ness, use of backup systems, application of all

available means, communication, log keeping, and

slow-speed control of ownship. Specifically with

regards to ECDIS, this means appropriate chart

portfolios, electronic updates, route planning

safety checks and route monitoring, sensors

working and connected and used, anti-grounding

alarms set, an informative and unambiguous dis-

play, user layers, settings adapted to changing

conditions.

In order for an instructor to score a given trai-

nee’s application of such general as well as spe-

cific skills, some method of observation must be

developed. This is very effectively done using

remote control software (software that can display

the screen of another computer), such that the in-

structor’s mouse pointer is not active on the trai-

nee’s display. At an instructor’s station equipped

with an additional monitor or two, a window into

each trainee’s ECDIS can be opened. This allows

the sequential monitoring of the trainees’ ECDIS

use without any form of intrusion.

Additionally, the instructor should observe au-

tomatically recorded events (depending on the

simulator’s functionality), such as each trainee’s

dangerous approaches to other vessels, use of au-

topilot, navigation lights, fog signals, depth

sounder, AIS messaging, etc. The trainees should

also be required to keep a rough log, which in-

cludes “Standing Orders” to be incorporated into

ECDIS use as ensuring “conformance to opera-

tional procedures” (Table A-II/1), such as mini-

mum CPA, speed requirements, backup plot in-

terval, reminders to check on tides and currents,

and to observe COLREGS, and to keep a vigilant

visual lookout. The log can include entries for

recording the alternative fix information, sensor

fix quality, and other details that would augment

the completeness and workload of paper chart

plotting as the backup system.

6. SCORING FOR PROFICIENCY IN ECDIS

NAVIGATION

6.1. Trainee scoring

For each trainee, a score is delivered to each

Task Group on the evaluation tally (Fig. 2) direct-

ly from the underway score sheet:

�� = �� ∗ �� (2)

As noted above, blank entries for specific tasks

in the underway score sheet are disregarded in this

initial averaging per Task Group (see Section 6.2).

The intent is to provide a flexible scoring system

in the event that certain devices are not included

in the integrated simulation. On the other hand,

simply entering a zero value in place of a blank

will cause that entry to be included in the average,

significantly penalizing omitted behaviors, and

rendering the scoring system far more rigorous.

Such a choice should be left to the training course

developer, and should not be directly dictated by a

scoring system. The formulation here yields to the

scorer (0 or blank).

Each trainee’s total score is represented by the

average of non-zero values:

�� =∑ ��

∑ �� [��.#�� ] (3)

It is anticipated that Task Group #10 may be

optional as noted in Section 5.1, resulting in no

score given for any of the four tasks in that group.

When that is not the case, those scores should be

included, and the sum of weights should allow

inclusion of the inclusion of the weight for Task


~ 73 ~

Group #10.

The achievement of each trainee by percentile

will is determined by utilizing 3 as the maximum

possible score for any given task in the score

sheet:

�� % =�� (��)

� (4)

6.2. Tallying the Task Groups

There is considerable value in tracking the av-

erage scores by Task Groups over a succession of

underway evaluation exercises, in particular to aid

in assessing and validating the outcomes of the

ECDIS navigation training overall. For example,

certain Task Groups may show under-performance

over several iterations, indicating the need for

revised emphasis of certain tasks in the underway

context. Likewise, the overall score for the evalu-

ation exercise can be determined and tracked.

Fig. 2 Sample ECDIS evaluation tally

For each Task Group across all trainees:

Max score =��

� (5)

For the non-zero values of each Task Group:

�� vg = Avg (3) (6)

For the tally of each Task Group by percentile:

�� % =��

�� (�) (7)

For the overall evaluation score:

�� =∑ �� (�)

∑ �� [��.#�� ] (8)

7. CONCLUSION

In an effort to provide some validation of the

foregoing, a sample proficiency evaluation matrix

is examined, preceded by a description of suitable

exercises, tasks, task groups, and navigational

outcomes.

The combination of written assessment for cer-

tain principles of electronic chart systems and

their use in navigation, along with the evaluation

of proficiency while in solo underway contexts

should provide the high value appropriate to con-

temporary marine navigation training. There can

be no doubt that adequate ECDIS simulation per-

formance standards must be uniformly applied in

order to achieve internationally consistent compe-

tence in ECDIS navigation.

Demonstrating safe and effective use of ECDIS

demands foremost the demonstration of safe na-

vigation. The assessment of ECDIS use therefore

requires a detailed analysis of ECDIS functions

applied in the context of coastal and confined na-

vigation in visual ship simulation. This is best

accomplished through solo navigation exercises

where an instructor can observe each trainee’s

navigation using ECDIS in a non-disruptive yet

detailed manner.


~ 74 ~

REFERENCES

[1] IMO STW. “Comprehensive Review of the

STCW Convention and the STCW Code: Chapter

II of the STCW Convention and Code.” STW

41/7/3, 29 September 2009, pp. 8-9, 21, 36

[2] Christian Hempstead. “Integrated Multiple

Ownship Simulation: Where the learning takes

place”. INSLC 15, July 2008

[3] IMO ECDIS Training. IMO Model Course

1.27: The Operational Use of Electronic Chart

Display and Information Systems (ECDIS). ISBN

92-801-6112-1, International Maritime Organiza-

tion, London, 2000

[4] IMO STCW. International Convention for

Standards for Training, Certification and Watch-

keeping (STCW); Consolidated text of the 1978

STCW Convention with the Final Act of the 1995

Conference of Parties, International Maritime Or-

ganization, London, 1995

[5] IMO STW. “Report to the Maritime Safety

Committee”. STW 40/14/Add. 1, Annex 3, para-

graphs 36 through 66, “Training and assessment in

the operational use of ECDIS”, as proposed. In-

ternational Maritime Organization, London, 2009.

[6] IMO MSC. “Interim guidance on training

and assessment in the operational use of the EC-

DIS simulators”. STCW.7/Circ.10, International

Maritime Organization, London, 2001.

AUTHOR’S BIOGRAPHY

Christian Hempstead, Master Mariner; MNI,

MA, 19 years as deck officer with SeaRiver Mari-

time Inc. (formerly Exxon Shipping Co.) includ-

ing 5 years responsible for type-approved ECDIS

and other electronic chart systems as watchstand-

ing navigation officer on board ship; 10 years

USCG certified ECDIS instructor (at USMMA,

GMATS, SUNY, MITAGS, & PMI), Transas Ltd

certified instructor of NaviSailor ECS & ECDIS;

developer and author of ECDIS certified training

at USMMA, GMATS, MITAGS, & PMI (author

of first approved ECDIS course in the US, 2000)

including design and implementation of ECDIS

simulation training environments; 6 years Asso-

ciate Professor at USMMA including leading in-

novations in large-scale Integrated Multiple

Ownship Simulation, and providing the means and

ability to institute USCG certified training in EC-

DIS navigation for all deck cadets at USMMA

beginning in 2011.

AUTHOR’S INFORMATION

Christian Hempstead

United States Merchant Marine Academy

Department of Marine Transportation

300 Steamboat Rd., Kings Point, NY 11024

Office: (516) 773-5286; Fax: (516) 773-5668

M: (360) 286-1932;

E: [email protected]

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Assessing Competence in ECDIS Navigation

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