1. Royal Norwegian Navy Navigation Center
Teaching military maritime English in maritime simulators
Associate professor
Anne Linda Løhre
In this brief I will give you a short overview of how we educate and train the navigators to be prepared for E-navigation but first ….
Royal Norwegian Navy Navigation Center
Royal Norwegian Naval Academy 2017

2. Agenda Presentation Norway and RN Naval Academy
Language problems highlighted after ship accident, August 2009
Assessing maritime EFL training in simulators:
Presentation of survey: effect on students (SMC Phrases, VHF, leadership, pedagogy)

3. Royal Norwegian Naval Academy

5. Language problems highlighted after ship accident Norwegian coast, August 2009

6. Language problems highlighted after environmental disaster
Brustad stated:
”I am appalled at lack of language competence on Full City”
“This is not the way communication at sea should be”
“As a consequence of this we shall investigate how language requirements are enforced, if necessary propose a further strengthening of language requirements”
“We are totally dependent on good communication between seafarers and rescuers, and especially when accidents occur”
Norwegian Minister of Trade and Industry
Sylvia Brustad
”Minister of Trade and Industry Sylvia Brustad is going to revise language requirements at sea”
Sylvia Brustad strongly reacts to TV2’s report which uncovered bad communication between captain and rescue team.
”Yesterday TV2 was able to present several sound files that documented the seriousness of Full City’s grounding near Langesund”

7. Participants at simulator exercises
STUDENTS
10 Deck Officers’ Coast Guard students
20 Midshipmen from Naval Academy
STAFF
Merchant Navy Captain
harbour master, pilot, captain other vessels, course designer, instructor
Navy Commanders
harbour master, pilot, captain other vessels,
Teacher
agent, facilitator, class room organiser, instructor
10 students (age 19-25, misc background in English, practice: CG deck hands)

8. Venue Naval Simulator BRO G Skjold
KLIKK In recognition of the need for a simulator for training e-navigation with the fastest warship in the world, a 1:1 simulator will be build within next year. This marks the start of a new era for the simulator which will be a complete state of the art simulator on all levels of navigational training.
Classroom, brief room, simulators, debrief, classroom
Prior to simulator work:
Inter-departmental co-work
New curriculum
What happens when you let go of your own hobby horses?
Skjold

9. 5x 220 FOV

12. Task: Crossing the English channel
Area:
Dover-Calais
Calais-Dover
Aims:
Communicate with British and French harbour masters, pilots, agents, and vessels
Use SMCP on VHF

13. Initial question for research:
How does simulator training affect the individual student?

14. Methodology Simulator exercises invited to:
differentiation – tailored to the individual
modifications of the game
practical perspectives: learning by doing, listening, mimicking

15. Pedagogy
Autonomy
The leader’s intent
Interconnected or separate?

16. Survey
Rationale: How to make language training in the simulator better based on students’ experiences
A) Quantitative: To what extent (1-6) are students happy with elements of sim ex.
B) Qualitiative: What types of reflections do students record after sim ex periode

17. Movie: English in the simulator

18. Movie

19. Major quantitative findings
All students scored an average of 4 or 5 out of 6 on two questions:
A) How had the particular skill been promoted in the ex (SMCP in bridge com, VHF com, NATO alphabet/numbers, log writing, emergency calls)
B) How had they acquiesced that skill

20. Important qualitative finding Univocal response
elements of fun
game
play released creativity in learning

21. Major qualitative findings
From selected material on practical maritime skills:
”Learning for life”
”More valuable training from simulator than from any other learning site”
Classroom work and sim work hand in hand – here: gender discrepancy
Highly appreciative of professional input
More differentiation needed on NATO lang, log writing and emergency calls
Emergency situations most difficult, needed more preps

22. Future implications for English education at the academy
More simulator time for English classes
Continued collaboration between navigation teachers and English teachers to develop joint outlooks
Since all students meant that the most meaningful English classes took place in the simulator, an immediate respons would be to work towards more simulator time for English classes and for a continued collaboration between navigation teachers and English teachers to develop joint outlooks.

23. Leadership skills=equally important as navigational skills
Leadership findings
Leadership skills readily identified in sim exercises:
Problem solving
Delegation of tasks
Role distributing and switching
Team building
Development of cohesion
Situation awareness
How to deal with the unexpected
Leadership skills=equally important as navigational skills

24. Implications for leadership
Leadership issues cannot be separated from navigation training
Simulators excellent tool to create training sites for nav skills and leadership skills combined:
Control vs chaos
Control vs unpredictability

25. Thank you
ALL for listening!
Any questions?