5 Hints and Tips on Chart Purchasing

Chart Purchasing – Start here!

Choosing the right ECDIS system from the array of types and costs available often feels overwhelming, but it is only half the story.  If you’re considering (or reconsidering) your current Chart Purchasing strategy, try starting with these tips;

1) Be comfortable with the terminology

Struggling with the terminology used to describe charts is an industry-wide problem.  Get it wrong and not only are you in danger of receiving a product you didn’t really want or need, you are also in danger of failing to meet SOLAS Carriage Requirements for your vessel.

This centres on the use of S-57 vs ENC.  An ENC is what the IMO recognise when it comes to carriage requirements in ECDIS-fitted ships and, whilst it’s true that all ENCs are compliant with the IHO S-57 standard, that doesn’t mean all  S-57 charts are ENCs.

Let me explain.  IHO S-57 Standard (Transfer Standards for Digital Hydrographic Data) is not the only pre-requisite of a chart being accepted as an ENC; the chart must also comply the IHO Standard S-52 and be issued by a Government authorised Hydrographic Office.  Commercial charts may not meet this requirement at all.

Be sure you know what you’re ordering – if it doesn’t state that it’s an ENC, chances are that it’s not.

2) Know how you want to handle updates

Updates received by CD/DVD tend to be cheaper by virtue of not using satellite bandwidth.  They also ensure that the bridge team will have a ready supply of updates at their next port should the most recent disc not arrive or work for any reason (each disk contains cumulative updates for the last 18 months).  However, this method is prone to delays and arriving all at once can place an extra time burden for your watchkeepers – especially when they have multiple ECDIS units to consider.

Receiving automatic (via satellite) updates means never waiting for another update, plus greater freedom of choice for when updates are applied.  Thanks to reducing costs for bandwidth and the small file size of ENC updates (limited to 50kb total before a chart is reissued) the costs of automatic updates are falling.

Choosing which method you have for receiving updates is more than just a cost consideration; consider the time constraints of the bridge team too. 

3) The coverage isn’t as bad as you think…

ENC-COVERAGE

Rumours abound over the state of ENC coverage but the picture is much improved from five years ago (see right – correct as of July 2014).  Give careful consideration to your requirement (if any) for paper charts.  Maintaining both paper and ECDIS outfits massively increases the time requirement, and the skills required for the use of ECDIS/paper charts are deceptively perishable.  Many ships/operators have conducted risk assessments that have enabled them to dispense entirely with paper charts, and thus do not have the outlay for Raster Charts and the subsequent paper chart backup.

Ensure the urge to carry Raster Charts driven by requirement and not the reluctance to let go of the old Chart system.

4) Be aware of the issues surrounding ENCs and the Presentation Library

Each cell (individual ENC) released by your Chart provider is identical regardless of which system you are using.  Once you install it on to your particular ECDIS, it is converted to a System ENC which it can then read and display as required.  The danger here is that not all systems are yet able to display the information correctly.

This isn’t as terrifying as it seems, though it will need careful management.  With the correct procedures at the route planning stage, and with the continuous professional development of your bridge teams (they are undertaking ECDIS CPD, right…?), these risks can be successfully mitigated.

If you’re unaware as to how this will affect your particular ECDIS system, head over to the Dataset Check page on the IHO page and follow the instructions there.  It’s a simple check of two ENC’s that are downloaded, and will give you confidence of the ability of your system to display the correct symbology and recognise relevant dangers.  It also contains advice on procedures should your system not quite (yet) meet the grade.

The Dataset Check is a vital tool in understanding potential risks in your system. 

5) Draw on experience

This extends to more than just the experience of your bridge team.  The ECDIS transition is no longer in its infancy; there is a wealth of experience from people who have experienced the growing pains with procedures and documentation if you know where to look.  Engaging with them will enable you to sidestep many of the problems they have had to overcome.

Seeking consultancy can avoid long costly hours of ‘feeling your way’ writing your own procedures and supporting documentation. 

Dave Gooding

Dave is a navigating officer with an in-depth knowledge of operating ECDIS systems and experience of teaching a broad range of maritime subjects.

Dave GoodingInstructor

4 Hints and Tips Towards Better Teaching Techniques

Having to deliver or even attend training courses that are by their very nature defined as ‘dry and boring’ can be fuelled by the fact that the lessons are full of statistics and definitions or where lecturers have got it horribly wrong during lesson planning. Some of the tell tale signs are:

  1. Too many PowerPoint slides (The moment a student picks up on this it will usually drive fear and dread in to their hearts and will hinder engagement).
  2. Over use or poorly measured colour schemes on slides
  3. Over use of transition.
  4. Bad PowerPoint technique and timing (Jumping in and out of slides and presentations)
  5. Skipping slides

So, are we going to just accept that some lessons are very dry and as an instructor just  plough through the lesson and get onto more interesting lessons, or, is it possible to look at maybe a different approach to the delivery? When I say different approach, I am really talking about engagement with students. Standing at the front of a course and regurgitating stuff from a folder, book or tablet can be counter-productive. Some lessons will be dry and boring, but by approaching this kind of lesson differently, it is possible to embrace these lessons and get as much out of them as possible from more interactive ones.

Here’s how:

1) Use Andragogy

Adult-Learning-Principles

I have found that as an industry we tend to go for a pedagogy approach to training where an instructor/lecturer stands in front of the lesson and reading the lesson.  I have experimented with using ANDRAGOGY for the last 24 months were I have worked hard to engage students and foster a relationship whereby they want to learn…..simple as that.  If we want to do something then we are going to do a better job and I think that this applies to learning, if someone feels valued and part of the experience they will learn better and the retention of knowledge has more of a chance.

 

However, is ANDRAGOGY just a lazy instructor?  In my opinion NO.  In our industry now we need cognitive input from ALL within the industry, therefore, we are employing intelligent personnel, gone are the days whereby we may have worked with individuals that were academically challenged.  a lazy instructor or a 21st century approach to training.

 

 

2) Set The Scene and Revisit Often

During introductions at the start of conferences and lectures, the intro tends to be usually short and I have experienced it were it has been presented as a non-thing!! To me, this is possible the most important part and by getting this right, to me it feels like people waiting outside a door not sure whether to go in or not. By getting the intro right and allowing students to hypothetically walk through the door into the lesson, they will feel part of the experience, at ease, want to interact and many other positive effects. I have achieved this by avoiding standing behind lecterns at all cost. By coming out where possible to the centre of the classroom or removing as many physical barriers between you and the students kind of puts you in there world, so whilst the instructor, you are delivering the lecture on and even footing.

On completion of a lesson, naturally I provide a link to the following lesson, I have found value at this point to refer back to the intro and the reason for the course. This supports the value of the whole course and as a class you can link the entire course content together and by cross referencing content you can establish value in all parts of the course. I have also found that naturally you have to teach stuff in chunks, by constantly referring and cross referencing lessons you are not just ploughing through content and not using the information that you have spoke of.

 

3) Allow Your Students To Teach (Mastery)

HELM-Course-Joe-Blog

I have heard, and am a strong believer that the best way to learn is to teach.  As you can see from this picture, I encourage students where possible to present to their piers their findings, opinions, understanding etc.  This supports understanding of what you are trying to impart and will help students retention. Going back to a previous statement, this is why it is so important to spend the right amount of time on the intro and break down the lazy pedagogy barriers and maybe look at a twenty first century way of delivering instruction through ANDRAGOGY.

 

 

 

4) Display Course Aims During Revision Periods

HELM-Course-Joe-Blog2

During revision periods I have found that displaying the course aim in the background whilst talking about the lesson content in the fore ground can help in linking the whole lesson together. On our HELM course, as part of the intro lesson we have a short video that completes the whole setting of the scene. When we complete a lesson we write it on a display board and we use this to refer back to. Whilst I do this I have the video running in the background and this helps me maintain the value of what we are talking through.

 

Richard "Joe" Sloly

Delivered lectures and instruction to a wide range of students from company CEO’s to deck hands since 1996.

Courses Joe currently delivers at ECDIS Ltd:

  • HELM
  • Training Course for Instructor
  • Simulation Instructor Course
Richard "Joe" SlolyInstructor