Another useful example of maritime pedagogy is the use of augmented reality
(AR)
33 and other types of digital learning as part of training in the maritime
pedagogy field. It is submitted that whether it is virtual reality, augmented reality,
there’s no doubt that in a field as practical as the maritime business filed, there is
more than enough room for creating tools that enhance the learning and practical
application of knowledge. Interacting with reality is core to maritime pedagogy, in
fact the most successful institutions usually have this type of training in common.
They may have a training ship or access to one, they may have simulators and all this
is part of using computer tools to maritime trainees to practice their skill in a safe
environment.
The use of digital training is part of the drive by the UN to enhance maritime
training, where they have stated that there is a need to, ‘develop digital capabilities,
. . .introducing digital education in schools and universities; upgrading the digital
skills of the existing workforce; running special basic and advanced skill development programmes for the youth and older persons, including digital skills training
programmes in existing professional development programmes; and providing
financial support to develop digital entrepreneurship.’
34
Another example of the most important pedagogy strategies that can be employed
into the maritime industry, is the encouragement of a Science, Technology, Engineering and Math (STEM) and finance background as it is an extremely scientifically
technical world that is extremely capital intensive, so understanding markets and
how to raise capital is part of effective international maritime business knowledge.
Whether one is in ship design, cargo stowage planning, discussing displacement of a
ship on fresh, salty or brackish water, hiring, building, buying or scrapping all these
are scientific considerations which need a lot of financial investment therefore those
seeking careers in the industry must have this background
35 or at least be prepared to
immerse themselves into it. Further, governments should invest into education in this
way and encourage national strategies for enhancing this type of knowledge in
schools so that the youth can easily transition into any part of a career in the maritime
industry if they wish to. This can be achieved through law, policy and direct
investment into such efforts.
Students can then challenge themselves to achieve success in the industry by
serving in the areas that most fit their personality. Here is an example of an exchange
student, Tianmin Wang,
36 who developed and discussed an algorithm that deals may
effectively with ‘Liner Shipping Schedule Disruption Recovery.’ There are many
students, who together with their teachers can team up to grow in maritime learning
until they can offer solutions like the one developed and discussed by the student
mentioned here, Ms. Wang. Allowing students to express themselves in this manner
is one of the methods of developing a dynamic, pulsating and empowering maritime
33 Teemu (2018).
34 UNCTAD (2018), p. IX of the report dealing with digital learning challenges.
35 Physics Today (2016).
36 Chinese exchange student from another Maritime Training Institution abroad.
618
F. P. Ndlovu
(AR)
33 and other types of digital learning as part of training in the maritime
pedagogy field. It is submitted that whether it is virtual reality, augmented reality,
there’s no doubt that in a field as practical as the maritime business filed, there is
more than enough room for creating tools that enhance the learning and practical
application of knowledge. Interacting with reality is core to maritime pedagogy, in
fact the most successful institutions usually have this type of training in common.
They may have a training ship or access to one, they may have simulators and all this
is part of using computer tools to maritime trainees to practice their skill in a safe
environment.
The use of digital training is part of the drive by the UN to enhance maritime
training, where they have stated that there is a need to, ‘develop digital capabilities,
. . .introducing digital education in schools and universities; upgrading the digital
skills of the existing workforce; running special basic and advanced skill development programmes for the youth and older persons, including digital skills training
programmes in existing professional development programmes; and providing
financial support to develop digital entrepreneurship.’
34
Another example of the most important pedagogy strategies that can be employed
into the maritime industry, is the encouragement of a Science, Technology, Engineering and Math (STEM) and finance background as it is an extremely scientifically
technical world that is extremely capital intensive, so understanding markets and
how to raise capital is part of effective international maritime business knowledge.
Whether one is in ship design, cargo stowage planning, discussing displacement of a
ship on fresh, salty or brackish water, hiring, building, buying or scrapping all these
are scientific considerations which need a lot of financial investment therefore those
seeking careers in the industry must have this background
35 or at least be prepared to
immerse themselves into it. Further, governments should invest into education in this
way and encourage national strategies for enhancing this type of knowledge in
schools so that the youth can easily transition into any part of a career in the maritime
industry if they wish to. This can be achieved through law, policy and direct
investment into such efforts.
Students can then challenge themselves to achieve success in the industry by
serving in the areas that most fit their personality. Here is an example of an exchange
student, Tianmin Wang,
36 who developed and discussed an algorithm that deals may
effectively with ‘Liner Shipping Schedule Disruption Recovery.’ There are many
students, who together with their teachers can team up to grow in maritime learning
until they can offer solutions like the one developed and discussed by the student
mentioned here, Ms. Wang. Allowing students to express themselves in this manner
is one of the methods of developing a dynamic, pulsating and empowering maritime
33 Teemu (2018).
34 UNCTAD (2018), p. IX of the report dealing with digital learning challenges.
35 Physics Today (2016).
36 Chinese exchange student from another Maritime Training Institution abroad.
618
F. P. Ndlovu