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Unified Bridge
redesigning of all digital surfaces and software applications to create an unified look
and feel across all products delivered by this supplier as well as a high degree innovation and walking through unploughed fields that required an open mindset.
The development of the Unified Bridge is described through the five steps of
design thinking:
1. Emphasize
2. Define
3. Ideate
4. Prototype
5. Testing
METHODS
emPhaSize
When redesigning a ship bridge environment from a human perspective, using
design thinking and user-centred design processes, the most important element is
to emphasize with the user. Emphasize by gaining understanding, obtaining knowledge and insight within the field of seamanship, by observing the ship bridge crew
and doing interviews. The observations were carried out at sea during actual operations followed by semi-structured interviews with the crew ( Bjørneseth et al., 2012).
Obtaining knowledge about the daily routines on board is just as important as the
observations and interviews. Complementing the observations and interviews by
gaining an understanding of the shift rotations and the general life on board was a
vital part of getting a holistic understanding and for an inexperienced external to be
able to understand and emphasize with the crew on board.
Observations were also carried out in a ship bridge simulator again followed by
interviews. The simulator observations had a more specific goal where looking into
the actual operation was of interest. In the simulated operations, only one operator was present ( Bjørneseth et al., 2014), and by using simulators, it was now also
possible to include novice operators. Comparing the behavioural patterns of experts
versus novices gave valuable insight into equipment placement according to the operator’s eye movements and scan patterns. Eye-tracking equipment was utilized, which
will be outlined in more detail in the sections below.
To add more strength to the comments from o n-board ship bridge crew and
onshore operators ( simulator observations), unstructured interviews were also carried out at two additional vessels. The vessels were at the time of the interviews
docked quayside, preparing for a new trip offshore, loading equipment and liquids
for the nearby oilfields. The ship bridge crew was on duty at the ship bridge but was
not occupied with safety-critical or demanding tasks. The crew was more relaxed on
the ship bridge, monitoring the loading of the vessel. By observing and interviewing
the ship bridge crew in a more informal setting, valuable insight where gathered concerning the crew’s decision making process and influence on where to place different types of equipment. This social process of enquiry enables us to understand the
needs of the crew from an us er-centred design perspective – understanding the tasks
Unified Bridge
redesigning of all digital surfaces and software applications to create an unified look
and feel across all products delivered by this supplier as well as a high degree innovation and walking through unploughed fields that required an open mindset.
The development of the Unified Bridge is described through the five steps of
design thinking:
1. Emphasize
2. Define
3. Ideate
4. Prototype
5. Testing
METHODS
emPhaSize
When redesigning a ship bridge environment from a human perspective, using
design thinking and user-centred design processes, the most important element is
to emphasize with the user. Emphasize by gaining understanding, obtaining knowledge and insight within the field of seamanship, by observing the ship bridge crew
and doing interviews. The observations were carried out at sea during actual operations followed by semi-structured interviews with the crew ( Bjørneseth et al., 2012).
Obtaining knowledge about the daily routines on board is just as important as the
observations and interviews. Complementing the observations and interviews by
gaining an understanding of the shift rotations and the general life on board was a
vital part of getting a holistic understanding and for an inexperienced external to be
able to understand and emphasize with the crew on board.
Observations were also carried out in a ship bridge simulator again followed by
interviews. The simulator observations had a more specific goal where looking into
the actual operation was of interest. In the simulated operations, only one operator was present ( Bjørneseth et al., 2014), and by using simulators, it was now also
possible to include novice operators. Comparing the behavioural patterns of experts
versus novices gave valuable insight into equipment placement according to the operator’s eye movements and scan patterns. Eye-tracking equipment was utilized, which
will be outlined in more detail in the sections below.
To add more strength to the comments from o n-board ship bridge crew and
onshore operators ( simulator observations), unstructured interviews were also carried out at two additional vessels. The vessels were at the time of the interviews
docked quayside, preparing for a new trip offshore, loading equipment and liquids
for the nearby oilfields. The ship bridge crew was on duty at the ship bridge but was
not occupied with safety-critical or demanding tasks. The crew was more relaxed on
the ship bridge, monitoring the loading of the vessel. By observing and interviewing
the ship bridge crew in a more informal setting, valuable insight where gathered concerning the crew’s decision making process and influence on where to place different types of equipment. This social process of enquiry enables us to understand the
needs of the crew from an us er-centred design perspective – understanding the tasks