Samar J. Singh, Ex.C (UK), MPhil (HKU), PhD (Wales)
The Hong Kong Polytechnic University
Abstract
This paper introduces the role that the nine sessions of the
International Navigation Simulator Lecturer's Conference (INSLC) have played in the last
two decades of their existence. These events are undertaken under the aegis of IMLA. The
changing focus of these conferences is outlined in this paper. The rationale, objectives
and outputs of INSLC are presented and its future potential is explored.
The recent mandating of radar simulator training by the International
Convention on Standards of Training and Watchkeeping, 1995 (STCW95) flags the formal
incorporation into Maritime Education and Training (MET) of a discipline that has been a
de facto force in maritime education for several decades. Industry was relatively quick to
recognise its importance in comparison with many maritime administrations. As a result
major maritime nations already have one or more centres of maritime simulation.
Another theme that STCW 95 has brought in is the concept of assurance
of quality. This indeed was the primary stimulus that led to the genesis of the
International Navigation Simulator Lecturer's Conference (INSLC) almost twenty years ago.
The years since have seen an international set of simulator lecturers meeting
approximately every two years in locations stretching from Shanghai to Mariehamn.
It has been a tradition to exclude manufacturers of simulator equipment
from these meetings. It is felt that it was necessary for participants to freely discuss
the features of various simulators without monitoring by manufacturers. In general,
manufacturers have respected this principle.
Historical Context and Rationale
Radar Simulators were first mooted in the 1950's.1 the first
course was held in London on 16 February 1959 using a very simple simulator.2
Today, several hundred simulators are in existence, with one company having shipped more
than a hundred of a single model. However, it was soon apparent that the tool was only as
good as the person using it. Very early on, it became apparent that simulation required an
unconventional approach to learning. This is a truism today, thanks to the greater
awareness of the simulation concept particularly in the expanding field of business
studies. A few decades ago, however, it must be have been difficult to see that the
teacher had any role other than that of information dissemination.
There are other historical problems. Simulator design tended to push at
the cutting edge of technology. Distributed processing and embedded processors were
realities in maritime simulation when these populist names had yet to emerge. Such
machines had to be operated and often maintained by personnel who had never been formally
taught to distinguish a resistor from a transistor.
