Reimagining engineering education and training in a dynamically evolving technoscape - A case of the maritime domain
Kataria, A and Emad, GR, Reimagining engineering education and training in a dynamically evolving technoscape - A case of the maritime domain, Proceedings of the World Engineers Convention 2019, 20-22 November 2019, Melbourne, Australia (2019) [Refereed Conference Paper]
Akin to driverless cars poised to take over city roads, there is an increasing trend in the shipping industry towards autonomous ship operations slated to commence in 2019. Newbuild merchant ships are in for an overhaul with the introduction of novel technologies on the anvil, such as, autonomous systems, artificial intelligence, novel power and propulsion systems, wireless monitoring and the ilk. Not only does this trend seek to revolutionise the workplace(s) but also the training requirements for the attendant maritime workforce, among others. The dynamically evolving character of future vessels in shipping necessitates a reimagining of marine engineering education and training. The International Maritime Organization (IMO) has identified 4 degrees of ship automation with respect to Maritime Autonomous Surface Ships (MASS) ranging from onboard automated processes and decision support aiding seafarers to a completely autonomous ship capable of independent decision making and action. The scoping exercise of the IMO will address seafarer training with respect to MASS in end 2019. This paper argues that marine engineering education and training would benefit from a pedagogical approach that would incorporate the conscious creation of a quasi-community of practice united by a common objective. The quasicommunity of marine engineer students in the classroom would be beneficial for teaching and learning as it would facilitate motivated goal directed behaviour oriented towards the common objective. The alignment of the pedagogical approach to the common objective would enable the quasi-community to engage productively, reflectively and collaboratively share expertise. This paper argues that such an approach will enable the training to be effective and efficient in meeting the common objectives. Furthermore, it can expand the action possibilities of marine engineers thereby contributing to transferable learning.