HomePage
 




 


 

ISSN 2083-6473
ISSN 2083-6481 (electronic version)
 

 

 

Editor-in-Chief

Associate Editor
Prof. Tomasz Neumann
 

Published by
TransNav, Faculty of Navigation
Gdynia Maritime University
3, John Paul II Avenue
81-345 Gdynia, POLAND
www http://www.transnav.eu
e-mail transnav@umg.edu.pl
An Integrative Approach for Digitalization Challenges of the Future Maritime Specialists: A Case Study of the Lithuanian Maritime Academy
ABSTRACT: Rapid changes in technologies and digitalization challenges caused by Industry 4.0 with the integration of the AI, machine learning algorithms, internet of things’ technologies, introduction of maritime autonomous surface ships and the development of digital shipping and logistics processes require proper education and training of specialists working in maritime industry to ensure safety and security of people, oceans, goods and environment. The shipping and logistic processes and operations, including the decision-making processes, on the global scale and on the scale of whole-organisation ecosystems become more dependent on the manipulation of data from different unstructured open sources and private data sets, increased amount of data stream from sensorial systems. The specialists working with automated systems need competences to use and interpret special data, engineering and analysis algorithms, and skills in using modelling tools of optimised solutions in shipping and logistics. Educational institutions have to be ready to present effective solutions to educate quickly adaptable specialists able to meet volatile labour market needs able to meet digitalization challenges. The case study of the Lithuanian Maritime Academy (LMA) presented in the paper is based on the use of an integrative approach and work integrated learning with the aim of enabling the educational environment to develop proper competencies of the specialists of shipping and logistics information systems.
REFERENCES
Association of American Colleges & Universities: Integrative and Applied Learning VALUE Rubric, https://www.aacu.org/value/rubrics/integrative-learning.
Barnett, R.: Learning for an unknown future. null. 31, 1, 65–77 (2012). - doi:10.1080/07294360.2012.642841
Bartusevičiene, I., Jacevičius, M., Norviliene, A.: Enhancing competencies of marine engineers Using modern engine room simulator. Presented at the Transport Means - Proceedings of the International Conference (2016).
Bowen, T., Drysdale, M.T.B. eds: Work-Integrated Learning in the 21st Century: Global Perspectives on the Future. Emerald Publishing Limited (2017). - doi:10.1108/S1479-3679201732
Fullan, M., Geoff, S.: Education Plus: New Pedagogies for Deep Learning Whitepaper, https://michaelfullan.ca/education-plus/, last accessed 2021/03/23.
Gardner, P.: Flourishing in the face of constant disruption: Cultivating the T-professional or adaptive innovator through WIL. (2017). - doi:10.1108/S1479-367920170000032004
Huber, M.T., Hutchings, P., Gale, R.: Integrative Learning for Liberal Education. Peer Review. 7, 3/4, (2005).
Humphreys, D.: Why Integrative Learning? Why Now? Peer Review. 7, 3/4, (2005).
Jamison, A., Kolmos, A., Holgaard, J.E.: Hybrid Learning: An integrative approach to engineering education. Journal of Engineering Education. 103, 2, 253–273 (2014). - doi:10.1002/jee.20041
Kinsey, A.: Ships: Deciphering the Autonomous Vessel Debate, https://www.marinelink.com/news/ships-deciphering-autonomous-vessel-461015, last accessed 2021/03/23.
Kolb, D.A.: Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (1983).
Levy, F., Murnane, R.J.: The New Division of Labor: How Computers Are Creating the Next Job Market. Princeton University Press (2005).
Mindell, D.A.: Our robots, ourselves: Robotics and the myths of autonomy. Viking (2015).
Reich, R.B.: The work of nations: Preparing ourselves for 21st century capitalism. Vintage (1992).
Sánchez, A.V., Ruiz, M.P.: Competence-based learning: A proposal for the assessment of generic competences. Universidad de Deusto (2008).
Senčila, V., Valioniene, E.: Development and integration of maritime simulator systems: Case of Lithuanian Maritime Academy. Presented at the Transport Means - Proceedings of the International Conference (2016).
Stirling, A., Kerr, G., Banwell, J., MacPherson, E., Heron, A.: A Practical Guide for Work-integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities, https://heqco.ca/pub/a-practical-guide-for-work-integrated-learning-effective-practices-to-enhance-the-educational-quality-of-structured-work-experiences-offered-through-colleges-and-universities/, last accessed 2021/03/23.
Törlind, P.: Implementation of integrated learning experiences and active learning in a creative concept development course. In: Lennart Pettersson, K.B. (ed.) Bidrag från 7:e utvecklingskonferensen för Sveriges ingenjörsutbildningar. pp. 115–121 Luleå tekniska universitet, Luleå (2020).
World Economic Forum: Future of Jobs Report, https://reports.weforum. org/future-of-jobs-2016/chapter-1-the-future-of-jobs-and-skills/, last accessed 2021/03/23.
World Maritime University: Transport 2040: Automation, Technology, Employment - The Future of Work. Reports. (2019). http://dx.doi.org/10.21677/itf.20190104.
Citation note:
Bartusevičiene I., Valionienė E.: An Integrative Approach for Digitalization Challenges of the Future Maritime Specialists: A Case Study of the Lithuanian Maritime Academy. TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation, Vol. 15, No. 2, doi:10.12716/1001.15.02.11, pp. 349-355, 2021

Other publications of authors:


File downloaded 127 times








Important: TransNav.eu cookie usage
The TransNav.eu website uses certain cookies. A cookie is a text-only string of information that the TransNav.EU website transfers to the cookie file of the browser on your computer. Cookies allow the TransNav.eu website to perform properly and remember your browsing history. Cookies also help a website to arrange content to match your preferred interests more quickly. Cookies alone cannot be used to identify you.
Akceptuję pliki cookies z tej strony