375
1 INTRODUCTION
Contemporary sophisticated navigation equipment
requires permanent rising the quality of
teaching/learning level(s) at MET (Maritime
EducationandTraining)institutions.Students,future
seafarers,shouldhaveavailableresourcesinorderto
learnmore:quicklyandeasily.Itshouldbebornein
mind that students are increasingly exposed to the
dual
pressure nowadays, i.e. most of them have to
studyandworkatthesame time.Offeringtheme‐or
blendedlearningmaterialsisa kindofrelief.Onthe
software market there are a lot of new media tools
that are available to teachers for creating e‐learning
educational/trainingmaterials.
Someofthemarefree,
which is an additional benefit. By exchanging
experiences and through persistent experimentation,
teachers can relatively easy create instructional
materials that will encourage students to learn, in
parallel with greatly facilitating their cognitive
processesandacquiringnewknowledgeandskills.
Often, the prevailing students’ motivation factor
for
choosing the profession of seafarer has been the
income. Following this motif, seafarers (e.g. from
Montenegro and the entire region) have been
employedbymainlybadcompanies.Thispracticeis
to be gradually changed. With improved education,
the students would become competent for finding
employmentinbetterandmoresuccessful
companies
investingintheirstaffandtheirprofessionaltraining.
This would create a new “class” of experienced
seafarers,whocouldlatertakepartineducationand
raiseitsqualitytoanenviablelevel.In otherwords,
Teaching ECDIS by Camtasia Studio: Making the Content more
Engaging
S.Bauk
UniversityofMontenegro,Montenegro
R.Radlinger
A
cademyofNewMedia&KnowledgeTransfer,KarlFranzensUniversityofGraz,Austria
ABSTRACT:Thebasic ideaofthispaperistomotivateteachers
/
instructors ofmaritimeschoolsandcollegesto
createinterestingandengagingscreencastsforteachingstudents(futureseafarers)ECDISbasis,byusingnew
contemporarymediaanddidacticalsolutions.CamtasiaStudiohasbeenproposedassuitableappliedsoftware
for doing so. It is a multi‐media, user‐friendly environment, providing the customers with
the variety of
possibilities for editing PowerPoint presentations with the introduction of audio, video and different
animations,inordertomaketeaching/learningcontentmoreinterestingandtopointoutthemostimportant
issues.Itallowscomputerscreenvideocapturing,andadding ofaudioandnumerousanimatedeffectstoit,as
well
as augmenting video recordings into the Camtasia project(s). Even though the proposed software tool
possesses a broad palette of advanced features for recording and editing “lively” and edifying recordings,
within this paper only brief descriptions of “reviving” classical PowerPoint presentations, taking the screen
capturesoverTransasdemoECDISsoftware,and
theireditingispresented.Severalexamplesofinstructional
recordingsconcerning ECDISoperational basis,and possibilityofstudents’ self‐evaluation havebeen given,
too.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 7
Number 3
September 2013
DOI:10.12716/1001.07.03.08
376
byintroducingstudents tothe spacewhich facilitate
easy acquisition of even theoretical knowledge, and
getting more quickly competencies of considerably
higher level, the previous mentioned should be
slightly change in the future. To this end, the paper
presents a few ideas on how to teach, and
consequentlyeasierlearn
basicsofECDIS(Electronic
Chart Display and Information System) on the
exemplar of Camtasia Studio software tool
employment at METs in more efficient knowledge
transfer.
Thepaperisorganizedinthefollowingway:(a)A
short description of ECDIS is given in order to
emphasize its importance in providing safe
and
effective maritime navigation; (b) An overview on
software tools that can be used in creating more
interesting and engaging educational materials is
given, with a particular emphasize on Camtasia
Studiobeingusedhere;(c)Severalexamples ofusing
Camtasia Studio in teaching/learning ECDIS are
given,and (d) Someconclusion remarks,
along with
the directions for further research work in this field
aregiven,aswell.
2 ECDIS:ASACONTENTOFTHE
INSTRUCTIONALMATERIALS
The ECDIS is an entirely electronically based
navigation system that integrates real‐time
navigationaldatafromshipsensors(GPS,Radar,AIS,
etc.) and electronic navigational charts
(ENCs‐
ElectronicNauticalCharts)[17;18].Initsverynature,
it is a centralizing instrument with the unique
function of integrating many aspects of navigation
[15]. More explicitly, it allows the integration of
numerousoperationaldata,suchasship’scourseand
speed, depth soundings, and radar data into the
display. Furthermore, it
allows automation of alarm
systems to alert the navigator of potentially
dangerous situations, and gives him/her a complete
picture of the instantaneous situation of the vessel
and all charted dangers in the area [9]. ECDIS has
beenconceivedinsuchawaytosupportandenforce
thetransitiontothe
e‐Navigationconcept[17].
AlthoughtheInternationalMaritimeOrganization
(IMO) officially approved it as the equivalent to the
classical paper charts in November 1995 [9], the
transition to its full usage in practical maritime
navigationisstillslow.Thecausesarethelackofthe
officialENCs,thehighcostof
ECDIS,anda doseof
skepticism in accepting this new technology by the
traditional marine community.However, ECDIS has
benefitsintermsoftimesavinginrouteplanningand
monitoring,preventingaccidentsandthusprotecting
the ship and marine environment. ECDIS functions
can be used effectively especially in restrictive
waterway
areas, during periods of poor visibility,
i.e.underconditionsofmistandduringthenight.In
coastalwaters itis generallyvery easy to derivethe
positionwith theview fromthe bridgewindows, as
well as with the information from other prime
navigational devices.But, care must be taken to
ensure that radar is always used as the primary
collision avoidance aid and ECDIS as the primary
chartingaid[18].
ThekeycomponentsofECDISdisplay,i.e.mostof
thevisualizedcommandsofECDIS(ontheexemplar
of Navi‐Trainer Professional NTPro 4000 nautical
simulatormanufacturedbytheTransasMarine)
have
been described in detail within some previously
publishedpapersbytheauthorinthisfieldandcited
in [1]. Also, the basic and some advance features of
ECDIS have been covered by numerous referential
literature resources, e.g. like [9‐17;20‐22;25‐31].
Though, the focus will be given here on
using new
media tools in better teaching/learning ECDIS
principles.
3 CAMTASIASTUDIO:ASATOOLFOR
CREATINGTHEINSTRUCTIONALMATERIALS
Nowadays there is a quite large offer of different
application software which can be used for
producing:
audio (Audacity, NCH Wave Pod, Adobe
Audition, Cubase Steinberg, Logic Studio, Kristal
AudioEngine,etc);
video (Windows Movie Maker, Adobe Premiere,
Avidemux, Magix Video, Video Spin, AVIedit,
etc);and,
sreencapturing (Adobe Capticate, Capture Fox,
Camtasia Studio, Jing, ActivePresenter, BB
Flashback, BB Flashback Express, ScreenPresso,
VirtualDub,etc).
Web can be used, of course, as a resource for
furthersearchinthefield
[32;33].
Some of these software tools are proprietary
commercial, while some are freeware. And it is
difficult to give the recommendation which one
shouldbeused.Exploring prosandconsoftheseand
numerousothersoftwareisbeyondthescopeofthis
article.However,atthismomentoftheauthors’
work
in this domain, the most appropriate seems here
employed and briefly presented Camtasia Studio
software. However, this does not mean that the
teachers/educators at METs should not experiment
withothertools,andthattheauthorswillnotdoso,
what should undoubtedly create new opportunities
for exchanging and mutual enriching
experiences in
thisMETsphereinthefuture.
Hence, the following part of this section will
providethereaderwithsomebasic Camtasia Studio
features. Camtasia Studio is a set of software
applications for creating professional‐looking
presentations,videotutorialsand/orscreencaptures,
published by TechSmith [23]. It allows: creating
professional videos easily, recording on‐screen
activity, customizing and editing content, adding
interactiveelements,andsharingvideoswithanyone,
onnearlyanydevice.
More precisely, the PowerPoint presentation
recordings along with a variety of animated effects,
thenarrator’svoice,backgroundsounds(music),and
web camera recordings of the presenter are enabled
by this software. Additionally, the whole screen, or
the exact pre‐specified screen area (of any PC
program, or, here the ECDIS Transas demo version)
can be captured, and audio may be recorded
simultaneously, or embedded latter, from any
377
standard input source device. During the content
production the presenter is able to jump from one
application to another without interrupting the
recording process. The presenter is able to stop
recordingwitha hotkeycombination atanytime,at
which point the software renders the input that has
been captured,
and applies user‐defined settings.
After the presentation had been captured, it is
possibletoreviseitbycuttingand/orpastingdifferent
parts,asneeded.
The presenter is also able to overlay the voice
sequences, sound effects or music onto the
presentation, if it is needed. Camtasia allows audio
recording
whilescreen‐capturingisinprogress,sothe
presenter can narrate the demonstration as it is
carriedout.Mostpresenters,however,prefertowait
untiltheyhavefinishedthescreen‐capture,andthen
recordthenarrationfromascriptastheapplicationis
playing back the recorded capture. The program
allows
filestobestoredinitsownproprietaryformat,
whichisonlyreadablebyCamtasiaitself;thisformat
allows fairly small file sizes as well as longer
presentations[23;24].
Thecompletedvideorecordingscanbealsooutput
to several different, popular common (video) file
formats, such as AVI, Flash, SWF,
Quick Time,
RealMedia, etc., which can be easily read by most
computers.CamtasiaStudio can be used for quickly
recording,editingandsubmittingvarietyofcontents
invarietyofmanners.
Within this context of learning ECDIS
fundamentals,and some of its advanced functions –
moreefficientknowledgetransferanditsacquisition
by the students, particularly future seafarers among
them,itisCamtasiaStudioprimarytask.
4 ONRECORDINGPOWERPOINT
PRESENTATIONSABOUTECDISBASIS
In general, recording PowerPoint presentations
should be realized in two ways: recordings can be
done directly from PowerPoint by using Camtasia
Studio PowerPoint Add‐in tool, or by
saving each
PowerPoint presentation slide in JPEG format, and
importing them into the Camtasia Studio Clip Bin,
and latter on, transferring themsequentially to the
Timeline. Then, the JPEG files can be edited by
associating them with voice narration, web camera
recordings, different animated and transitioning
effects,etc.Thedetaildescription
onbothprocedures
canbefoundin[23].Inintroducingstudentswiththe
ECDIS basis: historical facts, standards, types of
navigational charts, performances, educational‐
trainingrequirements,etc.,bothwaysofPowerPoint
recording have been applied by the authors.Also,
theauthorshaverealizedsomeexperimentswithWeb
camera and inserted
recordings into the video as
Picture‐in‐Picture (PIP) augmentation, what makes
the presentations more interesting and engaging for
thestudents.Duetothevoicenarration,background
sounding,andwebcamerarecordings,alongwiththe
different animations, above listed topics became
undoubtedly more interesting; firstly, in terms of
keeping up students’
attention and most probably,
makingthemcuriostolearnmoreonthistopicinthe
perspective.
Undoubtedly,itismoreinterestingand“lively”to
present some examples of using Camtasia Studio in
recordingscreencapturesoverECDISTransasdemo
software.Thus,inthefollowingsectionsomeofthese
exampleswill
bepresentedandbrieflyexplained.
5 ONRECORDINGTHESCREENCAPTURES
OVEREDCISSOFTWARE
IntheprocessofrecordingscreencapturesonECDIS,
the Transas demo version 2.00.012 (2010) has been
usedasabase uponwhich therecordings are done.
The whole screen is recorded, along with the
presenternarration,
andaftertherecordinghadbeen
finished, the capture is imported to the Camtasia
Studio and edited. Different animated effects
(callouts,captions,smart‐focustools:zoom,pan,etc.)
are added, in order to make the captures more
interesting,andultimatelymoreedifyingtostudents.
Although, all necessary details on screen
recording,
audio adding, and editing the recordings can be
found in [23] – it is on a presenter, here
teacher/instructor,tooptimallyallocatetheplaceand
duration of each animated effect within the
presentation, aiming to make engaging and really
worth audio/video record, prepared to be shared
among students, colleges, and/or
wider, e.g. Web
audience.
Some screencasts which present the process of
capturingthe screen andediting the screencaptures
taken over ECDIS demo version software are given
below(Fig.1‐5).
Example 1: The main object of the screen shot
showninFig.1,alongwiththevoicenarrationof
the
presenter, was the route creating graphically, and
scheduling it by entering ETD (Estimated Time of
Departure)andETA(EstimatedTimeofArrival).The
process of route saving (for later reference and
potential output to the autopilot), along with the
possibility of deleting some of its segments, or
inserting new ones
has been presented. The
possibility of waypoints’ parameter tracking in the
control panel from the route data sub‐window has
been explained, as well, and it is marked on the
screen (Fig. 1) as an important segment of ECDIS
route monitoring. Within this context of route
planningitisto
bepointedthat theoperatorshould
controltherouteparametersrelatedtothealarmsand
indicators,like[9]:
Cross‐trackerror:setthedistancetoeithersideof
the track the vessel can stay before an alarm
sounds. This will depend on the phase of
navigation,weatherandtraffic;
Safety contour: set the depth contour line which
will alert the navigator that the vessel is
approachingshallowwater;
Course deviation: set the number of degrees off
course the vessel’s heading should be allowed to
straybeforeanalarmsounds;
Critical point approach: set the distance before
approaching
eachwaypointorothercriticalpoint
thatanalarmwillsound;
378
Datum:setthedatumofthepositioningsystemto
thedatumofthechart,ifdifferent,etc.
BecauseofthedemoversionofECDISbymeansof
whichtheCamtasiaStudiopresentationfeatureshave
beenappliedinthiswork,therearecertainlimitations
in setting on the critical values
of the above listed
parameters by the user, though for the purpose of
continuingtomeetthestudentswiththefunctionsof
ECDIS, the real ECDIS simulator should be
necessarily used (e.g. Navi‐Trainer Professional
NTPro 4000 nautical simulator, or an advanced
version).
Figure1.Routeplanningprocedure
Example 2: Here, the process of acquisition of the
AIS(AutomaticIdentificationSystem)targetdata(in
manual, not in random mode in here employed
ECDIS demo version) has been also shown in the
short video presentation (Fig. 2). For the purpose of
makingAIStargetsvisibleandselectingoneofthem,
theAISoverlaycommandbuttonmustbepressedin
thecommandpanelin the upperright corner of the
display. In the simulation panel the random button
hastobeswitchedoffandcertainavailableAIStarget
is to be selected and enabled. Its position can be
controlledby inserting
manuallyits coordinates and
course,or bycursor, i.e.bypositioning it directlyat
the proper place, along with the direction onto the
chartpanel.Theseoptionsarezoominbyzoomand
pad(zoom‐n‐pan)CamtasiaStudiotool,andmarked
inredbythecalloutsinFig.2.
Figure2.AIStargetacquisition
Example 3: In theFig. 3 the imitationof the chart
update procedure is outlined. The ECDIS operator
has to find the available update of certain chart in
Chart functional panel and to upload it into the
system, i.e. to replacethe old chart by the new one.
Theupdatesare
markedinorange(inhereuseddemo
ECDIS version) in the new chart version, and the
reneweddata can be seenfor each marked object in
theupdatedchart,simply,byclickingtheinfobutton.
Itistobementionedthateachvesselshouldhaveup‐
to‐date charts for
safe navigation. That is the
requirement of SOLAS Convention regulationV/27.
Updates can be manual or official (automatic or
semiautomatic). The manual update is used for
navigational warnings sent as MSI (Maritime Safety
Information)byNAVTEX,orEGC (ExchangeGroup
Call). Official updates are distributed by RENCs
(RegionalElectronicNavigationalChartCoordinating
Center)throughouttheupdatediscs[17].
Figure3.Imitatingchartsupdatingprocedure
Example 4: In the Fig. 4 and 5, is graphically
presentedtheprincipleofcheckingprimary(acquired
byGPS)andsecondary(acquiredbyreferentialobject
at the coast) position of the ship. Through such
“picturesque” presentation it becomes clearer, i.e.
more understandable to the students how they can
realizethisvery
importantprocedureofcheckingthe
position. Of course, the variations in manus and
options are present from one to another version of
ECDIS software, but the very basic idea of this
commonofficeronwatchactionissimilar.
Figure4.Comparingprimaryandsecondaryposition: GPS
vs.referentialobjectpositiononthecoast
Figure5.Comparingprimaryandsecondaryposition:offset
checking
379
Itistobepointedoutonceagainthatbyusingthe
available preset scenarios in ECDIS Transas demo
version 2.00.012 (2010) the ARPA overlay and the
NAVTEXmessagesobservingareavailable,aswellas
thepossibilityofimitatingchartupdatingprocedure.
However, since the demo version of ECDIS is
in
matter, these options are available only for some
preset route scenarios, but not in the free route
planning mode. Of course, these and others, rather
numerous restrictions, as those related to some
relevantrouteparameterstracking(cross‐trackerror,
safety contour, course deviation, critical point
approach, etc.) should be
overcome by using real
ECDIS simulator, or through underway exercise
sequences on real ECDIS [14;15], as the sound and
confidentpla tforms for recording, editing, and post‐
producingeducational/trainingvideosbynewmedia
equipment and software tools devoted to providing
moreefficientknowledgetransferinthisdomain.
Though, such approach might be
a challenge for
forthcoming, more extensive and rigorous
investigation work in this field. Also, instead of
CamtasiaStudio,someotherappliedsoftwarecanbe
applied, e.g. Adobe Premiere, since it offers some
advancedpossibilitiesofvideorecording, editingand
post‐producing educational materials of higher
quality.
6 TOWARDACHIEVINGBETTER
INTERACTIVITY
The reader may get the impression that Camtasia
Studiodoesnotprovideenoughspacetointeractwith
thestudents.Butstill,thereisawaythatthislackof
interactive dimension can “catch up”, and that is
through the creation of self‐evaluation tests for
students. With the intention to
approach the
procedurallevelinCamtasiaStudioforcreatingself‐
evaluation tests, then it is to begin by using the
options(CamtasiaStudiover.7):Tools=>Quizzing...
=> Add quiz ..., and then the options Move =>
Quizzing ..., are to be consulted. Tests may include
thequestionsof
thefollowingtypes:
Multiplechoice;
Fillintheblank;and,
Shortanswer(whichisnotscored).
Figure6. An example of Camtasia Studio quiz on ECDIS
basis
Within one quiz, or self‐evaluation test all these
typesofquestionsmaybeincludedandcombinedin
different ways, depending of the instructional
material and the teacher’s conceive of that how the
test should be. Immediately after answering the
question the students can get the score, and though
checktheir
knowledgeaboutthetopic(s).InFig.6is
given an example of self evaluation test (segments)
with multiple choices and fill in bla nk options of
providinganswers,alongwiththeforminwhichthe
studentscanseethescore.
7 SOMEGENERALRECOMMENDATIONS
Whatshouldbetreatedasgeneralrecommendations
for recording and editing engaging ECDIS learning
captures?‐Regardless of the content of the
presentation,theanswerisalmostthesame[19].First
ofall,thepresentermusthaveagood knowledgeof
the area which he/she presents. Additionally, he/she
should be well prepared in a sense of having very
clear
idea about what, in what extent, and in which
orderitistobesaid.Thepresentationshouldbeclear
and concise. And, the presenter should not be “in
rush”, at all, during the narration/explanation
phase(s). Leaving some free or silence sequences is
recommended, as well. The following animated
effects
shouldbeoftheappropriatelength,andgiven
in the appropriate amount. Students should be
allowed to hear and understand what the
presentationisabout.
Sinceteaching/learningECDISisaveryimportant
issue, which directly touches the fully electronic
integrationofalmostallvitalnavigationalequipment
andacquisitionoftheinformation
thattheyprovide,
which ultimately implies the safety of navigation –
these particularly reinforce previously given, rather
general,suggestions.
8 CONCLUSIONS
ThepapercontainsshortdescriptionofECDISandits
importancetothesafenavigation,asitispreviously
mentioned,intermsofrecallingtheauthor’sprevious
published papers referred
in [1] and some well‐
known references in this field [9‐17;20‐22;25‐31]. An
emphasis is put on introducing contemporary
methodsand techniquesintotheprocessoflearning
students of maritime schools and colleges ECDIS
principles and operational basis. Consequently,
Camtasia Studio applied software has been
recommendedasaquite
suitabletoolbytheauthors,
andbrieflypresentedinordertodrawtheattentionof
teachersandinstructorsatMETsinamannerhowto
maketheirlecturesmoreinterestingandengagingfor
students. The engagement of students is of crucial
importance of the appropriate acquiring of the
knowledge. Besides
Camtasia Studio, many new
technological solutions areavailable on the software
market for educators to create a kind of alternative
learning environment in which students learning
should be expanded and reinforced [19]. Learning
ECDIS by involving advanced media tools, such as
Camtasia Studio, should be undoubtedly an
380
interestingplatformfordevelopingmorestimulating
learning environment, and new active knowledge
transfer(tele)channelsbetweeneducators/trainersand
students and/or trainees in the field of electronic
navigationandinanotherfields,aswell.
ACKNOWLEDGEMENT
This work has been supported by JoinEU SEE
ErasmusMundusprogramandithasbeenrealizedat
theAcademyof NewMedia& KnowledgeTransfer,
KarlFranzensUniversityofGraz,Austria.
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[33]Web resource: http://webseasoning.com/technology/
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