Trans RINA, Vol 157, Part C1, Intl J Marine Design, Jan –Dec 2015 ii. Students’ understanding of the benefits that
seafarers may receive through the application of HF/HCD during ship design: before and after the workshop
The understanding of the benefits to seafarers of applying HCD during design improved from ‘good’ to ‘excellent’ for those who had only heard of HCD for the first
time, and
improved from ‘good’ to ‘very good’ for the remaining students.
iii.
Students’ approach to the elimination of HF issues onboard ships
86% of students emphasized “Design the problem out” as the best approach to the elimination of HF problems, whereas 10% of them
suggested to “Shield against iv. Students’ level of agreement
The students’ level of agreement with two statements
given in the questionnaire (as
shown in Figure 2) shows that a majority of the students were able to identify the significance of designers’ clear understanding of different situations in which their design will be used and that HF knowledge can lead to minimising hazards.
Statement 1
10% 20% 30% 40% 50%
0% 42% 44% Statement 2 46% 46% the
problem”; 2% to “warn the problem” and 2% to “train the operator”.
“The workshop gave good insight on the equipment used during evacuation and the type of liferaft and lifeboats. Especially this allows me to
search and find what the
situation onboard is during lifeboat drill and finally expert’s feedback on our designs was great”
However 6% of students provided negative feedback on the workshop. They evaluated the time spent for the workshop as a waste of time, especially for final year engineering students who work on their design projects. The following statements were given by them,
“Workshop to be a waste of time”
“Not the best way for final year students to spend time dedicated to work on their design projects”
14% 8% 5.1 METHODOLOGICAL DISCUSSION 0% 0% 0% 0% 0% 0%
Since the session was arranged in a workshop manner it facilitated an effective environment for brainstorming, collaborative learning, building relationships, and problem
solving. Collaborative learning through
Statement 1: Designers’ clear understanding of the situations in which the products will be used can reduce the potential for human error
Statement 2: Proper understanding of HF by Design engineers can lead to minimise the hazards out
v.
Figure 2: Students’ level of agreement Students’ feedback on workshop
A majority of the students provided positive feedback on the workshop activity, as
C-184
workshops can better lead to mastery of both content and skills of students than traditional instruction methods, in which students are more passive [33, 34]. Furthermore the workshop involved prototyping which is a significant activity in designing and engineering; learning through doing [18, 35]. Prototyping can help to evaluate design alternatives at any stage of the development process. During the conceptual phase the basic design elements can be explored and tested with end users. Thus with the presence of seafarers throughout this workshop activity, it was a good opportunity for students to get seafarers
5. DISCUSSION
illustrated by a few statements listed below, whereas 14% of them did not
give of “post-design” contact any
feedback. Furthermore they recognised the significance
with
those who work onboard the ships, to obtain and maintain a clear understanding about the working conditions, operational
“Good opportunity issues,
physical environment, tasks, work flow and potential hazards on board ships.
to speak to seafarers,
experts, naval architects and to have a feedback from them on our prototypes and video”
“Make us imagine the real situation on ships and better understand it with real users of the ship”
© 2015: The Royal Institution of Naval Architects
Strongly Agree Agree
Somewhat Agree
Somewhat Disagree Disagree
Strongly Disagree
Strongly Agree Agree
Somewhat Agree
Somewhat Disagree Disagree
Strongly Disagree
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210