Bridge Team: Ship Simulator - a free interactive ship simulator for Windows, OSX and Linux
The Shipyard contains a mixture of new purchasable ships and free ship add-on packs for Ship Simulator 2008. These products require a fully upgraded version of Ship Simulator 2008, some also require the New Horizons expansion pack.
Bridge Command is a free interactive ship simulator program for Windows, Apple OSX and Linux. Its aim is to be a training tool for navigation, radar, ship handling, and other seamanship skills. Bridge Command released under the General Public Licence v2, and is available for commercial and non-commercial use.
bridge team ship simulator free download
Bridge Command can be downloaded from the download page. Bridge Command is distributed under the terms of the General Public Licence, version 2. Bridge Command is distributed with ship models, which their authors have kindly permitted to be used with Bridge Command. These may not be used for other purposes without the prior permission of their respective authors, and are not distributed under the General Public Licence.
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This book assesses the state of practice and use of ship-bridge simulators in the professional development and licensing of deck officers and marine pilots. It focuses on full-mission computer-based simulators and manned models. It analyzes their use in instruction, evaluation and licensing and gives information and practical guidance on the establishment of training and licensing program standards, and on simulator and simulation validation.
Each ship handles differently, some with different controls to master while others may have a sharp difference in acceleration and speed. Every ship contains a highly detailed bridge for you to explore in first person mode.
The community is long overdue for a ship simulator, with its last iteration being one released in 2010. Forest Studio is picking up from where the title has left off (we are NOT affiliated with the original devs in any way) and offering brand new ships, environments, and the features the community has been wanting. Before being a game, it is above all a precise and realistic simulator. We have developed many navigation tools to offer the most immersive experience possible, such as radar, navigation GPS (ECDIS), and more.
The Maritime Watch Officer explores knowledge and skills vital to successful performance as an Ensign. This course introduces new watch team skills, including electronic charting, RADAR, and using the bridge-to-bridge radio. Classroom discussions are reinforced and applied in the ship simulators and underway on the training vessels within a watch team construct. Team Coordination Training concepts are analyzed in group projects, where cadets investigate Coast Guard Cutter mishaps.
It is part from simulation category and is licensed as shareware for Windows 32-bit and 64-bit platform and can be used as a free trial until the trial period will end. The Ship Simulator demo is available to all software users as a free download with potential restrictions compared with the full version.
Figure 2. (A) A humpback whale surfaces in front of a large cruise ship, Glacier Bay, Alaska. (B) An observer standing at the bow of a large cruise ship in Alaska quantifying the frequency, proximity, and behavior of humpback whales that surface forward of the ship. The Observer program has occurred since 2006 and included more than 750 cruises. (C) The command center at the AVTEC Full Mission Bridge simulator in Seward, Alaska, during simulations whereby marine pilots simulated whale encounters and active whale avoidance. Closed-circuit video of 2 pilots in the bridge room can be seen in lower left of the photo enacting a whale avoidance maneuver.
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Virtual reality enables reality to be taken beyond the performance envelope. When done correctly this provides the perfect domain for turning virtual reality into reality. Realism is the key to this.Modelling realityOur ship bridge simulator SimFlex4, has been under constant development for over 30 years. It is renowned for its realism. Right from the very beginning focus has been on correctly modelling the hydro- and aerodynamic physical characteristics. This is done by addressing all the forces acting on the vessel and then solving the equation of motions for the vessel. Each force component is a function of many variables, which each contribute to the total force exerted and the corresponding motion. This approach makes it easy to add or remove an effect.The design is based on an eclectic approach where data is retrieved and combined from many sources. Herein lies the success and realism of the ship bridge simulator.In order to maintain a high level of quality and provide our customer the best experience, we offer service and support 24 hours seven days a week. You can contact us on; +4522697712 or send us an email; Support@Simflex.dk.
As stated in the introduction, a recent literature review of the use of simulators in bridge operation training showed that, although the use of simulators is both well established and well regulated in maritime education, few empirical studies have addressed the pedagogical aspects of simulator-based training in this domain (Sellberg 2017a). The importance of instructional support during simulator-based training is seen in the results from studies on simulations in other domains, such as healthcare and dentistry (Hindmarsh et al. 2014; Rystedt and Sjöblom 2012). In a study of students training together with professional pilots in a full-mission simulator, Hontvedt and Arnseth (2013) found that expert feedback is crucial in order to structure simulator training in a way that enhances professional knowledge.
A common assumption about simulation training is that the resemblance between the simulations and the conditions of authentic work settings, often expressed in terms of fidelity, allows for the transfer of skills and knowledge to the work setting. A further assumption is that the more similar the simulation is to the situation it is intended to represent, the greater the possibility that such transfer will occur. This relationship, however, has been questioned because higher fidelity regarding the physical properties of the simulator does not necessarily correlate with effective learning (Hamstra et al. 2014). Instead, the fidelity of the simulation should be seen as relative to the work tasks demands.
In both the learning sciences and human factors research, there are two co-existing research paradigms: cognitive psychology and situated/socio-cultural perspectives (e.g. Ludvigsen and Arnseth 2017; Lützhöft et al. 2010). The first draws on classical cognitive theories for testing hypotheses based on variables in relation to learning. In previous studies of simulator-based training, the cognitive approach is seen through research designs that strive to isolate skills for training and thus reflects an interest in underlying cognitive models during learning activities (e.g. Chauvin et al. 2009; Saus et al. 2010). Instead of taking a classic cognitive approach, the current study draws on theories that situate work and learning in social, material, and cultural contexts (Goodwin 1994; Hutchins 1995; Suchman 2007). This approach implies an interest in the specific details of educational activities in terms of the interactions between instructors, students, and the simulator environment, with a focus on how the students develop their perception and understanding of professional practice. The implications of taking a situated approach is that technical proficiency and non-technical skills are seen as intricately intertwined in simulator training of maritime operations. In particular, research in this tradition highlights tight relationships between tasks, instruction, and technology (cf. Greiffenhagen 2008; Hontvedt 2015a, b). In maritime educational research, few studies prior to this study take a situated perspective on simulator-based training. However, our results show promise, contributing to a new understanding of how students develop professional mariner knowledge (cf. Hontvedt and Arnseth 2013; Hontvedt 2015a, b).
The research design is based on three well-established principles for video-based research (Heath et al. 2010). The first principle is to explore human-technology interactions as they naturally unfold in the setting under study. This implies that instructional activities at the simulator centre were studied with the intention of manipulating the activities taking place during training as little as possible. Second, when studying highly technical workplaces in complex domains, such as maritime navigation training, ethnographic fieldwork is considered essential for developing an understanding of the practice and context where the interaction takes place (Heath et al. 2010). Fieldwork is helpful to carry out at different periods in the research process, at times when different questions arise in analysis (Heath et al. 2010). In the first phase of data collection (autumn 2013), we conducted observations with the aim of familiarising with the field of maritime education and gaining an overview of the simulator centre. These observations concerned several different simulators and types of activities: cargo operations, engine control operations, and radio communication. However, the main focus when collecting data was on different navigational tasks, and therefore most observations have been conducted in the different navigation simulators. Structured fieldwork continued during spring 2014 with the aim of as researchers gaining first-hand experience in using the simulators. Training sessions were carried out on the bridge operation simulator. From 2015 until 2018, extensive time was spent in the simulator centre as part of the prolonged ethnographic engagement although fieldwork was becoming less structured when becoming a member of the setting. Fieldtrips to different simulator centres across Europe became a part of the ethnography, visiting maritime schools and simulator centres in Sweden, Denmark, Great Britain, and Bulgaria. During fieldwork, informal interviews were important sources of information on the setting and of work practices throughout the research project. The aim has been to ask open-ended questions that seek to capture the point of views of the respondents without any preconceptions. Informal interviews have been carried out with six of the instructors involved in the navigational courses under study, but also with instructors from other simulator facilities, contributing with valuable insights and perspectives on training and assessment in simulator environments.