Best Practices Portal

Making Use of Remote Technology to Run Recently Installed ARI Simulators in Conformity with JCMMC Guidelines

Jun Goba -

C/M John Erll N. Destacamento, Ph.D.
Dean, College of Maritime Education

JBLCF-Bacolod

Background

To improve the quality of maritime education and meet regulatory requirements, John B. Lacson Colleges Foundation - Bacolod, Inc. (JBLCF-Bacolod) recently purchased and installed high-tech ARI Deck and Engine simulators. The shift to this new simulation technology was accompanied by challenges, especially in acquainting faculty with the system and synchronizing instructional use with the mandated student-to-equipment ratio specified by the Joint CHED-MARINA Memorandum Circular (JCMMC). This necessitated the College of Maritime Education to launch a technology-facilitated Transfer of Technology (ToT) training, maximizing the use of the simulators while ensuring lessons are imparted effectively and within JCMMC standards.

Objectives

  • To equip faculty with the technical and pedagogical proficiency necessary for using the newly installed ARI simulators.
  • To implement simulation-based instruction by the JCMMC-prescribed student-to-equipment ratio.
  • To utilize video conferencing and remote access as effective tools for rapid knowledge transfer and compliance readiness.

Framework

This innovation is based on three fundamental theories and practices in education: Kolb's Experiential Learning Theory where learning takes place through immediate, reflective experience leading to greater depth of understanding and skill acquisition; Competency-Based Education (CBE) whereby training is focused on outcomes and linked to the particular standards contained in the STCW Code and prioritizing performance measurement; and Technology-Enhanced Learning (TEL) whereby digital technology is used to respond to geographic and logistical limitations so that learning becomes accessible and flexible. Collectively, these theories give the context for effective and responsive education.

Remote Transfer of Technology Training for Faculty Development

On February 13–14, 2025, the CME Department implemented a structured remote-based Transfer of Technology (ToT) training, led by instructors from ARI India. Through video conferencing and remote simulator access, faculty were oriented on key features, scenario creation, instructional strategies, and JCMMC-aligned class sizing. An open forum and Q&A session followed each demo for clarification and enrichment.

Learning from the Training: Input to Output

The training led to the creation of a regulation-compliant and responsive training module intended to improve teaching efficiency. It gave technical guidance via remote means, enabling teachers to schedule and group students based on JCMMC's permissible student-to-equipment ratio. The training also made it possible to create a localized Simulator Use Protocol (SUP) that incorporates compliance standards to allow regulatory compliance alongside maximized simulator usage. This is to ensure timely and efficient utilization of the simmers by the institution for training while carefully following JCMMC's provisions for carrying capacity and providing STCW-compliant, scenario-based training.

How Does It Work?

Initiatives. The activities involve coordination with ARI India to organize remote-led training sessions, thereby ensuring proper delivery of technical skills and knowledge. Split sessions are organized to replicate JCMMC-compliant groupings, with proper student-to-equipment ratios like 1:1 or 1:2, depending on the equipment being utilized. Furthermore, comprehensive documentation is being prepared for use protocols and class sizing guidelines, ensuring a structured framework for effective and regulation-compliant training operations.

Process Flow. The process flow is a remote demo of simulator functionality, where instructors perform virtual walkthroughs and share screens to show main features. Instructors facilitate scenario creation sessions, using JCMMC ratios to maintain compliance and effective training scenarios. There is an interactive Q&A session afterward, where participants can clarify points of operations and compliance. Internal coaching is done after the training, and modules are synchronized to ensure that all components are smoothly incorporated into the current curriculum.

System of Procedures

The results of the training resulted in the development of an extensive Simulator Use Protocol (SUP). The protocol clearly defines the number of students per session per simulator unit, allowing for efficient and safe use. It also coordinates simulator activities with the STCW Code competencies, making training relevant and effective. In addition, the SUP has a rotation scheme for student groups according to planned usage and JCMMC ratio policy to maximize resource utilization and maintain regulatory compliance.

Benefits Derived from the Best/Innovative Practice

The new practice generates several important advantages.

Regulatory Compliance. It assures instant regulatory compliance by following JCMMC carrying capacity principles for simulation-based training, achieving high safety and efficiency standards.

Optimized Usage. The optimized use of simulators avoids overloading and ensures instructional quality is not sacrificed, making learning more efficient and effective.

Better Teaching. Moreover, instructors are well-positioned to provide realistic and effective training against globally accepted competencies, ensuring better quality education.

Scalable Model. The Transfer of Technology (ToT) mode is also a scalable model that can be readily duplicated for future improvements or instructor onboarding, thus ensuring sustainability in development.

Feedback from the Stakeholders

Faculty Response. One hundred percent of the attendees reported greater confidence in teaching with the new simulators, citing remote sessions as both “timely” and “accessible.”

Student Experience. Students reported a clearer understanding during simulation activities and appreciated the smaller group format, which aligned with JCMMC guidance.

Regulatory Preparedness. The institution met compliance for simulator-based instruction during internal audits and readiness assessments.

Recommendations

To further improve the efficiency of the training program, some recommendations are made.

1. Organizing bi-annual Transfer of Technology (ToT) refreshers, which incorporate updates from ARI for version or system upgrades, will keep the faculty up-to-date with the latest technologies and methodologies.

2. Including JCMMC ratio reminders in staff scheduling software will ensure compliance and simplify the planning process.

3. Investigating hybrid learning models, which integrate simulation, theory, and virtual reality (VR), has the potential to deliver more interactive and immersive learning experiences.

4. Using simulator analytics to track the performance of students and modify teaching methods will yield important insights that will allow instructors to adapt their methods better to address students' needs.

Acknowledgment

The College of Maritime Education sincerely thanks the ARI training team in India for their expertise and support, as well as the JBLCF-Bacolod administration for investing in the simulator and training possible. Gratitude is also extended to the faculty participants whose active involvement ensured the successful and compliant deployment of the simulator systems.