https://www.scipedia.com/wd/index.php?action=history&feed=atom&title=Larsen_et_al_2018aLarsen et al 2018a - Revision history2026-04-30T18:41:37ZRevision history for this page on the wikiMediaWiki 1.27.0-wmf.10https://www.scipedia.com/wd/index.php?title=Larsen_et_al_2018a&diff=192305&oldid=prevScipediacontent: Scipediacontent moved page Draft Content 548036615 to Larsen et al 2018a2021-01-28T17:33:41Z<p>Scipediacontent moved page <a href="/public/Draft_Content_548036615" class="mw-redirect" title="Draft Content 548036615">Draft Content 548036615</a> to <a href="/public/Larsen_et_al_2018a" title="Larsen et al 2018a">Larsen et al 2018a</a></p>
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</td></tr></table>Scipediacontenthttps://www.scipedia.com/wd/index.php?title=Larsen_et_al_2018a&diff=192304&oldid=prevScipediacontent: Created page with " == Abstract == In response to the current development towards electric waterborne transportation, this paper introduces the consequent gap in maritime education. Although th..."2021-01-28T17:33:38Z<p>Created page with " == Abstract == In response to the current development towards electric waterborne transportation, this paper introduces the consequent gap in maritime education. Although th..."</p>
<p><b>New page</b></p><div><br />
== Abstract ==<br />
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In response to the current development towards electric waterborne transportation, this paper introduces the consequent gap in maritime education. Although the transition is only slowly progressing, the first crew members have already started operating fully electric vessels, but without any battery-specific training or certification. In this paper, the magnitude and type of information required in the transition is assessed by comparing existing maritime educational standards with battery-specific regulations. From this comparison three focal areas are identified; safety operation behavior, electrical engineering skills and overcoming myths and misunderstandings. The paper analyzes how education can best be composed to speed up the transition to electric waterborne transportation through a case study based on the experiences from the E-ferry project and the educational strategy of the World’s first pilot courses offered by a renowned Danish maritime academy. The paper concludes by recommending a range of myths that a course concept should help put to rest.<br />
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== Original document ==<br />
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The different versions of the original document can be found in:<br />
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* [https://zenodo.org/record/1445975 https://zenodo.org/record/1445975] under the license http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode<br />
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* [https://zenodo.org/record/1445975 https://zenodo.org/record/1445975],<br />
: [http://dx.doi.org/10.5281/zenodo.1445974 http://dx.doi.org/10.5281/zenodo.1445974] under the license http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode<br />
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* [https://zenodo.org/record/1445975 https://zenodo.org/record/1445975],<br />
: [http://dx.doi.org/10.5281/zenodo.1445975 http://dx.doi.org/10.5281/zenodo.1445975] under the license http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode<br />
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DOIS: 10.5281/zenodo.1445975 10.5281/zenodo.1445974</div>Scipediacontent