Demonstrating professional intersubjectivity: The instructor's work in simulator-based learning environments

Sellberg, Charlott; Lundin, Mona

doi:10.1016/j.lcsi.2017.02.003

Cited by 19 publications

(31 citation statements)

References 13 publications

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“…These occasions were not part of the observation and interview part of the competence test. In previous studies on simulator-based maritime training, the instructors' monitoring of students' ongoing activities makes it possible to attend to specific details of the students' conduct, which lays the ground for making assessments (Sellberg & Lundin, 2017;Sellberg & Lundin, 2018). Such assessments represent a continuous and on-going process that is grounded in the instructors' abilities to recognize the fit or gap between the learning objectives and the students' activities in the simulator.…”

Section: Analytic Resultsmentioning

confidence: 99%

“…While the training sessions on the bridge operation simulator have been analyzed in prior studies (e.g. Sellberg & Lundin, 2017;Sellberg & Lundin 2018), this study draws on video data from simulator-based competence tests at the end of the course. During competence tests students are being certified on using Radar and ARPA equipment in different traffic and weather conditions, which is one of the learning objectives.…”

Section: Methods and Datamentioning

confidence: 99%

“…The analytical focus on interactional details is characteristic to the situated approach, drawing on the method of systematic video analysis of naturally occurring learning practices to render knowledge and competencies observable in work practices (Stahl, 2005). Shifting the perspective from measuring the development of various skills as is prime focus of cognitive perspectives, to analyzing the details of training for work practice, puts emphasis on simulator-based training as an interactional achievement, highlighting the role of the instructors' continuous assessments and instructional strategies in the simulator environment to support student learning towards a profession (Hontvedt 2015;Sellberg & Lundin, 2017).…”

Section: Literature Backgroundmentioning

confidence: 99%

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Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments

Sellberg¹,

Lindmark²,

Lundin³

2019

TransNav

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In Maritime Education and Training (MET) where students are trained for professions with high standards of safety, the use of simulators is taken to provide opportunities for safe and cost-effective training. Although the use of simulators for training and certifying technical proficiency and so-called non-technical skills is well established and regulated by international standards, previous research suggests that simulatorbased assessment has been poorly implemented in the MET system. Now the challenge is to contribute with knowledge about how to conduct consistent, unbiased, and transparent assessments of navigational skills and competencies. However, in current research it is not evident how training of non-technical skills in simulated environments should be assessed. The aim of this study is to explore the pedagogical challenges instructors face when assessing students' navigational skills and competencies in a simulated environment. The study is based on video-recorded data from the certification part in a navigation course for second year master mariner students. A situated approach to cognition and learning is employed to analyze the co-construction of assessment in the simulated exercises by means of instructors' questions and students' answers. Results reveal an assessment practice where the students are still developing their navigational skills with instructional support from examiners whilst being certified on using Radar equipment in accordance to COLREG.

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Section: Analytic Resultsmentioning

confidence: 99%

Section: Methods and Datamentioning

confidence: 99%

Section: Literature Backgroundmentioning

confidence: 99%

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Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments

Sellberg¹,

Lindmark²,

Lundin³

2019

TransNav

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“…While simulation training in other realms often focuses on technical and non-technical skills, the need to instil general principles of good seamanship and international regulations is an essential part of basic maritime training (Sellberg and Lundin 2017a). The meaning of good seamanship and the rules of the sea are hard to teach in abstraction because their application relies on an infinite number of contingencies that have to be accounted for in every specific case (Sellberg 2018).…”

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

“…When interactions between an instructor and students are taking place in the simulators, a variety of navigational technologies in a maritime context are essential as a basis for specific and timely instructions (Sellberg 2018;Sellberg and Lundin 2017a). For the instructor, being there in the midst of the action enables him or her to attend to specific details of the students' conduct, such as how they are managing their gaze and attention when integrating information from different sources on the bridge (Fig.…”

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

Learning to navigate: the centrality of instructions and assessments for developing students’ professional competencies in simulator-based training

Sellberg

Lindmark

Rystedt

2018

WMU J Marit Affairs

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Despite the promises of simulations to contribute to learning in safe-critical domains, research suggests that simulators are poorly implemented in maritime education and training systems. From the current state of research, it is far from evident how instruction in simulator-based should be designed and how skills trained in bridge simulators should be assessed and connected to professional practice. On this background, this article aims to investigate the role of instructions and assessments for developing students' professional competencies in simulation-based learning environments. The research draws on ethnographic fieldwork and detailed analyses of video-recorded data to examine how maritime instructors make use of simulator technologies in a navigation course. Our results reveal an instructional practice in which the need to account for general principles of good seamanship and anti-collision regulations is at the core of basic navigation training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction because their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we stress the importance of instructional support throughout training (from briefing thorough scenario to debriefing) in order for the instructor to bridge theory and practice in ways that develop students' competencies. Our results highlight, in detail, how simulator technologies enable displaying and assessing such competencies by supporting instructors to continuously monitor, assess, and provide feedback to the students during training sessions. Moreover, our results show how simulator-based training is related to the work conditions on board a seagoing vessel through the instructor's systematic accomplishments. Finally, our WMU J Marit Affairs

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Advanced learning methods in maritime education and training: A bibliometric analysis on the digitalization of education and modern trends

Türkistanli

2023

Comp Applic In Engineering

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The minimum requirements in maritime education and training (MET) are set by the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). First established in 1978, the STCW convention standardized educational procedures for seafarers. Since then, it has become the most influential regulatory document for maritime education. The STCW code had major revisions in 1995 and 2010. These amendments were in response to the recognized need to bring the Convention up to date. However, it has been over a decade since the latest amendments came into force, and over the past decade, new educational technologies and digital educational methods have developed significantly. Not only that, but technologies used onboard ships have also advanced considerably. Today, digitalization and the fourth industrial revolution are rapidly reshaping the maritime industry, as well as maritime education. These issues coupled with the disruption caused by the Covid pandemic increased the need for more advanced training tools and methods in MET. Concerns are rising regarding the need for more comprehensive rules that will better reflect today's educational needs and progress in the literature. This paper takes a first step toward addressing these issues by improving the understanding of the currently used advanced teaching methods in MET. This bibliometric review provides developments in the field from the perspective of educators and researchers. As a result, we discovered several narratives and literature gaps in MET. This article reviews the currently investigated subjects and topics, used educational tools and equipment, types of research, and main influencers in MET research. The field is still newly developing, but at a rapid pace. Newly developed tools and methods are increasing, but advances are also constrained because they are made to fit the decade‐old regulations.

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Demonstrating professional intersubjectivity: The instructor's work in simulator-based learning environments

Cited by 19 publications

References 13 publications

Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments

Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments

Learning to navigate: the centrality of instructions and assessments for developing students’ professional competencies in simulator-based training

Advanced learning methods in maritime education and training: A bibliometric analysis on the digitalization of education and modern trends

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