From briefing, through scenario, to debriefing: the maritime instructor’s work during simulator-based training

Sellberg, Charlott

doi:10.1007/s10111-017-0446-y

Cited by 40 publications

(56 citation statements)

References 30 publications

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“…The instructions followed in the simulator environment consistently connect the simulated events to the conditions of work practice that are often encountered during on-board training, and to theoretical and abstract principles (Sellberg 2018;Sellberg and Lundin 2017a, b). This, in turn, is regarded as a prerequisite for simulator training; it must be relevant to the conditions of actual work on board a seagoing vessel.…”

Section: Resultsmentioning

confidence: 99%

“…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). During simulator-based training, these contingencies pose instructional challenges for the maritime instructor during the different phases of training.…”

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

“…The spatial layout of the classroom sets up the framework for instruction, and the technologies used for instruction in this phase are common classroom technologies such as documents, PowerPoint presentations, and overhead sheets, which are prepared by the instructor beforehand. In this phase of training, the instructions given to the students are rather open and straightforward (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%

“…For example, the instructor can either clarify or correct the students' actions as necessary or just ratify their actions as correct behaviour. What is interesting is that these instructions, in relation to the instructions in the briefing phase, can be delivered in a way that takes the contingencies of specific situations into account (Sellberg 2018). In this way, instructions given during scenarios show how the earlier partial and open instructions apply to the specifics of a concrete situation.…”

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

Section: The Importance Of Instructional Support and Assessments Thromentioning

confidence: 99%

See 3 more Smart Citations

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

Self Cite

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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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A context‐aware and intelligent framework for the secure mission critical systems

Sikandar

Taha

Sarwar³

et al. 2020

Trans Emerging Tel Tech

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Recent technological advancements in pervasive systems have shown the potential to address challenges in the military domain. Research developments in military-based mission-critical systems have refined a lot as in autopilot, sensing true target behavior, battle damage conditions, acquiring and manipulating command control information. However, the application of pervasive systems in the military domain is still evolving. In this paper, an intelligent framework has been proposed for mission-critical systems to incorporate advanced heterogeneous communication protocols; service-oriented layered structure and context-aware information manipulation. The proposed framework addresses the limitation of "time-space" constraints in Mission-critical systems that have been improved significantly. This improvement is courtesy to enhancing situationaware tactical capabilities such as localization, decision significance, strategic span, strategic intentions, resource coordination and profiling concerning the situation. A comprehensive use case model has been presented for a typical battlefield scenario followed by a comparison of the proposed framework with existing techniques. It is evident from experiments and analyses that the proposed framework provides more effective and seamless interaction with contextual resources to improve tactical capabilities.

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From briefing, through scenario, to debriefing: the maritime instructor’s work during simulator-based training

Cited by 40 publications

References 30 publications

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

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

A context‐aware and intelligent framework for the secure mission critical systems

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