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

Artikel i vetenskaplig tidskrift
Författare Charlott Sellberg
Publicerad i Cognition, Technology & Work
Volym 0
Nummer/häfte 00
Sidor 1-14
ISSN 1435-5558
Publiceringsår 2017
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Sidor 1-14
Språk en
Länkar https://link.springer.com/article/1...
https://gup-server.ub.gu.se/v1/asse...
Ämnesord Simulator-based training; Maritime education and training; Socio-material resources; Temporal organization; Situated action
Ämneskategorier Utbildningsvetenskap, Annan teknik

Sammanfattning

Simulator-based training in maritime education is an illustrative and paradigmatic example of how the introduction of high-end technologies creates new challenges for instructors: using simulators in educational settings for teaching skills that must be transferred to a professional work practice. This study draws on ethnographic fieldwork and video recordings of learning activities in a maritime navigation course to investigate the instructional challenges and opportunities for connecting general learning lessons to practical situations in different phases of simulator-based training. In particular, taking on a situated action approach, the research questions concern how the participants are orienting towards general instructions from the prospective briefing phase in the subsequent scenario and debriefing phases of training, considering how the social and material resources in the simulator environment organize the learning activities. The results show that connecting the general to the specifics of navigational situations is a continuous instructional achievement that is maintained throughout all stages of training, from briefing, through scenario, to debriefing. Hence, the results are stressing the importance for both in-scenario instructions and post-simulation debriefing in order to facilitate learning towards a profession. Moreover, the results emphasize how technologies in the simulator environment offer opportunities for instructors to continuously monitor, correct and assess the students’ activities towards the learning outcomes.

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