| 1324661. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Reconceptualizing Simulations: Epistemic Objects and Epistemic Practices in Professional Education
- 2024
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Ingår i: Philosophy & Technology. - 2210-5433 .- 2210-5441. ; 37:77, s. 2-22
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Tidskriftsartikel (refereegranskat)abstract
- This study explores how and why simulation training facilitates professional learning by investigating how simulators and simulations are used and conceptualized in two professional domains, nursing and maritime navigation, and offer a reconceptualization. Our aim is to move beyond past theorizing of simulators and simulations that has mainly centered on representational issues like validity, fidelity, and authenticity. Instead, we approach simulators as epistemic objects and simulations as epistemic practices. These concepts offer a lens to examine the situated and sociomaterial practices that make simulators into simulations and simulations into entry points to the epistemic culture of a profession. As a result, we pinpoint three central mechanisms for transforming the simulation experience into an event that facilitates the enrollment of students into their future profession. The first mechanism involves the instructional practice of “filling in” aspects of the work context that might be missing in the simulator. The second mechanism, sometimes labeled the “as-if” mode of simulations, manifests through the participants’ ongoing commitment to treat the simulation as-if it was a real professional encounter. The third relates to how simulation-based learning activities afford a crucial pedagogical orientation towards defining what constitutes exemplary professional practice in specific training situations.
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| 1324662. |
- Sellberg, Charlott, 1974
(författare)
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Representing and enacting movement: The body as an instructional resource in a simulator-based environment
- 2017
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Ingår i: Education and Information Technologies : Official Journal of the IFIP technical committee on Education. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 22:5, s. 2311-2332
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Tidskriftsartikel (refereegranskat)abstract
- Simulators are used to practice in a safe setting before training in a safety-critical environment. Since the nature of situations encountered in high-risk domains is complex and dynamic, it is considered important for the simulation to resemble conditions of real world tasks. For this reason, simulation-based training is often discussed in terms of realism in relation to real world work practices. However, regardless of the realism of the simulator, there are always glitches in the perception of the simulation as a realistic work setting. In this study video-recorded data is used to explore these glitches between a simulation and the real world. The analysis is focused on maritime instructors’ use of body and talk to represent aspects of the real world missing in high-fidelity simulators. Moreover, the study explores the role of these representations in developing the students’ understanding of the ship’s movements in manoeuvring also in a simulator environment. Results show that instructions given in the simulator have the potential to facilitate students’ learning of the ship’s movements by using the body as an instructional resource. In the study, a combination of bodily conduct and instructive talk that are coupled towards the simulator, as well as aspects of an imagined real world, is used to address glitches in the simulator. The results contribute to a growing corpus of research, which show that realism in simulator-based training is an instructional achievement rather than a matter of technical fidelity of the simulator.
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| 1324663. |
- Sellberg, Charlott, 1974
(författare)
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Simulators in bridge operations training and assessment: a systematic review and qualitative synthesis
- 2017
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Ingår i: WMU Journal of Maritime Affairs. - : Springer Science and Business Media LLC. - 1651-436X .- 1654-1642. ; 16:2, s. 247-263
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a systematic review and qualitative synthesis of the use of simulators in maritime education and training (MET), with a focus on bridge operations during navigation training and assessment. The review found 34 articles published in a wide range of academic journals, displaying a global field of research consisting of three main disciplines: Maritime professionals (n = 15), Human factors (n = 13) and Education (n = 6). An important conclusion made after synthesising the results of the studies is that while the potential of using simulators in training and assessment are clear, little is known about which instructional practices would ensure valid and reliable results of simulator-based education. Since MET institutions train their students for one of the most safety-critical industries in the world, there is a need for empirical studies that explore the use of simulator-based training and assessment further to lay the foundation for an evidence-based educational practice.
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| 1324664. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Spatial, temporal and bodily organizations for instructions-in-action in basic safety training
- 2022
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Ingår i: 7th Copenhagen Multimodal Day "On Multisensoriality", November 4, Copenhagen, Denmark.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study contributes to a corpus of studies in the tradition of ethnomethodology and conversation analysis (EMCA) taking an interest in instructions and instruction following [1]. These studies investigate the local production of instructions in educational settings where practical skills are being trained, taking on finely grained analyses of the sequential organization of instructions-in-action [2]. Examples include instruction and instruction following in handicraft [3], instructed cooking [4], air traffic control training [5], sports coaching [6] and surgical training [7]. In this study, we take on a multimodal investigation of instructions-in-action and the spatial, temporal and bodily organizations that shape both their production and their uptake. Basing our analysis on video recorded basic safety training in maritime education, the following research questions are focused: a) how are the production of instructions-in-action shaped by spatial, temporal and bodily circumstances during activities? and b) what are the spatial, temporal and bodily prerequisites for following instructions-in-action? The aim of the analysis is ultimately to reveal instructional work that might be taken for granted as mundane and simplistic in a safety-critical professional domain that is focused on what is perceived as higher order, cognitive skills [8]. During training, the instructors actively positioned themselves in relation to the students ongoing actions, closely monitoring the students’ bodily movements and reactions during exercises. As a result, an instructional organization consisting of embedded assessments, bodily demonstrations, and instruction following was seen as a reoccurring theme in the data corpus [9‚10]. Conversely, we argue that the instructional work carried out in these exercises is a carefully designed and deliberate practice that is essential for teaching and learning from basic safety training. References 1. Garfinkel, H. (2002). Ethnomethodology's program: Working out Durkheim's aphorism. Rowman & Littlefield Publishers. 2. Schegloff, E. (2000). On granularity. Annual Review of Sociology, 26(1), 715-720. 3. Lindwall, O., & Ekström, A. (2012). Instruction-in-interaction: The teaching and learning of a manual skill. Human Studies, 35(1), 27-49. 4. Mondada, L. (2014a). Cooking instructions and the shaping of things in the kitchen. In: M. Nevile, P. Haddington, T. Heinemann & M. Rauniomaa (Eds.) Interacting with objects: Language, materiality, and social activity, 199-226. 5. Arminen, I., Koskela, I., & Palukka, H. (2014). Multimodal production of second pair parts in air traffic control training. Journal of Pragmatics, 65, 46-62. 6. Evans, B., & Reynolds, E. (2016). The organization of corrective demonstrations using embodied action in sports coaching feedback. Symbolic Interaction, 39(4), 525-556. 7. Mondada, L. (2014b). Instructions in the operating room: How the surgeon directs their assistant’s hands. Discourse Studies, 16(2), 131–161. 8. Viktorelius, M., & Sellberg, C. (2022). The Lived Body and Embodied Instructional Practices in Maritime Basic Safety Training. Vocations and Learning, 15(1), 87-109. 9. Greiffenhagen, C. (2012). Making rounds: The routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning, 7(1), 11-42. 10. Due, B. L., Lange, S. B., Nielsen, M. F., & Jarlskov, C. (2019). Mimicable embodied demonstration in a decomposed sequence: Two aspects of recipient design in professionals' video-mediated encounters. Journal of Pragmatics, 152, 13-27.
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| 1324665. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Tasks and instructions on the simulated bridge: Discourses of temporality in maritime training
- 2018
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Ingår i: Discourse Studies. - : SAGE Publications. - 1461-4456 .- 1461-7080. ; 20:2, s. 289-305
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Tidskriftsartikel (refereegranskat)abstract
- In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students? understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training. AB - In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students? understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training.
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| 1324666. |
- Sellberg, Charlott, et al.
(författare)
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Technostress in the office : a distributed cognition perspective on human-technology interaction
- 2014
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Ingår i: Cognition, Technology & Work. - : Springer London. - 1435-5558 .- 1435-5566. ; 16:2, s. 187-201
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Tidskriftsartikel (refereegranskat)abstract
- Technology is a mobile and integral part of many work places, and computers and other information and communication technology have made many users' work life easier, but technology can also contribute to problems in the cognitive work environment and, over time, create technostress. Much previous research on technostress has focused on the use of digital technology and its effects, measured by questionnaires, but in order to further examine how technostress arises in the modern workplace, a wider perspective on interactions between people and technology is needed. This paper applies a distributed cognition perspective to human-technology interaction, investigated through an observational field study. Distributed cognition focuses on the organisation of cognitive systems, and technostress in this perspective becomes an emergent phenomenon within a complex and dynamic socio-technical system. A well-established questionnaire was also used (for a limited sample), to gain a frame of reference for the results from the qualitative part of the study. The implications are that common questionnaire-based approaches very well can and should be complemented with a broader perspective to study causes of technostress. Based on the present study, a redefinition of technostress is also proposed. © 2013 Springer-Verlag London.
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| 1324667. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Telling stories from the sea: Boundary work and face-saving strategies in maritime post-simulation debriefing
- 2019
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Ingår i: ViLär, Trollhättan 5-6 december 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study examines storytelling episodes in 13 video-recorded and fully transcribed post-simulation debriefings from a maritime navigation course. The aim is to scrutinize the facilitators’ practice of telling stories from the sea during debriefing, in order to find interactional patterns in regards to the following questions: a) what occasions branches of storytelling in debriefing? b) what lessons to be learned are made through storytelling? c) how do the students respond to the stories? A combination of dialogical-performative analysis and a structural narrative model was conducted in order to both analyze and contextualize stories from working at the sea in the debriefing practice. The analysis show how storytelling in debriefing were frequently occurring, and mainly occasioned by critical discussions about students’ mistakes during the simulated scenario. In such a critical debriefing practice, our results show how telling stories about lived experiences of professional dilemmas and mistakes serves multiple functions. In line with research results from previous studies on storytelling in higher education, this study show how storytelling provides concrete examples on topics that might seem abstract or illusive in an educational context, and connects the simulation event to the professional responsibilities onboard seagoing ships. Moreover, the results suggest that facilitators’ practice of highlighting working professionals’ dilemmas and mistakes do face-saving work in debriefing, and might contribute to a psychologically safer debriefing climate.
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| 1324668. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Telling Stories from the Sea: Facilitating Professional Learning in Maritime Post-Simulation Debriefings
- 2020
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Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 13:3, s. 527-550
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Tidskriftsartikel (refereegranskat)abstract
- This study examines storytelling episodes in 13 video-recorded and fully transcribed post-simulation debriefings from a maritime navigation course. The aim is to scrutinize the facilitators’ practice of telling stories from the sea during debriefings, to explore the organization and inner function of storytelling in debriefing. A combination of dialogical-performative analysis and a structural narrative model was conducted to analyze and contextualize stories from working at sea in the debriefing practice. The analysis shows how storytelling in debriefing frequently occurred, and was mainly occasioned by critical discussions about students’ mistakes during the simulated scenario. In such a critical debriefing practice, the results show how telling stories about lived experiences of professional dilemmas and mistakes serves multiple functions. In line with research results from previous studies on storytelling in higher education, this study demonstrates how storytelling connects the simulated event to the professional responsibilities on board seagoing ships. In addition, storytelling might also serve face-saving purposes in this critical debriefing practice, which raises important questions regarding psychological safety and the debriefing climate.
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| 1324669. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Temporal and material conditions for instruction in simulator-based maritime training
- 2015
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Ingår i: CSCL 2015 Proceedings. - 1573-4552. - 9780990355076 ; 2, s. 699-700
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Simulator-based training in maritime education is a highly structured and technological advanced learning activity. By analyzing video recordings of exercises in a navigation course, the study specifically explores: a) the use of different tools and technologies in maritime training, and b) how the instruction shapes and are shaped by the temporal organization of the events. The results highlight instructional matters of connecting the general learning objectives with the particular details of the scenario throughout the whole training session.
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| 1324670. |
- Sellberg, Charlott, 1974, et al.
(författare)
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The automation of feedback in simulation-based maritime training: Design ethnography and learning experience design for an intelligent learning system
- 2024
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Ingår i: 15th Advances in Human Factors and Ergonomics Conference (AHFE2024), Nice, France, July 24-27, 2024..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In maritime education and training (MET) simulators have become an essential part of the training regime [1.] Simulators offer ways to minimize the costs of onboard training, as well as opportunities for novices to gain some experience before entering the highly safety-critical work setting onboard. Research on the use full mission simulators in MET highlights the role and importance of skilled instructors for simulation-based training to facilitate professional learning, showing the instructors’ active role in connecting the simulated experience to the learning objectives during training [2]. In recent years, novel technologies such as virtual reality and cloud-based simulators have gained interest in MET, providing new modes for remote training, skill acquisition and competence development for the trainees [3]. However, an early attempt of providing adaptive feedback to students during training on cloud-based desktop simulators shows the complexities involved in designing system feedback that provide an engaging and meaningful learning experience for MET students [4]. A conclusion drawn from the study highlights how feedback from the system needs to be carefully aligned with the student’s previous knowledge to provide adequate scaffolding during training. To address these challenges, this study analyses video records of everyday training practices at a MET institution, with a focus on the instructors’ work when delivering feedback to students. As a result, feedback in everyday simulation training have been identified as cycles of deliberate practice, consisting of instructors’ close monitoring of students' actions to continuously assess the fit between the learning objectives and the ongoing task. In the next step, feedback draws on the rich semiotic resources of the simulated environment while considering aspects of realism and authenticity of importance for professional learning. Considering the multilayered and multimodal nature feedback of feedback as well as the role-playing character of interactions in simulator-based maritime training we outline implications for design and emphasize the importance of a learner-focused, iterative design approach that prioritizes sociotechnical-pedagogical usability when creating an ILS for use in simulator-based professional training [5]. References 1. Wiig AC, Sellberg C, Solberg, M (2023) Reviewing simulator-based training and assessment in maritime education: a topic modelling approach for tracing conceptual developments. WMU Journal of Maritime Affairs, 22(2), 143-164. 2. Sellberg C (2018) From briefing, through scenario, to debriefing: the maritime instructor’s work during simulator-based training. Cognition, Technology & Work, 20(1), 49-62. 3. Kim TE, Sharma A, Bustgaard M, Gyldensten WC, Nymoen OK, Tusher HM, Nazir S (2021) The continuum of simulator-based maritime training and education. WMU Journal of Maritime Affairs, 20(2): 135-150. 4. Gyldensten W, Wiig AC, Sellberg C (2023) Maritime students’ use and perspectives of cloud-based desktop simulators: CSCL and implications for educational design. TransNav: International Journal on Marine Navigation and Safety of Sea Transportation, 17. 5. Jahnke I, Schmidt M, Pham M, Singh K (2020) Sociotechnical-pedagogical usability for designing and evaluating learner experience in technology-enhanced environments. In: M Schmidt, AA Tawfik, I Jahnke, Y Earnshaw (eds) Learner and user experience research: An Introduction for the Field of Learning Design & Technology. Edtech books.
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