| 1. |
- Schminder, Jörg, 1982-, et al.
(författare)
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An IVR Engineering Educational Laboratory AccommodatingCDIO Standards
- 2019
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Ingår i: The 15th International CDIO Conference: Proceedings – Full Papers. - Aarhus : Aahus University Library. - 9788775074594 ; , s. 647-658
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Konferensbidrag (refereegranskat)abstract
- This paper presents the development of an educational immersive virtual reality (IVR) program considering both technological and pedagogical affordances of such learning environments. The CDIO Standards have been used as guidelines to ensure desirable outcomes of IVR for an engineering course. A learning model has been followed to use VR characteristics and learning affordances in teaching basic principles. Different game modes, considered as learning activities, are incorporated to benefit from experiential and spatial knowledge representation and to create a learning experience that fulfils intended learning outcomes (ILOs) (defined by CDIO Standard 2 and Bloom’s learning taxonomy) associated with the particular course moment. The evaluation of IVR laboratory highlights effectiveness of the approach in achieving ILOs provided that pedagogical models have been followed to create powerful modes of learning.
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| 2. |
- Uusimäki, Liisa, 1959, et al.
(författare)
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VET Education for Sustainable Development in Sweden.
- 2024
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Ingår i: Ametller, J., Asikainen, E., Gual Oliva, M., & Němejc, K. Eds. (2024) Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework.. - Prague, Czech Republic : Czech University of Life Sciences.
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Bokkapitel (refereegranskat)abstract
- The book “Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework” is tangible evidence of the collaborative efforts of committed researchers, educators and policy makers who are striving to improve the quality of teacher education for sustainable development. This work crystallizes valuable insights gained from in-depth research, workshops and interviews conducted in five collaborating countries, and lays the foundation for a unified competency framework that crosses borders and strengthens the global dialogue on education.
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| 3. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments
- 2019
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Ingår i: TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation. - : Faculty of Navigation. - 2083-6473 .- 2083-6481. ; 13:4, s. 881-886
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Tidskriftsartikel (refereegranskat)abstract
- 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 simulator-based 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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| 4. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Learning to navigate: the centrality of instructions and assessments for developing students' professional competencies in simulator-based training
- 2018
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Ingår i: WMU Journal of Maritime Affairs. - : Springer Science and Business Media LLC. - 1651-436X .- 1654-1642. ; 17:2, s. 249-265
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Tidskriftsartikel (refereegranskat)abstract
- 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 results highlight the close relationship between technical and non-technical skills in navigation, and how these are intertwined in training for everyday maritime operations.
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| 5. |
- Eklund, Rikard, 1966, et al.
(författare)
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Assessing non-technical methods for transferring tacit knowledge in safety-critical systems: a study on maritime pilot training
- 2022
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Ingår i: INTED 2022 Proceedings. - : IATED. - 9788409377589 ; V-224-2022, s. 9908-9914
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Konferensbidrag (refereegranskat)abstract
- A safety-critical system is a system whose failure or malfunction will have serious consequences and typically include, healthcare, aerospace, naval operations, nuclear or process industries, and military systems. Safety-critical systems also show a high level of automation and are to a high degree dependent on tacit knowledge embedded within the workforce. It is important to an organization to find methods to manage tacit knowledge transfer and thereby establishing resilience over time. Maritime pilotage is a safety-critical segment of the maritime industry to assure safe, economic, and sustainable naval operations. During the maritime pilot training the maritime pilot student acquires trade specific skills, often in the shape of tacit knowledge, primarily when interacting with other more experienced maritime pilots. The purpose of this study is to improve the maritime pilot training to mitigate increasing requirements of safe, economical, and environmentally sustainable shipping operations. The aim of the study was to locate, catch, crystallise, document, and describe non-technical methods of tacit knowledge transfer during the different elements of the maritime pilot training. This study is a mixed-method study, based on observations, interviews, questionnaires, and document analysis. In total, 21 participants were included in the study, consisting of maritime pilot students, less experienced but licensed maritime pilots, and highly experienced master maritime pilots. The results show that a substantial amount of tacit knowledge transfer occurs during on-the-job activities. Such activities are predominantly taking place in social settings and are not consistently documented or systematically utilized within the organization.
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| 6. |
- Glass, Jacqueline, et al.
(författare)
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Future use of life-cycle assessment in civil engineering
- 2013
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Ingår i: Proceedings of Institution of Civil Engineers: Construction Materials. - : Thomas Telford Ltd.. - 1747-650X .- 1747-6518. ; 166:4, s. 204-212
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Tidskriftsartikel (refereegranskat)abstract
- A LimesNet mission to Chalmers University of Technology, in Sweden, is reported in this paper. The aim of the mission was to explore new ways of exploiting the untapped potential of life-cycle assessment, its application in the civil engineering and construction industries and, specifically, to debate the associated trade-off decisions for reinforced concrete structures (buildings and civil engineering). Life-cycle assessment is an important tool in sustainable design; engineers need robust life-cycle assessment data and must balance this with operational performance considerations (e.g. energy consumption, durability). Through the mission it was clear that much could be learned from the Swedish experience. The UK team noted the importance of life-cycle assessment studies which allow building performance and construction products to be benchmarked and the role of emerging European standards (e.g. product category rules for construction and the development of environmental product declarations). Valuable lessons exist for consulting engineers and materials manufacturers, and there is a need for the greater inclusion of life-cycle assessment skills in the civil engineering education curriculum.
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| 7. |
- Malmström, Hans, 1980, et al.
(författare)
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Chatbots and other AI for learning: A survey of use and views among university students in Sweden
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- HIGHLIGHTS - 5,894 students from across Swedish universities were surveyed about their use of and attitudes towards AI for learning purposes, both about chatbots (such ChatGPT) and other AI language tools (such as Grammarly). - 1,707 survey respondents offered individual comments, adding thoughts and reflections about the effective and ethical use of AI in higher education. - Overall, most students are positive towards the use of chatbots and other AI-language tools in education; many claim that AI makes them more effective as learners. - Almost all the respondents are familiar with ChatGPT (but typically not with other chatbots); more than a third use ChatGPT regularly. Students’ knowledge and usage of other AI-language tools, particularly language translation tools, is widespread. - More than half of the respondents express concern about the impact of chatbots in future education; concerns about other types of AI-language tools are much less pronounced. - More than sixty percent believe that the use of chatbots during examination is cheating; this is not the case for other AI-language tools. However, a majority of students is against the prohibition of AI in education settings. - Most students do not know if their educational institutions have rules or guidelines regarding the responsible use of AI; one in four explicitly says that their institution lack such rules or guidelines.
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| 8. |
- Garrote Jurado, Ramon, 1962-
(författare)
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Educational Software in Engineering Education
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis contributes to the quality of engineering education and the accessibility of education worldwide by promoting computer-enhanced teaching and learning. It uses the epistemology of John Dewey (1859-1952) and the action research methodology first advanced by Kurt Lewin (1890-1947). A mixed methods approach that combines qualitative case studies with quantitative research methods is used.In the first of three case studies engineering students working on their final degree projects participated. To elicit interaction, a learning management system (LMS) was used and the students were strongly encouraged to discuss various aspects of their work.The second case focused on the barriers to a wider utilization of educational software in engineering education. The case is delimited to lecturers at the School of Engineering at the University of Borås. The investigation focuses on the lecturers’ reluctance to use educational technology and the slow uptake of new pedagogical methods in engineering education.The third case study covers three subsets of participants. A course intended to improve lecturers handling skills and motivation to utilize educational software in a pedagogically sound manner was given in Cuba, Guatemala and Peru.The first case demonstrated that computer-enhanced collaborative learning can improve the learning experience and performance of engineering students. The second case showed that LMS tools that facilitate traditional methods are used routinely, whereas lecturers often refrain from using features intended to facilitate collaboration and the creation of communities of learners.The third case study investigated the use of a complete course package, with all course material and software contained on the same USB drive (LiveUSB Mediated Education, LUME). It is asserted that LUME can facilitate constructivist pedagogical methods and help overcome the reluctance of lecturers to utilize educational software in a pedagogical sound way.
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| 9. |
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| 10. |
- Eklund, Rikard, 1966, et al.
(författare)
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Transferring Tacit Knowledge During Maritime Pilot Training: Assessment of Methods in Use
- 2022
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Ingår i: Applied Human Factors and Ergonomics International. - : AHFE International. - 2771-0718. - 9781958651360 ; 60, s. 665-674
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Konferensbidrag (refereegranskat)abstract
- Accurate knowledge management is vital for an organization to perform well. Managing explicit knowledge is relatively easy but managing tacit (implicit) knowledge is not. Effective transfer of tacit knowledge from experts to novices in an organization is therefore essential. Maritime pilotage is a safety-critical operation in which pilots use their expertise to guide vessels in specific waters. The purpose of this study is to improve the Pilot Training Programme (PTP) run by the Swedish Maritime Administration (SMA). The aim of this study is to evaluate and describe the prevailing methods of transferring tacit knowledge during the PTP. This study includes 20 maritime pilots and covers a complete PTP. A qualitative mixed-methods approach was used, based on activity theory and including observations, interviews, questionnaires, and document analyses. The results showed that tacit knowledge transfer during the PTP occurs during situated learning, such as apprenticeships, hands-on learning and communities of work. However, the transfer methods are not sufficiently documented from a didactic perspective.
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