| 1. |
|
|
| 2. |
- Levin, Lena, 1958-, et al.
(författare)
-
Unpacking corrections in mobile instruction : Error-occasioned learning opportunities in driving, cycling and aviation training
- 2017
-
Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 38, s. 11-23
-
Tidskriftsartikel (refereegranskat)abstract
- This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as unpacking corrections. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members’ phenomena.
|
|
| 3. |
- Broth, Mathias, 1965-, et al.
(författare)
-
Showing where you're going : Instructing the accountable use of the indicator in live traffic
- 2018
-
Ingår i: International Journal of Applied Linguistics. - : John Wiley & Sons. - 0802-6106 .- 1473-4192. ; 28, s. 248-264
-
Tidskriftsartikel (refereegranskat)abstract
- This article takes an interest in how students at a driving school areinstructed how to make the car's behaviour intelligible (accountable)to other road users in traffic. Taking the indicator as an example,the analytic focus is on the ways in which the indicator'srelevance is instructed and its timely activation practiced, andhow activating the indicator is instructed as part of moreencompassing turning procedures. The indicator is one of the centralresources built into cars for displaying to others a driver'sintention about where to go next. Although indicating does not,in itself, affect the movement of the car, activating the indicatoris crucial for allowing others to anticipate a car's movement inspace, and coordinate themselves with it. The analysis showshow instructors manage trainee drivers' instructed actions duringdriving by providing descriptions of what using the indicatoraccomplishes before a directive to turn (a), after a directive to turn(b), and as accounts for initiating correction of trainee driver carcontrol activity (c).
|
|
| 4. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Sensational driving : instructing and calibrating sensory perception in early driver training
- 2020
-
Ingår i: Discursive psychology and embodiment. - Cham : Palgrave Macmillan. - 9783030537081 - 9783030537098 ; , s. 169-196
-
Bokkapitel (refereegranskat)abstract
- Although psychological states have been widely examined as social objects indiscursive psychology (DP), little is known about the interactional organisationof perception. This chapter is about joint sensorial activities in driver training.Specifically, we explore how neophyte drivers are being trained in identifyingand analysing kinetic information—including the car’s vibration, movementand direction—when performing routine car control operations. Throughmultimodal conversation analysis of four video-recorded examples, wedemonstrate how driving instructors gesturally enact sensations to invite theirstudents to “feel” the car’s kinetic status, how they jointly produce coordinatedsensory activities and how the sensoriality of the event is intersubjectivelyestablished through “feel enquiries”. Treating sensory perception asembedded—and embodied—in practical social activity, highlights the benefitsof including corporeality in future DP enquiry.
|
|
| 5. |
- Abadir Guirgis, Georg
(författare)
-
Lärarperspektiv på riskutbildningen för motorcyklister
- 2011
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Over the last decade it has become increasingly popular to ride a motorcycle in Sweden. A mandatory risk education for competence A and A1 was introduced from the 1st of November 2009. Since the education is new, few evaluations have been conducted so far.This study evaluates the risk education for motorcyclists based on the perspective of driving instructors. The goal was to compile the instructors' comments and experiences with respect to the new risk training. An additional objective was to examine the driving instructors' perceived effects of the education on their students' driving behavior. Six semi-structured interviews with driving instructors and an observational study of the education at various driving schools were conducted. In addition, a participant observation study was performed during a further education of 15 driving instructors. The results show that the instructors experience a great need for the new risk training and that the implementation of the training itself has been good. Students have been referring to the risk training, which according to the instructors indicate that the students have embraced the essence of the training. As a result, the students drive more carefully now and think twice in certain situations according to the instructors. This was considered a desirable result.
|
|
| 6. |
- Abadir Guirgis, Georg, 1988-, et al.
(författare)
-
Simulatorbaserad utbildning i ERTMS : utvärdering av utbildning och träning för lokförare i VTI:s tågsimulator
- 2015
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta notat presenterar en studie för att utvärdera VTI:s tågsimulator för träning och utbildning i ERTMS (European Rail Traffic Management System) för lokförare. Resultaten visar att både lärare och elever är mycket positiva till den simulatorbaserade träningen och mycket tyder på att teori och simulatorträning som varvas ger bäst resultat. På sikt ska de större järnvägsstråken i Sverige utrustas med ERTMS. Detta kommer kräva stora utbildningsinsatser för Sveriges cirka 3 500 lokförare. Det är orealistiskt att dessa ska utbildas på riktiga spår och det finns ett behov av en mer realistisk ERTMS-simulator än den ERSA-simulator som Trafikverket erbjuder idag. Studiens syfte var därför att utvärdera VTI:s tågsimulator, dels jämfört med European Rail Software Applications (ERSA) simulatorn, dels för att studera två olika sätt att kombinera teoretisk utbildning med praktisk träning i simulator. Tre olika grupper jämfördes: Teoretisk utbildning i ERTMS kombinerat med träning i ERSA-simulator (grupp 0), teoretisk utbildning i ERTMS som avslutades med träning i VTI-simulatorn (grupp 1) och teoretisk utbildning i ERTMS som till viss del varvades med träning i VTI-simulatorn (grupp 2). Grupp 1 och 2 fick avsluta utbildningen med ett teoretiskt prov och ett praktiskt körprov i simulator. Grupp 0 endast fick göra det teoretiska provet.
|
|
| 7. |
- Aretun, Åsa, 1970-, et al.
(författare)
-
Developments in driver’s licence holding among young people : potential explanations, implications and trends
- 2014
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This literature review examines the factors that influence the development in the driver’s licence rate among young people in different age groups, socioeconomic groups and geographical contexts, as well as the impact on the welfare of young people of holding or not holding a driver’s licence. The review also includes research on trends, prognoses and evaluations of developments in driver’s licence holding, and knowledge on any links between changes in driver licensing and falling car usage among young people. The review shows that several factors appear to explain and influence the driver licensing trend among young people, while, at the same time, there is a great difference in driver’s licence holding among different groups. More research is needed to investigate the extent to which the declining driver licensing rates is a general trend and/or opposite trends between different groups of young people, and with different welfare impacts.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
