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- 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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- 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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- Sellberg, Charlott, 1974, et al.
(författare)
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The demonstration of reflection-in-action in maritime training
- 2021
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 22:3, s. 319-330
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Tidskriftsartikel (refereegranskat)abstract
- The literature on simulation-based training highlights the importance of post-simulation debriefings as occasions for student self- reflection. Another central feature of these debriefings, which has not gained the same interest, is how debriefings are used by instructors to demonstrate professional modes of reflection-in- action: how they are used to show the deeply reasoned and skilled practices that characterize professional conduct. Based on video recordings of debriefing sessions in a navigation course for master mariners, this study discusses a case where an instructor demonstrates how navigational rules should be applied in line with good seamanship. With a starting point in the visual representation of the scenario, and by re-enacting the students’ performance, the instructor formulates the problem that the students confronted in the scenario as well as potential solutions. In this way, the students’ attempts to solve the task are explicated in terms of the more general lessons that the scenario was designed to teach. The study concludes by a) discussing the empirical case in relation to Schön’s ‘Educating the Reflective Practitioner’ and b) outlining some implications for educational practice.
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- Sellberg, Charlott, 1974, et al.
(författare)
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Training skills and assessing performance in simulator-based learning environments
- 2017
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Ingår i: 18th Annual General Assembly of the International Association of Maritime Universities - Global Perspectives in MET: Towards Sustainable, Green and Integrated Maritime Transport, IAMU 2017. ; 1, s. 8-18
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Konferensbidrag (refereegranskat)abstract
- This article reports the results from a research project on the use of simulator technologies in the training and assessment of professional performance in maritime training. The research draws on ethnographic fieldwork and analyses of video-recorded data to examine how maritime instructors make use of simulator technologies during instruction. Our results reveal an instructional practice where the need to account for general principles of good seamanship and international regulations is at the core of the basic maritime training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction, since their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we are stressing the importance of both inscenario instruction and post-simulation debriefing in order for the instructor to bridge theory and practice in ways that develop the students' professional competences. Moreover, our results highlight how simulator technologies enable unique ways of displaying and assessing such competences by enabling instructors to continuously monitor, assess and provide feedback to the students throughout training sessions. Our results imply that training models advocating isolating and targeting technical and non-technical skills during training conflict with training for rule-governed maritime operations where such skills are intricately entwined. Furthermore, our results show that debriefing models that recommend a linear chronological order of discrete phases could be misleading. Although this structure might provide an overall resource, processes of connecting principles and rules to a multitude of specific circumstances in the training scenarios are at play throughout the debriefings.
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- Edvall, Andreas, et al.
(författare)
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The ambiguous nature of visual expertise: Insights from using eye-tracking data for video-stimulated reflection in maritime piloting
- 2023
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Ingår i: 14th Advances in Human Factors and Ergonomics Conference (AFHE2023), San Francisco, USA, July 20-24, 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a recent meta-review of the literature on how eye-tracking technology is used and conceptualized in simulator-based training and assessment Sellberg et al. (2022, p. 319) show how eye-tracking is widely appreciated as “a method for valid, reliable, and objective assessment of proficiency”. In the suggested conference presentation, we aim to challenge this view by exploring how and why eye-tracking data is relying on the domain-specific interpretations of professionals in a particular field (see Schindler & Lilienthal, 2017). The study is based on three hours of video-recorded and fully transcribed data from a focus group interview. The focus group was led by an expert on maritime piloting and an educational researcher and included six experts on maritime piloting who collaboratively viewed and discussed eye-tracking data from a simulator-based task of maritime piloting. Theoretically, we base our analysis on recent theories on the development of visual expertise, i.e., the “superior performance of professionals in processing domain-specific visual information” (Gegenfurtner et al. 2022, p. 3). In particular, we adopt a view of visual expertise as a complex and multi-layered system of conceptual, methodological, and technical knowledge (Lehtinen et al. 2020). The following research questions are addressed: a) how do experts interpret eye-tracking data from a visually demanding piloting task? b) what kinds of dilemmas are articulated as a result of the experts’ interpretations of eye-tracking data? Preliminary analyses of the interview data show that the experts draw heavily on their professional knowledge to recognize patterns in the eye-tracking data and relate these patterns to certain navigational methods. A reoccurring theme in the discussions is the ambiguity of determining whether best practice in piloting is dependent on gaze patterns since there are several navigational methods that can be successful at any given time. Moreover, the time spent looking at visual landmarks or instruments was discussed as especially difficult to interpret, since the possible reasons behind dwell times can vary. As a result, we argue for adopting a more nuanced and critical approach to implementing eye-tracking technology to support training and assessment. Although eye-tracking technologies offers stable representations of gaze behavior which in turn makes practices of looking accountable and assessable, the method still leaves us searching for an assessment method of proficiency that is “valid, reliable and objective” (cf. Sellberg et al. 2022). References Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Seidel, T., ... & Säljö, R. (2022). Towards a cognitive theory of visual expertise: methods of inquiry. In: C. Damsa, A. Rajala, G. Ritella & J. Brouwer (Eds.), Re-theorizing learning and research methods in learning research. Routledge. Lehtinen, E., Gegenfurtner, A., Helle, L., & Säljö, R. (2020). Conceptual change in the development of visual expertise. International Journal of Educational Research, 100, 101545. Schindler, M., & Lilienthal, A. (2017). Eye-tracking and its domain-specific interpretation: a stimulated recall study on eye movements in geometrical tasks. In Annual Meeting of the International Group for the Psychology of Mathematics Education, Singapore, Singapore, July 17–22, 2017 (Vol. 4, pp. 153-160). PME. Sellberg, C., Praetorius, G. & Nivala, M. (2022). Eye-tracking in simulator training and assessment: A semi-structured meta-review. 13th Advances in Human Factors and Ergonomics Conference (AFHE2022), New York, USA, July 24-28, 2022.
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| 10. |
- Eklund, Rikard, 1966, et al.
(författare)
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From tacit knowledge to visual expertise: Eye-tracking support in maritime education and training
- 2020
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Ingår i: Advances in Intelligent Systems and Computing. - Cham : Springer International Publishing. - 2194-5365 .- 2194-5357. ; 1211 AISC, s. 269-275, s. 269-275
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Konferensbidrag (refereegranskat)abstract
- The maritime pilot is an expert with knowledge on a specific navi- gational route. The maritime pilot cadet undergoes maritime education and training in classrooms, onboard vessels and in simulators. Developing visual expertise is a basic objective. Transferring knowledge from experienced mar- itime pilots to maritime pilot cadets is challenging since some of this knowledge is tacit. The transference is achieved by externalization and socialization pro- cesses. The objective of this pre-study was to assess eye-tracking methodology as a tool to support maritime education and training, and for transferring tacit knowledge. The study was performed in an explorative way during simulator sessions, by interviews, questionnaires and observations. The result shows that eye-tracking methodology is useful for transferring tacit knowledge in simulator settings, but not during other parts of the education and training. The results also show that situational awareness of maritime pilot instructors and maritime pilot cadets increases when utilizing eye-tracking methodology.
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