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| 2. |
- Whalen, Katherine A., et al.
(author)
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'All They Do Is Win': Lessons learned from use of a serious game for Circular Economy education
- 2018
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In: Resources, Conservation and Recycling. - : Elsevier BV. - 0921-3449 .- 1879-0658. ; 135, s. 335-345
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Journal article (peer-reviewed)abstract
- This paper aims to explore how Circular Economy (CE) can be taught in higher education through the use of a serious game, In the Loop. Despite the growing literature base related to CE, academic reflection on education for CE is currently limited. In the Loop was developed to provide an experiential learning situation for educating about material scarcity and CE. This study reflects on the use of the game with engineering students pursuing higher education. Seventy-one reflections, written after students played the game, were qualitatively coded through the use of a-priori coding. This paper presents the findings from analysis of five themes: Gameplay, Systems Thinking, Material Criticality, Realism/Real World Connection, and Suggestions for Change (to the game). Use of the game encouraged students to think holistically and reflect on material scarcity. Students highlighted the importance of adopting strategies, including CE, to address resource challenges, with many reflecting on how their own actions and abilities could play a role. Moreover, the study suggests In the Loop has broad relevance in education related to resource management practices and confirms previous research on the benefits of games as boundary objects to facilitate systems thinking.
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| 3. |
- Johansson, Björn, 1975, et al.
(author)
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SUSTAINABLE PRODUCTION RESEARCH: AWARENESS, MEASURES AND DEVELOPMENT
- 2012
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In: International Journal of Sustainable Development. - 1923-6662. ; 4:11, s. 95-104
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Journal article (peer-reviewed)abstract
- This paper takes its standpoint in thehypothesis that awareness of sustainability is the keyto create sustainable products, and that this awarenessbegins already at research level. It describes thedevelopment and follow-up of a method forincreasing sustainability awareness in sustainableproduction research. Several activities were carriedout to increase the awareness. Firstly) workshopswith researchers and industry on sustainability.Secondly) development of measures based onliterature and interviews with researchers. Thirdly)monitoring of awareness through concept maps.Progress was evaluated by comparing the awarenessof the population when the project started in 2010,and then again in 2011. The results show that theparticipants had shifted their view from primaryemphasizing technology towards a more balancedview of sustainability where social aspects were moreoften taken into consideration. According to theconcept maps methodology, sustainability awarenessin the population increased with 25%.
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| 4. |
- Mocholí Montañés, Rubén, 1990
(author)
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Emissions reduction and flexible operation of energy-intensive industrial processes and power plants
- 2019
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Conference paper (other academic/artistic)abstract
- Every year, the German Federal Ministry of Education and Research (BMBF) hosts the prestigious ”Green Talents – International Forum for High Potentials in Sustainable Development” to promote the international exchange of innovative green ideas. The award, under the patronage of Minister Anja Karliczek, honours young researchers each year. The winners come from numerous countries and scientific disciplines and are recognised for their outstanding achievements in making our societies more sustainable. Selected by a jury of German experts, the award winners are granted unique access to the country’s research community
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| 5. |
- Mathern, Alexandre, 1986, et al.
(author)
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Sustainability-driven structural design using artificial intelligence
- 2019
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In: 20th Congress of IABSE, New York City 2019: The Evolving Metropolis - Report. ; , s. 1058-1065
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Conference paper (peer-reviewed)abstract
- The construction industry is responsible for a large share of the global environmental impact. The need for addressing sustainability and increased competition calls for the development of innovative design methods that include sustainability in a transparent way. The aim of this work is to propose a framework to use machine learning and artificial intelligence (AI) for structural design optimization based on sustainability and buildability criteria. AI opens up new possibilities to optimize and assess structures early in the planning and design stages. In that way, it is possible to decrease the negative and enhance the positive environmental, economic and social impacts and create a more time‐ and cost‐effective design process. The work is meant to serve as a first step toward the development of AI‐based methods in the construction industry, which can bring digitalization in the construction industry to a new level and create new services and business models.
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| 6. |
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Study trip to the USA 1998 - visits to 6 universities
- 1998
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Editorial collection (peer-reviewed)abstract
- This document has been created as an aid in the development of strategies for taking Chalmers University of Technology into the 21st century. It is a working document, the purpose of which is to provide input for the design and prioritization of our development activities. In this respect, it has already contributed to our work, both at the school/department levels and at the university as a whole.It is not meant to be a “final report”, but rather to remain a work in process. Each section reflects the strongest impressions made on the person responsible for that section. As a result, some overlap can be found between sections, as it can be essential to review these impressions from different perspectives. The intention has been to cover all subject areas; at the same time retaining the flavor of the individual or group contributions. In 1996, an exchange of experiences and ideas was initiated between the deans of the Schools of Architecture (A), Electrical and Computer Engineering (ED), Chemical Engineering (K) and Technology Management and Economics (I) and the President of Chalmers, concerning the strategic development of Chalmers and its schools. During these meetings, the need for an analysis of current developments in the world was recognized, aiming at improved positions for the individual schools as well as for Chalmers as a whole.In 1997, a trip to the USA was planned, the purpose of which was to harvest ideas and learn from the following prominent American universities: The Georgia Institute of Technology in Atlanta (“Georgia Tech”, a state university that has climbed up the American ranking lists during the last decade), Motorola University in Schaumburg (a company “university”, an increasingly common phenomenon among major American companies), Northwestern University in Chicago (a private national university that has placed high on the ranking lists for an extended period of time), Rensselaer Polytechnic Institute in Troy, N.Y.(the oldest university of technology in the USA-private), the University of Massachusetts Lowell (“UMass”- a regional state university that has undergone major transformation) and the Massachusetts Institute of Technology (MIT- the leading private national university of technology in the United States).The basic idea was for several individuals from each school to be involved (a total of some 22 persons), since the knowledge and experience gained from the trip was to be put into practice. During the autumn of 1997, we therefore divided into four working groups responsible for: 1) development and leadership, 2) cooperation and focus in research and research education, 3) external and internal relations and 4) information technology in education. The different schools were represented in all groups and were assigned to prepare questions within their respective areas of responsibility.We visited the six universities between March 25 and April 5, 1998, and the four working groups were expected to cover the issues they had prepared. Three of the trip’s days were earmarked for exchange of experience and reflection, i.e. the groups described the most interesting or thought-provoking features, suggested which elements might be put to use at Chalmers, and presented these reflections to the other participants.After returning to Sweden, the groups have kept working on their analyses. Using notes from interviews and printed material, the groups have written reports on their observations and what they have learned in the United States. In these analyses, the groups’ learnings are related to the present reality and recommendations for the future at Chalmers. These reports were presented to the Board of Chalmers on June 4 1998, and have now been compiled in this document.
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| 7. |
- Sagberg, Fridulv, et al.
(author)
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A Review of Research on Driving Styles and Road Safety
- 2015
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In: Human Factors. - : SAGE Publications. - 1547-8181 .- 0018-7208. ; 57:No. 7, November 2015, s. 1248- 1275
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Research review (peer-reviewed)abstract
- Objective: To outline a conceptual framework for understanding driving style and, based on this, review the state-of-the-art research on driving styles in relation to road safety.Background: Previous research has indicated a relationship between the driving styles adopted by drivers and their crash involvement. However, a comprehensive literature review of driving style research is lacking. Method: A systematic literature search was conducted, including empirical, theoretical and methodological research on driving styles related to road safety. Results: A conceptual framework was proposed where driving styles are viewed in terms of driving habits established as a result of individual dispositions as well as social norms and cultural values. Moreover, a general scheme for categorising and operationalizing driving styles was suggested. On this basis, existing literature on driving styles and indicators was reviewed. Links between driving styles and road safety were identified and individual and socio-cultural factors influencing driving style were reviewed. Conclusion: Existing studies have addressed a wide variety of driving styles, and there is an acute need for a unifying conceptual framework in order to synthesise these results and make useful generalisations. There is a considerable potential for increasing road safety by means of behaviour modification. Naturalistic driving observations represent particularly promising approaches to future research on driving styles. Application: Knowledge about driving styles can be applied in programmes for modifying driver behaviour and in the context of usage-based insurance. It may also be used as a means for driver identification and for the development of driver assistance systems.
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| 8. |
- Sellberg, Charlott, 1974, et al.
(author)
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Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments
- 2019
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In: 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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Journal article (peer-reviewed)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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| 9. |
- Sellberg, Charlott, 1974, et al.
(author)
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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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In: WMU Journal of Maritime Affairs. - : Springer Science and Business Media LLC. - 1651-436X .- 1654-1642. ; 17:2, s. 249-265
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Journal article (peer-reviewed)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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| 10. |
- Eklund, Rikard, 1966, et al.
(author)
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From tacit knowledge to visual expertise: Eye-tracking support in maritime education and training
- 2020
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In: Advances in Intelligent Systems and Computing. - Cham : Springer International Publishing. - 2194-5365 .- 2194-5357. ; 1211, s. 269-275, s. 269-275
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Conference paper (peer-reviewed)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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