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| 2. |
- Levin, Lena, 1958-, et al.
(författare)
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Unpacking corrections in mobile instruction : Error-occasioned learning opportunities in driving, cycling and aviation training
- 2017
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 38, s. 11-23
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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.
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| 3. |
- Axelsson, Robert, et al.
(författare)
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The Challenge of Transdisciplinary Research : A Case Study of Learning by Evaluation for Sustainable Transport Infrastructures
- 2020
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 12:17, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- While transdisciplinary (TD) research is desired in order to solve real world sustainability issues, this may be challenging for both academic and non-academic participants. Supporting learning through evaluation, we analyzed a project aiming at sustainable transport infrastructures. After developing a TD research framework as a benchmark, two external independent evaluators interviewed all project researchers, representatives for end-users, and donors. The evaluators compared results with the framework, and evaluators and participants critically reflected on the results together. There were three inconsistencies relative to the framework: (1) limited understanding of TD research among project management, end-users, and most of the researchers; (2) no structured learning process among end-users; instead, they expressed very diverse opinions about what they expected from the project; (3) project leaders had limited understanding of the special challenges of TD research, did not fully understand the status of the project's social system, and thus did not act as facilitators of the required collaborative learning process. Non-academic participants saw themselves as customers and not as partners in the knowledge production process. We conclude that TD problem-solving research requires much time and needs facilitation and training. A preparatory phase with a lower level of funding would be helpful in preparing for TD processes.
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| 4. |
- Broth, Mathias, 1965-, et al.
(författare)
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Showing where you're going : Instructing the accountable use of the indicator in live traffic
- 2018
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Ingår i: International Journal of Applied Linguistics. - : John Wiley & Sons. - 0802-6106 .- 1473-4192. ; 28, s. 248-264
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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).
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| 5. |
- Praetorius, Gesa, 1980-, et al.
(författare)
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Exploring strengths and weaknesses in professional marine pilot education
- 2022
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Ingår i: In: Katie Plant and Gesa Praetorius (eds) Human Factors in Transportation. AHFE (2022) International Conference. AHFE Open Access, vol 60. AHFE International, USA. - New York : AHFE International. ; , s. 657-664
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Bokkapitel (refereegranskat)abstract
- This article presents findings from a Strengths, Weaknesses, Opportunities and Threats (SWOT)-analysis of the current marine pilot training. Five experts participated in a focused group interview. The results show that the training is strengthened by the wide variety of practical experiences that the instructors gain from actively working as pilots while being engaged in the education. Furthermore, the advantage of being able to use real-life experience to design training units increases the transferability of training to work settings. However, the experts also highlight the general lack of organizational support and pedagogical training, which may affect the quality and delivery of the education, as well as the lack of short- and long-term evaluation, so it remains unknown what parts of the education are successful and where potential improvements are necessary. The paper concludes by arguing that maritime pilot training should be developed into a professionalized teaching practice.
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| 6. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Eye-tracking in simulator training and assessment: A semi-structured meta-review
- 2022
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Ingår i: Training, Education, and Learning Sciences. AHFE (2022) Salman Nazir (eds.). International Conference. AHFE Open Access, vol 59. AHFE International, USA.. - New York : AHFE International. ; , s. 316-322
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Konferensbidrag (refereegranskat)abstract
- The aim of this meta-review is to chart out a) how eye-tracking is currently used in training and assessment, and b) the barriers and benefits of using eye-tracking reported in the literature. The results show that eye-tracking is used for identifying differences between novices and experts and for capturing expert gaze patterns. Different gaze patterns can be used for gaze training, formative assessment of non-technical skills, as well as summative assessment of technical skills. Further, it is appreciated as an unobtrusive technology that enables a quantitative assessment of objective parameters. Hence, the promise of using eye-tracking for informing instructional design as well as for designing training systems and improve learning environments is clear. However, it is important to consider that implementing eye-tracking is a rather expensive and time-consuming endeavor that requires carefully designed tasks and task analyses to fulfil its potential.
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| 7. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Sensational driving : instructing and calibrating sensory perception in early driver training
- 2020
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Ingår i: Discursive psychology and embodiment. - Cham : Palgrave Macmillan. - 9783030537081 - 9783030537098 ; , s. 169-196
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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.
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| 8. |
- Nyberg, Anders, et al.
(författare)
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Övningskörningen och det praktiska körkortsprovet : en undersökning om 18-24-åringar
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The study shows that a driving licence tuition system should be produced which would ensure that all those who obtain a driving licence have practised all items included as test items in the driving test. This can (apart from the awaited changes in the introductory tuition, new curriculum B and enhanced skid training) mean changing the existing driving test. One reason for this is that analyses of tuition patterns and driving test results show that those who have a larger proportion of their tuition covering certain items (for example, hard braking during private tuition and overtaking on 70 km/h roads and 90 km/h roads during driving school lessons) have a greater chance of not passing instead of passing the driving test. Another reason is that several of the items which the greatest proportion of those who have recently passed the test have never practised, either privately or with a driving school, also belong to the items that are included only to a small extent in the driving test. Examples of this are the items efficient braking, overtaking and driving in a roadwork's area. This should indicate that learner drivers and/or lay instructors, and also driving instructors/driving schools, in some way are aware of this fact, for which reason they conduct less tuition covering these items. The study was carried out with three aims; to describe how people aged 18-24 who have recently got their driving licence (category B driving licence) went through their driving instruction; to investigate, whether it can be explained why certain 18-24-year-olds passed the category B driving licence test, or did not pass it, respectively; and to describe what deficiencies of competence there are with 18-24-yearolds who did not pass the category B driving licence test.
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| 9. |
- Viktorelius, Martin, 1987-, et al.
(författare)
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Säkerhetsträning av fartygsbesättningar för resilience
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- En besättnings krisberedskap och förmåga att hantera oväntade nödsituationer såsom brand, personskador eller evakuering har en avgörande betydelse för säkerheten ombord fartyg och påverkar besättningsmedlemmars och passagerares chanser för överlevnad. Syftet med detta projekt har varit att kartlägga och värdera dagens säkerhetsträning för att utveckla förslag på verktygslåda och metodik för inspirerande och engagerande lärande för ökad sjösäkerhet. Analysen har varit riktad både mot den grundläggande utbildningen som ges till blivande sjöbefäl inom ramen för sjöfartshögskolornas säkerhetsträning och mot den återkommande säkerhetsträning som bedrivs ombord fartyg med yrkesverksam sjöpersonal. I projektet har ett särskilt fokus lagts på att ur ett resilience-perspektiv förstå hur man kan träna inför förmågan att flexibelt anpassa sin prestation till rådande förhållanden genom att snabbt upptäcka och reagera på risker, omfördela resurser och finna nya lösningar i komplexa situationer. Datainsamlingen skedde med utgångspunkt i en rad olika metoder, med såväl kvalitativa som kvantitativa angreppssätt. En större observationsstudie genomfördes vid två av landets maritima träningscenter. Intervjuer och fokusgrupper hölls med såväl studenter, instruktörer som erfarna sjömän. Därutöver genomfördes en omfattande enkätstudie riktad till svensk sjöpersonal samt en observation vid en storövning på en passagerafärja involverande besättning, statister, en MIRG-styrka och räddningspersonal från land.Egenskaper som visade sig vara av vikt sträcker sig från individers kroppsliga erfarenheter och förtrogenhet med fartygsspecifik utrustning samt förmåga av känslomässig reglering till kollektivt agerande och koordinering under organiserad ledning och kommunikation. Resultaten talar för vikten av den instruktörsledda säkerhetsträningen under utbildning av sjöbefäl där grunden för krisberedskap och fortsatt lärande inom den framtida tjänstgöringen läggs. Den kontinuerliga säkerhetsträningen ombord har därefter en potential att fördjupa besättningars kunskap och förmåga att hantera komplexa situationer under stress.
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| 10. |
- Falkmer, Torbjörn, et al.
(författare)
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The TRAINER project : development of a new cost-effective Pan-European driver training methodology and how to evaluate it
- 2001
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Ingår i: Proceedings of the conference Traffic Safety on Three Continents. - Linköping : Statens väg- och transportforskningsinstitut. ; , s. 562-573
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of the TRAINER project is to develop a new cost-effective Pan-European driver training methodology, based on computer based interactive multimedia and simulator technology, which will pay significant attention not only to gain experience of driving and handling the car, but also to the enhancement of risk awareness of learner drivers. For this purpose three different simulation tools will be developed. Each set will consist of a multimedia info-box and a low-cost-medium-cost driving simulator. A number of scenarios for application in the different simulation environments will be developed, which address the most important needs of learner drivers. They have been structured in accordance with the four hierarchical levels of the GADGET-matrix: Level 4 - Goals for life and skills for living, Level 3 - Goals and context of driving, Level 2 - Mastering traffic situations, Level 1 - Vehicle maneuvering. In order to be able to assess the TRAINER tools impact on traffic safety, not only a set of driver performance pilots needs to be performed but also another set of pilots. In these pilots driver behavior in a critical scenario should be measured. However, the drivers' behavior is not only influenced by his/her driving performance skills, but also on the hazard perceptual abilities of the driver. Hence, based on the assumption that driving skills is controlled for by the driver performance pilots, the results from the traffic safety impact pilots will address the question on whether or not increased hazard perception has been achieved by use of the TRAINER tools.
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