Tasks and instructions on the simulated bridge: Discourses of temporality in maritime training. Sellberg, C. & Lundin, M. Discourse Studies, 20(2):289-305, SAGE Publications Ltd, 2018. cited By 3
Tasks and instructions on the simulated bridge: Discourses of temporality in maritime training [link]Paper  doi  abstract   bibtex   
In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students’ understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training. © 2017, © The Author(s) 2017.
@ARTICLE{Sellberg2018289,
author={Sellberg, C. and Lundin, M.},
title={Tasks and instructions on the simulated bridge: Discourses of temporality in maritime training},
journal={Discourse Studies},
year={2018},
volume={20},
number={2},
pages={289-305},
doi={10.1177/1461445617734956},
note={cited By 3},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044158735&doi=10.1177%2f1461445617734956&partnerID=40&md5=e6a0de977dc5016d1a1726726635da71},
affiliation={University of Gothenburg, Sweden},
abstract={In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students’ understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training. © 2017, © The Author(s) 2017.},
author_keywords={Discourses of temporality;  instruction;  maritime education;  simulator-based training;  workplace studies},
correspondence_address1={Sellberg, C.; Department of Education, Communication and Learning, University of Gothenburg, Box 300, Sweden; email: charlott.sellberg@gu.se},
publisher={SAGE Publications Ltd},
issn={14614456},
language={English},
abbrev_source_title={Discourse Stud.},
document_type={Article},
source={Scopus},
}

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