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Pedagogy for maritime lecturers
- 2. Learning outcomes KNOWLEDGE The student will have knowledge about student learning and how prior knowledge, needs and motivation affect learning how students learn in a ship simulator environment. how to facilitate learning in both traditional classroom environments and in a ship simulator standards and certifications for maritime teaching and training personnel SKILLS The student will be able to Plan student learning in both traditional learning contexts and in a ship simulator based on curriculum, students level and other external conditions. Teach students using different methods, tools and techniques in both traditional classroom context and in a ship simulator Assess student learning achievements and integrate assessment in own teaching GENERAL COMPETENCE The student shall be able to Evaluate own teaching based on assessment of students learning outcomes Have communicative skill needed to establish good professional relations with students in a learning context.
- 3. Lecturing plan autumn 2015 1 Learning theory (Stein) 08.24 0815-1145 Session 1 Lecture 1300-1450 Session 2 work on projects in small groups/pairs 2 Assessing learning outcome 08.25 0815-1145 Session 1 Lecture 1230-1450 Session 2 Reading: 3 Planning for learning 10.05 0815-1145 Session 1 Lecture 1230-1355 Session 2 Article presentations and discussion Reading: 4 10.06 0815-1145 Session 1 1230-1450 Session 2 Reading: 5 Learning in a simulated environment 11.16 0815-1145 Session 1 Lecture 1230-1450 Session 2 Article presentations and discussion Reading: 6 Learning in a simulated environment 11.17 Session 1 Presentations form all students Session 2 Lecture
- 4. Literature (curriculum) Learning Theory Lave, J., & Wenger, E. (1991) Situated learning. New York: Cambridge University Press. Brandsford J.D, Brown, A. og Coocking, R.R. (2000): How people learn, Brain, mind, Experience and School. Washington D.C.: National Academic Press. Chapter 1 Collins, A. (2006), Cognitive Apprenticeship, in R.K. Sawyer (ed.), Cambridge Handbook of the Learning Sciences, Cambridge University Press, New York, pp. 47-60. Edwards, A. (2011). Learning how to know who. Professional learning for expansive practice between organizations. In: Ludvigsen, S., A. Lund, I Rasmussen and R. S辰lj旦: Learning across sites. New tools, infrastructures and practices. Routledge, New York, pp 17-32 Entwistle, N. and Tomlinson, P. (2007): Student learning and University teaching. British journal of Educational Psychology. Monograph series II, number 4. The British Psychological Society. Hutchins, E. L. (1995). Cognition in the wild. Cambridge, MA., MIT Press. (Noen utvalgte kapitler) Lund, A and Hauge, T.E. (2011): Changing objects in knowledge-creating practices. New tools, infrastructures and practices. In Ludvigsen, S., A. Lund, I. Rasmussen and R. S辰lj旦: Learning across sites. New tools, infrastructures and practices, Routledge, New Yourk, pp. 206-221. S辰lj旦, R. (1999): Learning and the use of tools. A sociocultural perspective on the human-techology link. In: Littleton, K and P. Light. Learning with computers. Analysing Productive Interaction. Routldge 1999, pp. 144-161 Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one, Educational researcher, 27, 4-13. Vermunt, J.D 2007: The power of teaching-learning environments to influence student learning. Student learning and University teaching, 73-90. Monograph series II, number 4. The British Psychological Society. Computer games and simulation Gee, J.P. (2006) Are Video Games Good For Learning? Nordic Journal of Digital Literacy, 03/2006, p.174-6 Rystedt, H. & Lindstrom, B. (2001) Introducing simulation technologies in nurse education: a nursing practice perspective Nurse Education In Practice, 1 (2001), pp. 134141 Vincenzi, D.A. Wise, J.A., Mouloua, A, & P. A. Hancock (Eds.), (2009) Human factors in simulation and training. Boca Raton, FL: Taylor & Francis Group. 1 chapter