Pedagogy for maritime lecturers

Learning outcomesKNOWLEDGEThe student will have knowledge about student learning and how prior knowledge, needs and motivation affect learninghow students learn in a ship simulator environment.how to facilitate learning in both traditional classroom environments and in a ship simulatorstandards and certifications for maritime teaching and training personnel SKILLSThe student will be able toPlan 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 simulatorAssess student learning achievements and integrate assessment in own teaching GENERAL COMPETENCEThe student shall be able toEvaluate own teaching based on assessment of students learning outcomesHave communicative skill needed to establish good professional relations with students in a learning context.

Lecturing plan autumn 20151 Learning theory (Stein) 08.240815-1145 Session 1 Lecture1300-1450 Session 2 work on projects in small groups/pairs

2 Assessing learning outcome 08.250815-1145 Session 1 Lecture1230-1450 Session 2 Reading:

3 Planning for learning 10.050815-1145 Session 1 Lecture1230-1355 Session 2 Article presentations and discussionReading:

4 10.060815-1145 Session 11230-1450 Session 2Reading:

5 Learning in a simulated environment 11.160815-1145 Session 1 Lecture1230-1450 Session 2 Article presentations and discussionReading:

6 Learning in a simulated environment 11.17Session 1 Presentations form all students Session 2 Lecture

Literature (curriculum) Learning TheoryLave, 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. Säljö: Learning across sites. New tools, infrastructures and practices. Routledge, New York, pp 17-32Entwistle, 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. Säljö: Learning across sites. New tools, infrastructures and practices, Routledge, New Yourk, pp. 206-221.Säljö, 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. 144-161Sfard, 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 simulationGee, 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. 134–141Vincenzi, 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