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1
Content available Maritime students’ use and perspectives of cloud-based desktop simulators: CSCL and implications for educational design
Gyldensten W., Wiig A. C., Sellberg C.
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
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2023
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Vol. 17 No. 2
315--321
EN
This study investigates the challenges and opportunities of using cloud-based simulators for training in maritime education and training (MET). The aim is to map bachelor students’ use and perspectives to inform educational design when implementing cloud simulation into the curricula. This study uses an ethnographic design approach in the tradition of Computer Supported Collaborative Learning (CSCL) and draws on video-recorded exercises and interviews (n=22) from 1st and 3rd-class maritime bachelor’s students engaged in navigation exercises on cloud simulation. The findings suggest that individual training with cloud-based simulators in MET can enhance the repetition of skills necessary for better performance in a full-mission simulator with current technology and rather straightforward instructional designs. However, the findings also emphasise that simulator exercises need to be more engaging for students in order to provide a meaningful learning experience. Hence, simulator software needs to provide the means for students to collaborate during exercises, and feedback provided by the system needs to be carefully aligned with the student’s previous knowledge in order to provide adequate scaffolding.
2
Content available Developing teamwork skills in a course on ore deposits
Barker Abigail K.
Mineralogia
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2021
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Vol. 52, iss. 1
43--48
EN
Teamwork has distinct pedagogic advantages and is also an important transferable skill and the dominant mode of work graduates encounter in the workplace. However, students rarely become proficient in teamwork skills during their education. The goal was to test strategies to improve teamwork skills in a course on Ores deposits, MSc Earth Science, Uppsala University. A focus on teamwork was established by presenting the collaborative practicals as a series of linked opportunities to work together, get feedback on the teamwork process and reflect on and evaluate the teamwork. During the collaborative PBL sessions sociograms were used to provide feedback. Criteria based evaluation was also used to evaluate task oriented and interpersonal skills. Sociograms and criteria based evaluation promoted behavioural changes that improved teamwork interactions.
3
Content available remote Students Group Formation Based on Case-Based Reasoning to Support Collaborative Learning
Ferreira Taís, Fernandes Márcia Aparecida
Annals of Computer Science and Information Systems
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2020
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Vol. 21
49--58
EN
The group formation has been widely investigated since it is a crucial aspect to perform collaborative work. However, there is no consensus about the best set of metrics or how to combine student's characteristics to improve group interactions, so it has been considered a challenge. Aiming to cope with that, this work proposes the use of case-based reasoning to suggest groups for collaboration based on the metrics and previous groups' performances stored in a case base. We gathered data from students working on collaborative tasks to build a case base and ran a grouping experiment in a class of undergraduates to verify the effectiveness of the proposal. The results evidenced that grouping based on the Big Five improved students' interactions.
4
Content available Rozwijanie umiejętności miękkich na zajęciach wspomaganych narzędziami online – kurs języka angielskiego technicznego
Mokwa-Tarnowska I.
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
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2018
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Nr 58
51--56
PL
Kurs języka angielskiego technicznego powinien pomóc studentom w zdobyciu różnego typu umiejętności, zarówno językowych, czyli twardych, jak i pozajęzykowych, zwanych miękkimi. Skuteczne zintegrowanie tradycyjnego nauczania z zadaniami online może dzięki afordancjom i funkcjonalnościom wykorzystanych narzędzi internetowych zachęcić uczących się do wchodzenia w bardziej zróżnicowane interakcje, skutkujące rozwojem wielu umiejętności potrzebnych w przyszłej pracy, bardzo poszukiwanych przez pracodawców z różnych sektorów. Zadania online w postaci projektów zespołowych mogą stać się ciekawym i stymulującym do zwiększonego wysiłku dodatkiem do tradycyjnego kursu akademickiego. W niniejszym artykule zaprezentowano wyniki kolejnego etapu badań nad efektywnością nauczania online, w którym poddano analizie opinie studentów Politechniki Gdańskiej wyrażone w ankietach przeprowadzonych w latach 2017 i 2018.
EN
A Technical English course for students of science and engineering can be designed to allow them to acquire not only language but also non-language, soft skills, which will help them become competent and competitive workers in the years to come. Language learning curricula which innovatively integrate technology with traditional textbook-based activities can focus on developing analytical, reflective and critical thinking, communication, problem solving, flexibility, resilience, as well as negotiations and time management skills. This can be achieved through web-enhanced classes structured around collaborative tasks. Different types of interactions evoked by various stimuli triggered by the affordances and functionalities of web tools may help the teacher prepare an effective educational environment. Profession-related content and teamwork may be two major factors in students being more engaged in learning and more satisfied from their progress. The ideas presented above are supported by the opinions and attitudes of the students of Gdansk University of Technology who have attended English language classes with online collaboration modules. The research into the nature of web-enhanced courses and their impact on an increase in student competencies is in its initial stage and may include subjective results.
5
Content available Maritime Energy Efficiency in a Sociotechnical System: A Collaborative Learning Synergy via Mediating Technologies
Man Y., Lundh M., MacKinnon S.
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
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2018
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Vol. 12, no. 2
239--250
EN
Previous research in the domain of maritime energy efficiency has mainly addressed concerns regarding individual experiences and organizational barriers. Reflection on the reciprocal human-technology relationship, interaction design and its impact on the practitioners’ learning and organizational decision-making process is rather scarce. Informed by focus group interviews, this paper describes the essence of practitioners’ activities and the nature of interaction design and proposed improved design for energy efficiency monitoring systems. Findings suggest knowledge sharing for a mutual understanding onboard ships is critical to energy efficiency. Learning can go beyond the embodiment of individual cognitive change but becomes a collective and collaborative achievement mediated by technology, which informs opportunities for interaction design. The design needs to consider the context in which knowledge mobilisation occurs and facilitate collaborative learning. With more intelligent systems introduced to the shipping industry, it is important to consider the impact of mediating technologies in management practices and mediating technologies can be integrated into a broader collaborative learning paradigm emerging between the ship and shore. This study highlights those social-cultural dimensions important to establishing a common ground between practitioners, management and advanced technologies.
6
Content available remote Acquisition of theoretical knowledge in classroom through a collaborative learning approach
Varadinov M., Dias C.
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Łódzka
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2016
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z. 66
59--64
EN
The traditional teaching model is being outdated and does not meet the current requirements of training of students due to the rapid and profound changes that have occurred in society in terms of technology. The procedure that can replace the traditional teaching model is the collaborative learning theory which recognizes that the subjects are active agents in the construction of knowledge and social interaction and exchange between individuals act as stimulus in the process of acquiring knowledge. The unit “Markets and Trade Negotiation” was a problem since the program contents were essentially theoretical and it was intended to make the most attractive classes for students, so that the lectures were devoted to the presentation and systematic development of concepts and fundamental methods of the unit and at the same time prepare students for the new demands of the labour market. Thus, collaborative learning methodology has been applied in the 2nd year of Management course and Advertising and Marketing Management course, in Polytechnic Institute of Portalegre, Portugal. The results shows that students recognize their own evolution in terms of acquired knowledge, ability to work and research, expression and communication, selfesteem and preparation for the labour market.
PL
Tradycyjny model nauczania jest przestarzały i nie spełnia obecnych wymogów kształcenia uczniów, ze względu na szybkie i głębokie zmiany, jakie zaszły w społeczeństwie pod względem technologicznym. Procedurą, która może zastąpić tradycyjny model nauczania, jest teoria uczenia „collaborative learning”, która uznaje, że badane są środki aktywne w budowie wiedzy i społecznej interakcji oraz wymiany między jednostkami, działające jako bodziec w procesie zdobywania wiedzy. Obszar "Markets and Trade Negotiation" był problemem, ponieważ zawartość programu była zasadniczo teoretyczna i został przeznaczony na najbardziej atrakcyjne zajęcia dla studentów, dzięki czemu zajęcia poświęcone były prezentacji i systematycznemu rozwojowi pojęć i jednocześnie przygotowaniu studentów do nowych wymagań rynku pracy. Metodyka uczenia została zastosowana na drugim roku kursu Zarządzania i Reklamy na kierunku Zarządzanie i Marketing w Polytechnic Institute of Portalegre. Wyniki pokazują, że studenci uznają własną ewolucję w zakresie zdobytej wiedzy, zdolności do pracy i badań, ekspresji i komunikacji, poczucie własnej wartości i przygotowania do rynku pracy.
7
Content available SP4CE – strategic partnership for creativity and enterpreneurship successor openinn
Grabowska A., Urbancikova N., Słowikowski M., Zieliński J.
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
|
2015
|
Nr 41
15--20
EN
The project SP4CE is addressed directly to aims and needs identified in Bruges Communiqué on enhanced European cooperation in vocational education and training (VET)[1]. All project results and project actions will be connected with promoting take-up of innovative practices in education, training by supporting personalised learning approaches, collaborative learning and critical thinking, strategic use of information and communication technologies (ICT), open educational resources (OER), open and flexible learning, virtual mobility and other innovative learning methods (MOOC, Gamification). Project consortium will use experiences and approach from former Lifelong Learning good practices. In the article the main achievements of OpenInn project (511583-LLP-1-2010-1-SK-KA3-K3MP) coordinated by Technical University of Kosice are introduced. The objectives and expected results of the SP4CE project (2014-1-PL01-KA200-003341) coordinated by PIAP are presented. Finally the concept of developing SP4CE learning portal based on experiences gathered in OpenInn project is described.
PL
Projekt SP4CE jest odpowiedzią na cele i potrzeby zidentyfikowane w komunikacie z Brugii w sprawie ściślejszej europejskiej współpracy w dziedzinie kształcenia i szkolenia zawodowego w latach 2011-2020. Wpisuje się on zwłaszcza w dwa cele strategiczne wskazane w tym dokumencie: „Poprawa jakości i efektywności kształcenia i szkolenia zawodowego i podnoszenie jego atrakcyjności i adekwatności” oraz „Zwiększanie kreatywności, innowacyjności i przedsiębiorczości". SP4CE ma na celu ustanowienie ścisłej współpracy między partnerami projektu poprzez wymianę nowoczesnych rozwiązań edukacyjnych i opracowanie innowacyjnych narzędzi ułatwiających komunikację i wspólne działania studentów, szkół i firm (organizacji biznesowych). Narzędzia te będą opracowane jako aplikacje internetowe z dostępem poprzez interfejs WWW, zaprojektowane do użytku dla trzech głównych grup docelowych: trenerzy (przedsiębiorstwa, przemysł), doradcy (szkoły zawodowe, uczelnie wyższe), uczniowie (szkoły zawodowe, uczelnie wyższe). W projekcie będą wykorzystane rezultaty, doświadczenia i podejście z dwóch projektów zrealizowanych w ramach programu Lifelong Learning. Z projektu OpenInn wykorzystany będzie nowy model pedagogiczny i organizacyjny dla grup i pojedynczych osób do odkrywania ich potencjału innowacyjnego z wykorzystaniem narzędzi ICT oraz wzmocnienia ich poczucia własnej wartości. Z projektu HIG zostaną wykorzystane doświadczenia dotyczące wsparcia przedsiębiorczości i zwiększenia kreatywności przez dedykowane rozwiązania „Knowledge Generating House” i „e-Assessment mode”.
8
Content available Effect of robot utterances using onomatopoeia on collaborative learning
Jimenez F., Kanoh M., Yoshikawa T., Furuhashi T., Nakamura T.
Journal of Artificial Intelligence and Soft Computing Research
|
2014
|
Vol. 4, No. 2
125--131
EN
We investigated the effect of robot’s utterances using onomatopoeia in collaborative learning. The robot was designed to provide encouragement using onomatopoeia when students are given problems to be solved issued by a learning system. Eight college students used a mathematics learning system with a robot for three weeks and then took exams. The results indicated that the robot using utterances with onomatopoeia could comfort learners more than the robot without onomatopoeia. It suggests that the robot that praises or comforts using onomatopoeia helps learners maintain their motivation in collaborative learning.
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