Teamwork - RAAF Roulettes by naemick

"Teamwork - RAAF Roulettes" by naemick

“The definition of ‘technology’ that I’ve adopted includes the ‘softer,’ non-physical kinds of system design, and crew training, which is one such ‘soft’ aspect, has a direct bearing on aviation safety” (Vicente, p.162).

When one considers training in the context of computer technologies, including those used in safety critical industries, the training often centres around the technology itself. If, however, this technology needs to be used by a team, “key factors such as communication, authority, responsibility and priority-setting must all be taken care of, otherwise the team members won’t be able to coordinate their respective actions” (Vicente, p. 156).

As we begin to develop our inquiry learning system, it is important to consider the fact that at a fundamental level this is a social learning system. The lesson study model will require teachers from a variety of locations to interact, collaborate and learn from each other. This will require a common language and interaction protocol. For this tool to be most effective, users must be trained not only in the technical components, but in the concept of lesson study and the protocols for interaction. “[I]t’s not only legitimate but necessary to think about the creation of a training program as an equally important part of the overall design of the system, one that has a bearing on the ultimate impact of the technical components themselves” (Vicente, p. 163).

Vicente advocates the use of simulated learning experiences to allow participants to understand their own contributions to an interaction. Participants are videotaped engaging in the interaction and are given the opportunity to reflect. “The entire session is videotaped, and after the simulated flight, a debriefing session is held, during which the crew watches and critiques their own performance with the help of an expert facilitator” (Vicente, p. 166). This reflective practice mirrors the video lesson study proposed by L.O.R.I. Teacher participants are asked to reflect upon their interactions with students rather than with teams. It is however in the shared, reflective analysis of this interaction that growth and learning occur.

Video study, even in the context of a simulation can be powerful and often very realistic. By watching one’s own interactions, areas for growth can be quickly identified and corrected. During one medical simulation, Vicente observed “I’ll never forget the look on his face as he reconstructed for us the sequence of thoughts and emotions that went through his mind as he desperately searched for ways to save the patient’s life” (Vicente, p. 178).

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