Charlott Sellberg
Biographic Data
| ID | 659540 |
|---|---|
| NAME | Charlott Sellberg |
| GIVEN NAMES | Charlott |
| FAMILY NAME | Sellberg |
| SIGNATURE | SELLBERG C |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0002-7451-6208 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘How do You Describe What Smell There is, Sort of?’
This article examines the role of sensorial practice, particularly olfaction, in professional learning for biomedical laboratory sciences. Drawing on ethnomethodology and conversation analysis (EMCA) and video recordings from a three-day microbiology laboratory exercise focused on the culture and identification of urinary tract infection samples, we analyse how students collaboratively make sensory engagement consequential for their learning. Our…
Heuristics for Learning Analytics in Simulation-Based Professional Learning
This study aims to develop a set of heuristics tailored for evaluating learning analytics in simulation-based professional learning, focusing on the following research questions: (1) What heuristics are appropriate for evaluating learning analytics in simulation-based professional learning contexts? (2) How can theoretical frameworks and empirical findings be combined in the development of such heuristics? (3) How can expert evaluation inform the…
Simulation-based training in professional education
Debriefing as epistemic engineering
This study aims to deepen the theoretical foundations of debriefing in simulation-based pedagogy. By applying distributed cognition (DCog), we analyse a case of a simulation debriefing with nursing students. Using transcribed excerpts from video recordings, our cognitive ethnography shows how debriefing conversations function as a coordination device for two key processes: joint conversational remembering and distributed metacognition. According …
Zooming in and out
In every professional domain, newcomers must master a blend of technical and social skills to perform tasks effectively, gain acceptance, and develop the competence expected within their field. To cultivate students into professionals, simulation-based training has emerged as a vital pedagogical approach in professional education, offering deliberately context-sensitive instruction within relevant technical and social scenarios. This article expl…
Learning from simulation
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations
This study scrutinizes how a simulated scenario framed as a competition is discussed in a post-simulation debriefing, where students reflect on game-like play in the context of professional education. This study draws on Erwin Goffman's (1974/86) analytical concept of framing. In particular, the analysis focuses on the instructor's and students' authentic conversations during a debriefing session and explores how these conversations open up negot…
Reconceptualizing Simulations
This study explores how and why simulation training facilitates professional learning by investigating how simulators and simulations are used and conceptualized in two professional domains, nursing and maritime navigation, and offer a reconceptualization. Our aim is to move beyond past theorizing of simulators and simulations that has mainly centered on representational issues like validity, fidelity, and authenticity. Instead, we approach simul…
Mastering the artful practice of navigation
In this study, the ambition is to explore in situ which aspects of professional performance students are made accountable for in evaluations carried out by means of simulator-based competence tests. Methodologically, the study draws on video materials collected through ethnographic fieldwork. Analytically, the study focuses on a part of the data corpus capturing authentic instructor-student dialogues after simulator-based competence tests. Using …
Bodily-awareness-in-reflection
Reflection is generally considered to be important for learning from simulation-based training in professional and vocational education. The mainstream conceptualization of reflection is argued to rest on a dualistic ground separating the mind from the body. Drawing on phenomenological analyses of bodily awareness and an ethnographic case study of maritime safety training we show how and why students’ embodied experiences and subjectivity play a …
Tasks and instructions on the simulated bridge
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 st…
Demonstrating professional intersubjectivity
Debriefing as epistemic engineering
This study aims to deepen the theoretical foundations of debriefing in simulation-based pedagogy. By applying distributed cognition (DCog), we analyse a case of a simulation debriefing with nursing students. Using transcribed excerpts from video recordings, our cognitive ethnography shows how debriefing conversations function as a coordination device for two key processes: joint conversational remembering and distributed metacognition. According …
Demonstrating professional intersubjectivity
Tasks and instructions on the simulated bridge
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 st…
Mastering the artful practice of navigation
In this study, the ambition is to explore in situ which aspects of professional performance students are made accountable for in evaluations carried out by means of simulator-based competence tests. Methodologically, the study draws on video materials collected through ethnographic fieldwork. Analytically, the study focuses on a part of the data corpus capturing authentic instructor-student dialogues after simulator-based competence tests. Using …
Bodily-awareness-in-reflection
Reflection is generally considered to be important for learning from simulation-based training in professional and vocational education. The mainstream conceptualization of reflection is argued to rest on a dualistic ground separating the mind from the body. Drawing on phenomenological analyses of bodily awareness and an ethnographic case study of maritime safety training we show how and why students’ embodied experiences and subjectivity play a …
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations
This study scrutinizes how a simulated scenario framed as a competition is discussed in a post-simulation debriefing, where students reflect on game-like play in the context of professional education. This study draws on Erwin Goffman's (1974/86) analytical concept of framing. In particular, the analysis focuses on the instructor's and students' authentic conversations during a debriefing session and explores how these conversations open up negot…
Reconceptualizing Simulations
This study explores how and why simulation training facilitates professional learning by investigating how simulators and simulations are used and conceptualized in two professional domains, nursing and maritime navigation, and offer a reconceptualization. Our aim is to move beyond past theorizing of simulators and simulations that has mainly centered on representational issues like validity, fidelity, and authenticity. Instead, we approach simul…
Zooming in and out
In every professional domain, newcomers must master a blend of technical and social skills to perform tasks effectively, gain acceptance, and develop the competence expected within their field. To cultivate students into professionals, simulation-based training has emerged as a vital pedagogical approach in professional education, offering deliberately context-sensitive instruction within relevant technical and social scenarios. This article expl…
Learning from simulation
‘How do You Describe What Smell There is, Sort of?’
This article examines the role of sensorial practice, particularly olfaction, in professional learning for biomedical laboratory sciences. Drawing on ethnomethodology and conversation analysis (EMCA) and video recordings from a three-day microbiology laboratory exercise focused on the culture and identification of urinary tract infection samples, we analyse how students collaboratively make sensory engagement consequential for their learning. Our…
Heuristics for Learning Analytics in Simulation-Based Professional Learning
This study aims to develop a set of heuristics tailored for evaluating learning analytics in simulation-based professional learning, focusing on the following research questions: (1) What heuristics are appropriate for evaluating learning analytics in simulation-based professional learning contexts? (2) How can theoretical frameworks and empirical findings be combined in the development of such heuristics? (3) How can expert evaluation inform the…
Simulation-based training in professional education
Debriefing as epistemic engineering
This study aims to deepen the theoretical foundations of debriefing in simulation-based pedagogy. By applying distributed cognition (DCog), we analyse a case of a simulation debriefing with nursing students. Using transcribed excerpts from video recordings, our cognitive ethnography shows how debriefing conversations function as a coordination device for two key processes: joint conversational remembering and distributed metacognition. According …
Psychology (6 works) · Simulation-Based Education in Healthcare (6 works) · Sociology (6 works) · Computer Science (5 works) · Engineering (5 works) · Educational Games and Gamification (4 works) · Epistemology (4 works) · Innovative Teaching Methodologies in Social Sciences (4 works) · Pedagogy (4 works) · Social Psychology (4 works)