Søren Seindal Agner

Learning Games – Gamification in the Classroom Environment

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Søren Seindal Agner, Owner, Aeroteam

Søren Seindal Agner began his career in aviation in 1987 as a tour-guide/cabin crew for a charter operator in Denmark. He worked as cabin crew and cabin chief for 10 years. During that time, he was also in charge of hiring cabin crew for the company.

In 1993 he obtained his Private Pilot Licence and flew small aircraft.

In 1995 he obtained his Commercial Pilot Licence. He started at Danish Air Transport on the Short Skyvan in 1997 flying cargo. In 1999 he went to Scandinavian Airlines and started flying the MD80.

He became a CRM instructor in 2004 and has also been an ATPL Ground instructor since 2005, teaching different subjects such as Performance, Flight Planning and General Navigation.

In 2010 he was approved Training Manager for a Part 147 organisation in Denmark. In 2011, he became a MCCI and could transfer the knowledge of CRM into the flight crew environment at a very early stage of the training for new pilots.

He started his own company, Aeroteam, in 2004 as an aviation consultant with a speciality in CRM and Human Factor Training. During this time his focus has always been on making training interesting and of high quality. 

He is the developer of the MAYDAY Human Factor Training Concept in cooperation with Scandinavian Avionics and has been introducing the concept into Human Factors Training in several maintenance organisations.

MAYDAY is a learning game which has the focus on enhancing the Non-Technical Skills of the personnel and at the same time being realistic and fun. 

With this concept, training and assessment of the Non-Technical Skills in the Classroom is possible and the learning effect is very high, due to the very active participation of the staff. 

Søren has been a member of the Danish Flight Safety Council since 2010, as a Human Factors specialist.


Learning Games – Gamification in the Classroom Environment

Learning games makes it possible to combine different types of training and assessment in the classroom environment. We can train technical skills, such as Safety and Emergency procedures in combination with training of non-technical skills, i.e. teamwork, leadership, decision-making and situational awareness. We create a safe training environment where active participation and interaction increases the learning effect of our training. At the same time training and assessment of CRM skill and non-technical skills is possible and there is an increasing demand of CRM assessment in the aviation environment, and that is a challenge when teaching in a classroom. We will therefore need to move away from instruction towards facilitation when training competence or abilities. To be able to do that, we need to involve the crew and let them become an active part in the classroom training. Dynamic training sessions where active crew involvement plays a vital role in the training is essential. We also need to create a training environment, where assessment of behaviour is possible. 

This must be done is a way, where the assessment will not limit the performance of the crew, and at the same time be transparent, so the crew is absolutely sure about what is being assessed. We now have the possibility to observe behavioural markers in classroom training, and we can assess the performance of the crew. 

Introduction of learning games into the classroom training environment will facilitate that and is one way of obtaining a high level of learning and at the same time being able to assess performance of the crew. Focus has to be placed on the learning and not the technology.