This essay analyses how students translate theoretical warfare into practical action during a staff ride. Through case studies, at the actual location, in a real or fictitious scenario, students can apply theoretical knowledge about principles of warfare to practical situations. Discussion of the outcomes of different examples on the actual terrain allows a comparison of contemporary tactics and contemporary technology. The terrain is still there, albeit perhaps altered and, although the military geography’s character shifts, it is consistent. Therefore, one can compare the contemporary tactical and technical conditions with the practical conditions of the present, and draw conclusions that are relevant to modern tactics. Thus, one can learn from the historical context through staff rides as a teaching method. The essay is about the teaching situation and the method that students are exposed to during a staff ride, and how theories of warfare relate to and are used in the practical implementation of a staff ride.

Coronapandemin bröt ut våren 2020 och universiteten tvingades till undervisning på distans. Inom ingenjörsprogrammen tränar studenter sina praktiska färdigheter genom praktiska moment. I samband med distansundervisningen har även praktiska moment utförts på distans. I uppdrag från ITM-skolan syftar detta examensarbete till att undersöka studentupplevelsen av undervisningen under pandemin, när det gäller de praktiska momenten. För att undersöka detta, syftar arbetet vidare till att undersöka mängden praktiska moment som ingick i ingenjörsprogrammen Civilingenjör och Lärare, inom Energi och Miljö, (CLGYM TEMI) samt Civilingenjör i Energi och Miljö (CENMI). Vidare syftar arbetet till att undersöka hur de praktiska momenten har genomförts under COVID-19 pandemin. Bland annat studerades kommunikationen, samarbetet och återkopplingen. Utvecklingsdelen i detta examensarbete innefattas av att skapa ett stödmaterial till ITM-skolan med förbättringsförslag, baserat på studenternas upplevelse av praktiska moment samt forskning. Kursanalyser genomfördes av programmen CLGYM TEMI och CENMI för att kartlägga mängden praktiska moment som ingick. Studentupplevelsen och data om hur de praktiska momenten utfördes under pandemin, samlades in med hjälp av en enkät, som delades ut till studenter på KTH och besvarades av totalt 69 studenter. Enkäten var uppdelad i praktiska moment under pandemin, kommunikation, återkoppling, samarbete och praktisk träning på KTH. Genom enkätresultaten samt tidigare forskning om distansundervisning, sammanställdes ett stödmaterial med förslag som kan vara av användning vid en övergång från traditionell klassrumsundervisning till distansundervisning. Resultatet visade att CENMI hade fler planerade praktiska moment i utbildningen än vad CLGYM TEMI hade. Det bekräftades av enkätsvaren, där CLGYM TEMI studenter upplevde att det inte alls gavs tillräckligt med praktiska moment inom deras utbildning. Enkäten visade även att uppdelning i mindre grupper var den vanligaste åtgärden vid praktiska moment som utfördes fysiskt. Den vanligaste ersättningen för praktiska moment som utfördes på distans, var en digital omställning. Studenterna visade sig vara mer nöjda med samarbetsfaktorn av undervisningen, i jämförelse med återkopplingsfaktorn som de var minst nöjda med, under pandemin. Slutligen upplevde studenterna i stort sett att de praktiska momenten på distans inte har varit givande, då de saknat handlaget som tränas vid utförandet av praktiska moment. KTH behöver utveckla verktyg för att möjliggöra bättre ersättningar till praktiska moment på distans. Förslag är direktsända laborationer, fjärrstyrda laborationer (i mån om underhållskostnader), exkursioner och fältövningar med VR eller 360o-teknik samt elektroniska fältövningar och exkursioner. / The corona pandemic broke out in spring 2020 and universities were forced to turn to remote education. The engineering programs are characterized, among other things, by practical classes that develop the students' practical skills. The transition to distance education has led to practical exercises being carried out remotely. Commissioned by the ITM School, this thesis is aimed at examining the student experience of education during the pandemic, in terms of the practical exercises. To investigate this, the work is further aimed at examining the amount of practical training that is included in the engineering programs Master of Science and education in Energy and Environment and Master of Science in Energy and Environment (CLGYM TEMI). Further, the work aims at examining how the practical exercises have been carried out during the COVID-19 pandemic. Among other things, factors such as communication, collaboration and feedback were studied. The development part of this thesis involved the creation of a support material for the ITM School. The support material included improvement proposals, based on the students' experience of taking practical classes, during the pandemic, and also based on research. The course analyses were carried out on the programs CLGYM TEMI and CENMI to map the number of practical classes that were included. The student experience and data on how the practical exercises were carried out during the pandemic were collected with the help of a survey, which was distributed to students at KTH and was answered by a total of 69 students. The survey was divided into practical parts during the pandemic, communication, feedback, cooperation and practical training at KTH. Through the survey results and previous research on distance learning, a supporting material was compiled with suggestions that could be used in a transition from traditional classroom teaching to distance learning. The result showed that CENMI had more planned practical exercises in the program than CLGYM TEMI had. This was confirmed by the survey responses, where CLGYM TEMI students felt that there was not enough practical experience in their education at all. The survey also showed that division into smaller groups was the most common measure in practical operations performed physically during the pandemic. The most common replacement for practical exercises performed remotely, was the digital version. Students were more satisfied with the collaborative factor of the teaching, in comparison to the feedback factor that they were least satisfied with, during the pandemic. Finally, the students largely experienced that practical exercises at a distance has not been rewarding, as they lacked the practical touch that is trained in the performance of practical exercises. KTH needs to develop tools to enable better compensation for practical moments performed remotely. Proposals include live laboratory work, remote-controlled laboratory work, excursions and field exercises using VR or 360o technology, as well as electronic field exercises and excursions.