Identifying waking time in 24-h accelerometry data in adults using an automated algorithm

As accelerometers are commonly used for 24-h measurements of daily activity, methods for separating waking from sleeping time are necessary for correct estimations of total daily activity levels accumulated during the waking period. Therefore, an algorithm to determine wake and bed times in 24-h accelerometry data was developed and the agreement of this algorithm with self-report was examined. One hundred seventy-seven participants (aged 40–75 years) of The Maastricht Study who completed a diary and who wore the activPAL3? 24 h/day, on average 6 consecutive days were included. Intraclass correlation coefficient (ICC) was calculated and the Bland–Altman method was used to examine associations between the self-reported and algorithm-calculated waking hours. Mean self-reported waking hours was 15.8 h/day, which was significantly correlated with the algorithm-calculated waking hours (15.8 h/day, ICC = 0.79, P = < 0.001). The Bland–Altman plot indicated good agreement in waking hours as the mean difference was 0.02 h (95% limits of agreement (LoA) = ?1.1 to 1.2 h). The median of the absolute difference was 15.6 min (Q1–Q3 = 7.6–33.2 min), and 71% of absolute differences was less than 30 min. The newly developed automated algorithm to determine wake and bed times was highly associated with self-reported times, and can therefore be used to identify waking time in 24-h accelerometry data in large-scale epidemiological studies.     

Two basic mechanisms for organisational learning in schools

SUMMARY In recent literature on teachers' professional communities and organisational learning in schools the focus is on conditions fostering teacher professional developments. Less attention has been paid to clarifying these concepts and to analysing the processes and the full range of outcomes of organisational learning in schools. The question in this article is whether and how teachers' professional communities can play a role in organisational learning and professional development. Firstly, recent research literature on teachers' workplace conditions, teachers' professional communities, and organisational learning in schools is discussed. Next, two basic mechanisms for organisational learning in schools are presented. Some conclusions are that the opportunities for steering intentional organisational learning in the school context are only weak, and that a balance should be created in the school between diverging conditions for organisational learning     

Three worlds of instructional design: State of the art and future directions

Three worlds of ID are distinguished. The Worldof Knowledge stresses the analysis of learningoutcomes in knowledge structures and theselection of instructional strategies forparticular outcomes; the World of Learningfocuses on particular learning processes andthe synthesis of strategies that support thoseprocesses; the World of Work focuses onreal-life task performance and strategies thatsupport learners while they work on authenticproblems. Contributions to this Special Issueare discussed within the three-world framework.Implications for future research are discussed,stressing the promise of mental models as atheoretical construct that may help to buildbridges between the three worlds.     

The GRoLTS-Checklist: Guidelines for Reporting on Latent Trajectory Studies

Estimating models within the mixture model framework, like latent growth mixture modeling (LGMM) or latent class growth analysis (LCGA), involves making various decisions throughout the estimation process. This has led to a wide variety in how results of latent trajectory analysis are reported. To overcome this issue, using a 4-round Delphi study, we developed Guidelines for Reporting on Latent Trajectory Studies (GRoLTS). The purpose of GRoLTS is to present criteria that should be included when reporting the results of latent trajectory analysis across research fields. We have gone through a systematic process to identify key components that, according to a panel of experts, are necessary when reporting results for trajectory studies. We applied GRoLTS to 38 papers where LGMM or LCGA was used to study trajectories of posttraumatic stress after a traumatic event.     

四成分教学设计模型——面向复杂学习环境的多媒体原理

四成分教学设计模型认为要实现复杂学习需要借助学习任务、支持性信息、程序性信息和子任务练习等因素.本文探讨运用这一模型设计多媒体学习环境及相关的14条多媒体原理.学习者可以在一个模拟的环境下完成学习任务,利用相关的多媒体原理有利于促进归纳学习过程;学习者还可以在超媒体系统中掌握支持性信息,相关的多媒体原理有利于促进信息的提取和精细加工过程;学习者也可以通过电子绩效支持系统来获取程序性信息,相关的多媒体原理有利于知识处理;最后,学习者能通过基于计算机练习程序来进行子任务的练习与训练,相关的多媒体原理有利于促进知识技能的巩固.本文还讨论了四成分模型框架的启示和不足.     

Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement

Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. Science, 255, 556–559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner’s competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2 × 2 factorial design with the factors adaptation (present or absent) and control over task-selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning tasks. Shared control over task-selection led to higher task involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater task involvement.     

Granularity matters: comparing different ways of measuring self-regulated learning

Metacognition and Learning - Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One...     

Designing instruction for complex learning: 4C/ID in higher education

Objectives‐based instructional design approaches break down tasks into specific learning objectives and prescribe that instructors should choose the optimal instructional method for teaching each respective objective until all objectives have been taught. This approach is appropriate for many tasks where there is little relation between the objectives, but less effective for teaching complex professional tasks that require the integration of knowledge, skills, and attitudes and the coordination of different skills. For the latter, a task‐centred approach that starts designing instruction from whole, real‐life tasks, is more appropriate. This article describes one task‐centred instructional design model, namely the Four‐Component Instructional Design (4C/ID) model and illustrates its application by reflecting on three educational programs in higher education designed with 4C/ID. The first case presents a design for a course that focuses on the development of mobile apps at the Amsterdam University of Applied Sciences in the Netherlands. The second case illustrates the integration of information problem‐solving skills at Iselinge University of Professional Teacher Education, a teacher training institute in the Netherlands. The third case is an example from general practice education at the KU Leuven, Belgium. Future developments and issues concerning the implementation of task‐centred educational programmes are discussed.     

The fruit flies of innovations: A taxonomy of innovative small firms

Taxonomies of patterns of innovation give a dominant role to large firms, and are often based on empirical studies that exclude micro firms. This paper proposes an empirical taxonomy of the innovative firms at the bottom of the size distribution, based on a new survey of 1234 small firms and micro firms in The Netherlands, in both manufacturing and services. These firms differ not only in their innovative activities, but also in their business practices and strategies, such as management attitude, planning and external orientation, that they use to achieve innovation. The taxonomy identifies four categories of small innovative firms: science-based, specialised suppliers, supplier-dominated and resource-intensive. It suggests a more diverse pattern of innovation of small firms than in Pavitt's [Pavitt, K., 1984. Sectoral patterns of technical change: towards a taxonomy and a theory. Research Policy 13 (6), 343-373] taxonomy, a pattern that is shared by both manufacturing and service firms. Finally, the research shows that taxonomies can be effectively used to map differences in the rates, sources and nature of innovation, with the differences in the business strategies of innovative firms.     

Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers

Instructional Science - This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to...