This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of) their professional identity. Based on these reflections, portraits of each teacher were constructed. Five overarching identity themes emerged from these portraits: Classroom management, Students learning, Workload, Collaboration and Standing up for oneself. All themes were visualised into a configuration consisting of personal and contextual aspects, arranged according to three foci: focus on oneself, on students, and on team/organisation. The configurations differ in their magnitude but do justice to the unique and complex nature of each teacher. Constructing configurations is a promising way for understanding what really matters in beginning teachers’ professional identity development and helping them deepen their reflection.
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Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, authentic tasks. The goal of this study is to develop a set of design guidelines for an intervention that would strengthen students’ capacity for self-directed lifelong learning within a hybrid learning configuration, a one-semester elective course at a university of applied sciences in the Netherlands. The research approach was educational design research. An intervention was designed, implemented and evaluated during two iterations of the course. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. We developed five intervention design guidelines that will promote self-directed learning. Our conclusion is that the intervention was usable and effective: at a basic level, the students did develop their capacity for self-directed lifelong learning. Further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond.
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In this study we measured the performance times on the Wheelchair Mobility Performance (WMP) test during different test conditions to see if the performance times changed when wheelchair settings were changed. The overall performance time on the WMP test increased when the tire pressure was reduced and also when extra mass was attached to the wheelchair. It can be concluded that the WMP test is sensitive to changes in wheelchair settings. It is recommended to use this field-based test in further research to investigate the effect of wheelchair settings on mobility performance time. Objective: The Wheelchair Mobility Performance (WMP) test is a reliable and valid measure to assess mobility performance in wheelchair basketball. The aim of this study was to examine the sensitivity to change of the WMP test by manipulating wheelchair configurations. Methods: Sixteen wheelchair basketball players performed the WMP test 3 times in their own wheelchair: (i) without adjustments (“control condition”); (ii) with 10 kg additional mass (“weighted condition”); and (iii) with 50% reduced tyre pressure (“tyre condition”). The outcome measure was time (s). If paired t-tests were significant (p < 0.05) and differences between conditions were larger than the standard error of measurement, the effect sizes (ES) were used to evaluate the sensitivity to change. ES values ≥0.2 were regarded as sensitive to change. Results: The overall performance times for the manipulations were significantly higher than the control condition, with mean differences of 4.40 s (weight – control, ES = 0.44) and 2.81 s (tyre – control, ES = 0.27). The overall performance time on the WMP test was judged as sensitive to change. For 8 of the 15 separate tasks on the WMP test, the tasks were judged as sensitive to change for at least one of the manipulations. Conclusion: The WMP test can detect change in mobility performance when wheelchair configurations are manipulated. https://www.medicaljournals.se/jrm/content/html/10.2340/16501977-2341
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In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge workers. Accordingly, these institutions are developing competence-based education programmes that promote authentic, self-directed learning and the development of a professional identity. A possible environment for realising this type of learning is the hybrid learning configuration in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to identify a set of principles that can underpin the design of such a learning configuration at the interface between school and workplace. The research approach consisted of educational design research. Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles was developed and evaluated from the perspective of the participants during three consecutive iterations of design and implementation. The process resulted in a set of seven refined design principles which can be used as heuristics to guide the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets.
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Educational design research yields design knowledge, often in the form ofdesign principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design.In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that aresituated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desiredoutcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.
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The recently introduced Risk SituatiOn Awareness Provision (RiskSOAP) methodology suggested an indicator to measure the distance between the configuration of a real system and its ideal version or between various system versions. It considers the (in)existence or (mal)functioning of system components, processes and connections based on a binary approach. However, in practice safety requirements can be fulfilled to some degree and each system component might have a different impact on system outcomes. This work suggests the Comparing System Configurations (COSYCO) indicator which introduces (1) the use of continuous values for the behaviour of system components, (2) the inclusion of weights according to the hierarchal system level to which each component belongs, and (3) the consideration of the outgoing connections of each component with other system components. Both RiskSOAP and COSYCO are based on the STPA hazard analysis which is a systematic technique used to define the components and the requirements that the system should ideally meet to achieve its objectives. To demonstrate the applicability and sensitivity of COSYCO, we applied it to a published case for small drones. Drones with same overall differences in the satisfaction of requirements concluded to different values when applying COSYCO, indicating the increased sensitivity of the specific indicator when compared to the RiskSOAP. We envisage that the metric proposed in this work is a first practical and realistic approach to the quantification of the distance between the optimal design and current system states as well amongst various systems and their versions over time.
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Battery energy storage (BES) can provide many grid services, such as power flow management to reduce distribution grid overloading. It is desirable to minimise BES storage capacities to reduce investment costs. However, it is not always clear how battery sizing is affected by battery siting and power flow simultaneity (PFS). This paper describes a method to compare the battery capacity required to provide grid services for different battery siting configurations and variable PFSs. The method was implemented by modelling a standard test grid with artificial power flow patterns and different battery siting configurations. The storage capacity of each configuration was minimised to determine how these variables affect the minimum storage capacity required to maintain power flows below a given threshold. In this case, a battery located at the transformer required 10–20% more capacity than a battery located centrally on the grid, or several batteries distributed throughout the grid, depending on PFS. The differences in capacity requirements were largely attributed to the ability of a BES configuration to mitigate network losses. The method presented in this paper can be used to compare BES capacity requirements for different battery siting configurations, power flow patterns, grid services, and grid characteristics.
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Nurse managers play an important role in implementing patient safety practices in hospitals. However, the influence of their professional background on their clinical leadership behaviour remains unclear. Research has demonstrated that concepts of Bourdieu (dispositions of habitus, capital and field) help to describe this influence. It revealed various configurations of dispositions of the habitus in which a caring disposition plays a crucial role. Objectives: We explore how the caring disposition of nurse middle managers' habitus influences their clinical leadership behaviour in patient safety practices.
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In this paper, the performance gain obtained by combining parallel peri- odic real-time processes is elaborated. In certain single-core mono-processor configurations, for example, embedded control systems in robotics comprising many short processes, process context switches may consume a considerable amount of the available processing power. For this reason, it can be advantageous to combine processes, to reduce the number of context switches and thereby increase the performance of the application. As we consider robotic applications only, often consisting of processes with identical periods, release times and deadlines, we restrict these configurations to periodic real-time processes executing on a single-core mono-processor. By graph-theoretical concepts and means, we provide necessary and sufficient conditions so that the number of context switches can be reduced by combining synchronising processes.
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poster voor de EuSoMII Annual Meeting in Pisa, Italië in oktober 2023. PURPOSE & LEARNING OBJECTIVE Artificial Intelligence (AI) technologies are gaining popularity for their ability to autonomously perform tasks and mimic human reasoning [1, 2]. Especially within the medical industry, the implementation of AI solutions has seen an increasing pace [3]. However, the field of radiology is not yet transformed with the promised value of AI, as knowledge on the effective use and implementation of AI is falling behind due to a number of causes: 1) Reactive/passive modes of learning are dominant 2) Existing developments are fragmented 3) Lack of expertise and differing perspectives 4) Lack of effective learning space Learning communities can help overcome these problems and address the complexities that come with human-technology configurations [4]. As the impact of a technology is dependent on its social management and implementation processes [5], our research question then becomes: How do we design, configure, and manage a Learning Community to maximize the impact of AI solutions in medicine?
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