BACKGROUND: The design and manufacturing of effective foot orthoses is a complex multidisciplinary problem involving biomedical and gait pattern aspects, technical material and geometric design elements as well as psychological and social contexts. This complexity contributes to the current trial-and-error and experience-based orthopedic footwear practice in which a major part of the expertise is implicit. This hampers knowledge transfer, reproducibility and innovation. OBJECTIVE/METHODS: A systematic review of literature has been performed to find evidence of explicit knowledge, quantitative guidelines and design motivations of pedorthists. RESULTS: 17 studies have been included. No consensus is found on which measurable parameters ensure proper foot and ankle functioning. Parameters suggested are: neutral foot positioning and control of rearfoot motion, maximum arch, but also tibial internal/external rotation as well as a three point force system. Also studies evaluating foot orthoses centering on the diagnosis or orthosis type find no clear guidelines for treatment or for measuring the effectiveness. CONCLUSIONS: A gap in the translation from diagnosis to a specific, customized and quantified effective orthosis design is identified. Suggested solutions are both top-down, fitting of patient data in simulations, as well as bottom-up, quantifying current practices of pedorthists in order to develop new practical guidelines and evidence-based procedures.
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The purpose of this paper is to perform a metaphorical analysis of knowledge as energy. This paper is based on a theoretical research concerning the nature, perception, basic laws and challenges brought up by these fundamental concepts of knowledge and energy. The metaphorical analysis of knowledge and intellectual capital has been initiated by Daniel Andriessen and his findings have been presented in several seminal works (Andriessen, 2006; 2008; Andriessen and Boom, 2007). In his work, Andriessen concluded we need to find new metaphors for knowledge. In our theoretical research we shall consider the knowledge as energy metaphor, with energy as the source domain, and knowledge as the target domain, and we are interested in identifying the metaphorical semantic kernel and the limitations of this analysis. The semantic kernel contains: (1) the concept of field as a nonuniform and nonlinear distribution of knowledge; (2) dynamics of potential and kinetic forms of manifestations; (3) dynamics of work and heat, and (4) entropy and syntropy process characteristics. Limitations of this analysis come from the conservation laws of energy transformation which cannot be applied to the knowledge domain.
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Situated learning plays a key role in internships and other practice-based learning settings in teacher education. The dominant assumption for a long time has been that the development of teaching competency is advanced most through practical teaching experience and post-lesson conferences between mentor and student teachers. It is through the reflection of teaching and classroom processes that student teachers are believed to develop their professional knowledge. The assistance of such reflection draws on mentor teachers’ teaching expertise. Mentor teachers, however, rarely explicate practical and theory-based knowledge underlying their practice and student teachers are not inclined to search for their mentor teacher’s underlying knowledge. As a consequence, the knowledge underlying effective teaching often remains implicit. The symposium brings together three novel approaches to assist teacher learning, which aim to make knowledge of teaching explicit. To bridge the gap between mentor and student teachers’ instructional concepts, the method of videobased tagging as a pre-requisite to initiate and structure professional dialogue is suggested and researched by van den Bogert, Crasborn, Bruggen and Eindhoven in The Netherlands. The second study by Staub, Waldis, Schatzmann and Futter investigates effects of an intervention with mentor teachers in Switzerland, suggesting the enactment of pre-lesson conferences and/or the use of a core concepts for lesson planning and reflection. A third study involving Germany and Switzerland by Kreis, Schnebel, Wyss, Wagner and Deiringer researches student teachers’ knowledge, beliefs and experiences related to collaborative lesson planning with peers. The shared assumption is that all three approaches enhance explicit communication on teaching and encourage professional dialogues that contribute to teacher learning in significant ways. Eliciting mentor and pre-service teachers’ practical knowledge using teacher-tagged classroom situations Bogert van den, Crasborn, Bruggen van & Jochems) Objectives The present study has a twofold objective. First, elicitation of mentor and pre-service teachers’ conceptualizations of videotaped classroom situations to clarify similarities and differences between practical knowledge of experienced and novice teachers. Second, exploration of ‘collaborative tagging’ as a new method to access mentors and pre-service teachers’ practical knowledge. Theoretical framework Teachers’ practical knowledge underlies overt teaching behavior, and is personal, unique, often tacit, and intertwined with teaching actions (Meijer, Verloop, & Beijaard, 2002). The ability to notice and interpret what is happening in a classroom is a basic aspect of teachers’ practical knowledge (Goodwin, 1994). Experienced teachers are more proficient in this essential perceptional process than novice teachers (Berliner, 2001; Sabers, Cushing, & Berliner, 1991). Consequently, proficient teachers may facilitate the professional development of novices. However, mentor teachers rarely explicate practical knowledge underlying their teaching practice (Edwards & Protheroe, 2004), and most pre-service teachers are not inclined to search for their mentor teacher’s practical knowledge (Penny, Harley, & Jessop, 1996). Hence, in this study we explored ‘collaborative tagging’ (Mika, 2005): a method where many people independently attach keywords called tags to e.g. videos, for categorization and fast future retrieval. Collaborative tagging has gained popularity since 2004 (Hammond, Hannay, Lund, & Scott, 2005), indicating the willingness and ease with which this activity is undertaken. In other studies (Cattuto, Benz, Hotho, & Stumme, 2008; Mika, 2005) network analysis of the co-occurrence of tags revealed the semantic relationships between the tags; a bottom-up taxonomy, or a so called folksonomy (Vander Wal, 2004). In this study, collaborative tagging was applied to explore the structure of teachers’ knowledge and compare conscious aspects of mentor and pre-service teachers’ practical knowledge. The main research questions were: • Which concepts do mentor- and pre-service teachers use to tag videotaped classroom situations? • To what extent do the generated tags and the relations between them differ between mentor- and pre-service teachers? • To what extent is collaborative tagging is helpful in gaining access to conscious aspects of mentors and pre-service teachers’ practical knowledge? Method Participants were 100 mentor-teachers and 100 pre-service teachers. The participants each ‘tagged” five video-fragments of different classroom situations. Data were analyzed with UCINET software as proposed by Mika (2005). Co-occurrences of tags were computed. Familiar measures of social network analysis (e.g. clustering coefficients, and (local) betweenness centrality) were used to describe each folksonomy, and to compare pre-service and mentor teachers’ networks of tags. Results and significance The study established that tagging is a promising new method to elicit teachers’ practical knowledge. The resulting folksonomies clarified similarities and differences between mentors’ and pre-service teachers’ practical knowledge. Results indicate that experienced teachers use more detailed and specific tags than pre-service teachers. This method makes a significant contribution to the methodology of the study of teachers’ practical knowledge. Folksonomies not only elicit individual teachers’ practical knowledge but enable researchers to discern common element’s in teachers’ practical knowledge. Moreover, in teacher education, folksonomies are helpful to initiate and structure professional dialogue between pre-service and mentor teachers.
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In the context of new media art, the intrinsic interplay of disciplines poses constant learning challenges to the artists, as it requires a continuous acquisition and reconfiguration of knowledge. This article seeks to understand to what extent knowledge processes of creation, transfer and adoption contribute to the creative collaborative outcomes of new media artists, by investigating: i) explicit and tacit knowledge flows of new media artists; ii) strategies for knowledge creation, transfer and adoption; iii) contexts in which these processes are facilitated. Based on qualitative methods, findings indicate that the way in which artists learn and interact is related to their personality; values such as openness, curiosity, respect or trust shape the context for a shared interest in knowledge creation, adoption, and exchange. A holistic approach to knowledge-creating place (‘Ba’) contributes to understanding the fluid contexts in which creative processes occur.
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Background: A significant part of neurological rehabilitation focuses on facilitating the learning of motor skills. Training can adopt either (more) explicit or (more) implicit forms of motor learning. Gait is one of the most practiced motor skills within rehabilitation in people after stroke because it is an important criterion for discharge and requirement for functioning at home. Objective: The aim of this study was to describe the design of a randomized controlled study assessing the effects of implicit motor learning compared with the explicit motor learning in gait rehabilitation of people suffering from stroke. Methods: The study adopts a randomized, controlled, single-blinded study design. People after stroke will be eligible for participation when they are in the chronic stage of recovery (>6 months after stroke), would like to improve walking performance, have a slow walking speed (<1 m/s), can communicate in Dutch, and complete a 3-stage command. People will be excluded if they cannot walk a minimum of 10 m or have other additional impairments that (severely) influence gait. Participants will receive 9 gait-training sessions over a 3-week period and will be randomly allocated to an implicit or explicit group. Therapists are aware of the intervention they provide, and the assessors are blind to the intervention participants receive. Outcome will be assessed at baseline (T0), directly after the intervention (T1), and after 1 month (T2). The primary outcome parameter is walking velocity. Walking performance will be assessed with the 10-meter walking test, Dynamic Gait Index, and while performing a secondary task (dual task). Self-reported measures are the Movement Specific Reinvestment Scale, verbal protocol, Stroke and Aphasia Quality of Life Scale, and the Global Perceived Effect scale. A process evaluation will take place to identify how the therapy was perceived and identify factors that may have influenced the effectiveness of the intervention. Repeated measures analyses will be conducted to determine significant and clinical relevant differences between groups and over time. Results: Data collection is currently ongoing and results are expected in 2019. Conclusions: The relevance of the study as well as the advantages and disadvantages of several aspects of the chosen design are discussed, for example, the personalized approach and choice of measurements.
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Background A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts’ opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point. Methods A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus ( 70%) and trends ( 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey.
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Objective. Clinicians may use implicit or explicit motor learning approaches to facilitatemotor learning of patients with stroke. Implicit motor learning approaches have shown promising results in healthy populations. The purpose of this study was to assess whether an implicit motor learning walking intervention is more effective compared with an explicit motor learning walking intervention delivered at home regarding walking speed in people after stroke in the chronic phase of recovery. Methods. This randomized, controlled, single-blind trial was conducted in the home environment. The 79 participants, who were in the chronic phase after stroke (age = 66.4 [SD = 11.0] years; time poststroke = 70.1 [SD = 64.3] months; walking speed = 0.7 [SD = 0.3] m/s; Berg Balance Scale score = 44.5 [SD = 9.5]), were randomly assigned to an implicit (n = 38) or explicit (n = 41) group. Analogy learning was used as the implicit motor learning walking intervention, whereas the explicit motor learning walking intervention consisted of detailed verbal instructions. Both groups received 9 training sessions (30 minutes each), for a period of 3 weeks, targeted at improving quality of walking. The primary outcome was walking speed measured by the 10-MeterWalk Test at a comfortable walking pace. Outcomes were assessed at baseline, immediately after intervention, and 1 month postintervention. Results. No statistically or clinically relevant differences between groups were obtained postintervention (between-group difference was estimated at 0.02 m/s [95% CI = −0.04 to 0.08] and at follow-up (between-group difference estimated at −0.02 m/s [95% CI = −0.09 to 0.05]). Conclusion. Implicit motor learning was not superior to explicit motor learning to improve walking speed in people after stroke in the chronic phase of recovery. Impact. To our knowledge, this is the first study to examine the effects of implicit compared with explicit motor learning on a functional task in people after stroke. Results indicate that physical therapists can use (tailored) implicit and explicit motor learning strategies to improve walking speed in people after stroke who are in the chronic phase of recovery.
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When teaching grammar, one of the biggest challenges teachers face is how to make their students achieve conceptual understanding. Some scholars have argued that metaconcepts from theoretical linguistics should be used to pedagogically and conceptually enrich traditional L1 grammar teaching, generating more opportunities for conceptual understanding. However, no empirical evidence exists to support this theoretical position. The current study is the first to explore the role of linguistic metaconcepts in the grammatical reasoning of university students of Dutch Language and Literature. Its goal was to gain a better understanding of the characteristics of students’ grammatical conceptual knowledge and reasoning and to investigate whether students’ reasoning benefits from an intervention that related linguistic metaconcepts to concepts from traditional grammar. Results indicate, among other things, that using explicit linguistic metaconcepts and explicit concepts from traditional grammar is a powerful contributor to the quality of students’ grammatical reasoning. Moreover, the intervention significantly improved students’ use of linguistic metaconcepts.
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This paper discusses and illustrates the ‘knowledge turn’ in urban policy across Europe. We identify four manifestations of it: 1) widespread efforts to lure knowledge workers; 2) a growing involvement of knowledge institutes in urban development and planning processes, 3) an explicit ‘knowledge based’ approach to planning and the design of public space, and 4) efforts to underline a ‘knowledge city’ identity using all kinds of marketing and branding techniques.
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Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to master orthographic rules, even after years of education. In educational literature it is argued that the problems related to spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable, since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but that students don’t seem to be able to use MA effectively to enhance spelling performance.
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