Open University of the Netherlands

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load. Although un-guided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide `internal` guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

(2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist: Vol. 38, No. 1, pp. 1-4.

In this article, we discuss cognitive load measurement techniques with regard to their contribu-tion to cognitive load theory (CLT). CLT is concerned with the design of instructional methods that efficiently use people’s limited cognitive processing capacity to apply acquired knowledge and skills to new situations (i.e., transfer). CLT is based on a cognitive architecture that consists of a limited working memory with partly independent processing units for visual and auditory information, which interacts with an unlimited long-term memory. These structures and func-tions of human cognitive architecture have been used to design a variety of novel efficient in-structional methods. The associated research has shown that measures of cognitive load can re-veal important information for CLT that is not necessarily reflected by traditional performance-based measures. Particularly, the combination of performance and cognitive load measures has been identified to constitute a reliable estimate of the mental efficiency of instruc-tional methods. The discussion of previously used cognitive load measurement techniques and their role in the advancement of CLT is followed by a discussion of aspects of CLT that may benefit by measurement of cognitive load. Within the cognitive load framework, we also discuss some promising new techniques.

Wear and tear from tyres significantly contributes to the flow of (micro-)plastics into the environment. This paper compiles the fragmented knowledge on tyre wear and tear characteristics, amounts of particles emitted, pathways in the environment, and the possible effects on humans. The estimated per capita emission ranges from 0.23 to 4.7 kg/year, with a global average of 0.81 kg/year. The emissions from car tyres (100%) are substantially higher than those of other sources of microplastics, e.g., airplane tyres (2%), artificial turf (12–50%), brake wear (8%) and road markings (5%). Emissions and pathways depend on local factors like road type or sewage systems. The relative contribution of tyre wear and tear to the total global amount of plastics ending up in our oceans is estimated to be 5–10%. In air, 3–7% of the particulate matter (PM2.5) is estimated to consist of tyre wear and tear, indicating that it may contribute to the global health burden of air pollution which has been projected by the World Health Organization (WHO) at 3 million deaths in 2012. The wear and tear also enters our food chain, but further research is needed to assess human health risks. It is concluded here that tyre wear and tear is a stealthy source of microplastics in our environment, which can only be addressed effectively if awareness increases, knowledge gaps on quantities and effects are being closed, and creative technical solutions are being sought. This requires a global effort from all stakeholders; consumers, regulators, industry and researchers alike.

CONTEXT: Cognitive load theory aims to develop instructional design guidelines based on a model of human cognitive architecture. The architecture assumes a limited working memory and an unlimited long-term memory holding cognitive schemas; expertise exclusively comes from knowledge stored as schemas in long-term memory. Learning is described as the construction and automation of such schemas. Three types of cognitive load are distinguished: intrinsic load is a direct function of the complexity of the performed task and the expertise of the learner; extraneous load is a result of superfluous processes that do not directly contribute to learning, and germane load is caused by learning processes that deal with intrinsic cognitive load. OBJECTIVES: This paper discusses design guidelines that will decrease extraneous load, manage intrinsic load and optimise germane load. DISCUSSION: Fifteen design guidelines are discussed. Extraneous load can be reduced by the use of goal-free tasks, worked examples and completion tasks, by integrating different sources of information, using multiple modalities, and by reducing redundancy. Intrinsic load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane load can be optimised by increasing variability over tasks, applying contextual interference, and evoking self-explanation. The guidelines are also related to the expertise reversal effect, indicating that design guidelines for novice learners are different from guidelines for more experienced learners. Thus, well-designed instruction for novice learners is different from instruction for more experienced learners. Applications in health professional education and current research lines are discussed.

participativo y reflexivo para la mejora continua en

In this paper, we introduce the Intervention Mapping (IM) taxonomy of behaviour change methods and its potential to be developed into a coding taxonomy. That is, although IM and its taxonomy of behaviour change methods are not in fact new, because IM was originally developed as a tool for intervention development, this potential was not immediately apparent. Second, in explaining the IM taxonomy and defining the relevant constructs, we call attention to the existence of parameters for effectiveness of methods, and explicate the related distinction between theory-based methods and practical applications and the probability that poor translation of methods may lead to erroneous conclusions as to method-effectiveness. Third, we recommend a minimal set of intervention characteristics that may be reported when intervention descriptions and evaluations are published. Specifying these characteristics can greatly enhance the quality of our meta-analyses and other literature syntheses. In conclusion, the dynamics of behaviour change are such that any taxonomy of methods of behaviour change needs to acknowledge the importance of, and provide instruments for dealing with, three conditions for effectiveness for behaviour change methods. For a behaviour change method to be effective: (1) it must target a determinant that predicts behaviour; (2) it must be able to change that determinant; (3) it must be translated into a practical application in a way that preserves the parameters for effectiveness and fits with the target population, culture, and context. Thus, taxonomies of methods of behaviour change must distinguish the specific determinants that are targeted, practical, specific applications, and the theory-based methods they embody. In addition, taxonomies should acknowledge that the lists of behaviour change methods will be used by, and should be used by, intervention developers. Ideally, the taxonomy should be readily usable for this goal; but alternatively, it should be clear how the information in the taxonomy can be used in practice. The IM taxonomy satisfies these requirements, and it would be beneficial if other taxonomies would be extended to also meet these needs.

ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase access to information, facilitate personalised and complex learning, and decrease teaching workload, thereby making key processes and tasks more efficient. The weaknesses are a lack of deep understanding, difficulty in evaluating the quality of responses, a risk of bias and discrimination, and a lack of higher-order thinking skills. Threats to education include a lack of understanding of the context, threatening academic integrity, perpetuating discrimination in education, democratising plagiarism, and declining high-order cognitive skills. We provide agenda for educational practice and research in times of ChatGPT.

Sunscreens are used to provide protection against adverse effects of ultraviolet (UV)B (290-320 nm) and UVA (320-400 nm) radiation. According to the United States Food and Drug Administration, the protection factor against UVA should be at least one-third of the overall sun protection factor. Titanium dioxide (TiO2) and zinc oxide (ZnO) minerals are frequently employed in sunscreens as inorganic physical sun blockers. As TiO2 is more effective in UVB and ZnO in the UVA range, the combination of these particles assures a broad-band UV protection. However, to solve the cosmetic drawback of these opaque sunscreens, microsized TiO2 and ZnO have been increasingly replaced by TiO2 and ZnO nanoparticles (NPs) (<100 nm). This review focuses on significant effects on the UV attenuation of sunscreens when microsized TiO2 and ZnO particles are replaced by NPs and evaluates physicochemical aspects that affect effectiveness and safety of NP sunscreens. With the use of TiO2 and ZnO NPs, the undesired opaqueness disappears but the required balance between UVA and UVB protection can be altered. Utilization of mixtures of micro- and nanosized ZnO dispersions and nanosized TiO2 particles may improve this situation. Skin exposure to NP-containing sunscreens leads to incorporation of TiO2 and ZnO NPs in the stratum corneum, which can alter specific NP attenuation properties due to particle-particle, particle-skin, and skin-particle-light physicochemical interactions. Both sunscreen NPs induce (photo)cyto- and genotoxicity and have been sporadically observed in viable skin layers especially in case of long-term exposures and ZnO. Photocatalytic effects, the highest for anatase TiO2, cannot be completely prevented by coating of the particles, but silica-based coatings are most effective. Caution should still be exercised when new sunscreens are developed and research that includes sunscreen NP stabilization, chronic exposures, and reduction of NPs' free-radical production should receive full attention.

ABSTRACT Under fairly general conditions, the article derives the equilibrium price schedule determined by the bids and offers in an open limit order book. The analysis shows: (1) the order book has a small‐trade positive bid‐ask spread, and limit orders profit from small trades; (2) the electronic exchange provides as much liquidity as possible in extreme situations; (3) the limit order book does not invite competition from third market dealers, while other trading institutions do; (4) If an entering exchange earns nonnegative trading profits, the consolidated price schedule matches the limit order book price schedule.

An integrated modeling approach was used to connect socioeconomic factors and nutrient management to river export of nitrogen, phosphorus, silica and carbon based on an updated Global NEWS model. Past trends (1970–2000) and four future scenarios were analyzed. Differences among the scenarios for nutrient management in agriculture were a key factor affecting the magnitude and direction of change of future DIN river export. In contrast, connectivity and level of sewage treatment and P detergent use were more important for differences in DIP river export. Global particulate nutrient export was calculated to decrease for all scenarios, in part due to increases in dams for hydropower. Small changes in dissolved silica and dissolved organics were calculated for all scenarios at the global scale. Population changes were an important underlying factor for river export of all nutrients in all scenarios. Substantial regional differences were calculated for all nutrient elements and forms. South Asia alone accounted for over half of the global increase in DIN and DIP river export between 1970 and 2000 and in the subsequent 30 years under the Global Orchestration scenario (globally connected with reactive approach to environmental problems); DIN river export decreased in the Adapting Mosaic (globally connected with proactive approach) scenario by 2030, although DIP continued to increase. Risks for coastal eutrophication will likely continue to increase in many world regions for the foreseeable future due to both increases in magnitude and changes in nutrient ratios in river export.

Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind. In this article we present a framework for scaffolding practice and just-in-time information presentation, aiming to control cognitive load effectively. We briefly describe a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed.

About 17% of humanity goes through an episode of major depression at some point in their lifetime. Despite the enormous societal costs of this incapacitating disorder, it is largely unknown how the likelihood of falling into a depressive episode can be assessed. Here, we show for a large group of healthy individuals and patients that the probability of an upcoming shift between a depressed and a normal state is related to elevated temporal autocorrelation, variance, and correlation between emotions in fluctuations of autorecorded emotions. These are indicators of the general phenomenon of critical slowing down, which is expected to occur when a system approaches a tipping point. Our results support the hypothesis that mood may have alternative stable states separated by tipping points, and suggest an approach for assessing the likelihood of transitions into and out of depression.

This paper describes a survey on the prevalence and nature of cyberbullying of and by youngsters and the parental perceptions. Two questionnaires, one for youngsters and one for their parents, were sent to 1,211 final-year pupils of primary schools and first-year pupils of all levels of secondary schools and their parents. Pupils completed the questionnaires in their classroom, and parents completed them at home. The results show that about 16% of the youngsters had engaged in bullying via the Internet and text messages, while about 23% of the youngsters had been victims of cyberbullying. Cyberbullying seems to be a rather anonymous, individualistic activity, which primarily takes place at home. The most frequently used nature of harassment were name-calling and gossiping. Youngsters mostly react to cyberbullying by pretending to ignore it, by really ignoring it, or by bullying the bully. Most parents set rules for their children about the way to they should use the Internet but are not really conscious of the harassments. They underestimate their own children's bullying behavior and have insufficient notion of their children as victims of bullying.

A team is more than a group of people in the same space, physical or virtual. In recent years, increasing attention has been devoted to the social bases of cognition, taking into consideration how social processes in groups and teams affect performance. This article investigates when and how teams in collaborative learning environments engage in building and maintaining mutually shared cognition, leading to increased perceived performance. In doing so, this research looks for discourse practices managing the co-construction of mutually shared cognition and reveals conditions in the interpersonal context that contribute to engagement in these knowledge-building practices. A comprehensive theoretical framework was developed and tested. The constructs in the model were measured with the Team Learning Beliefs &amp; Behaviors Questionnaire and analyzed using regression and path analysis methodology. Results showed that both interpersonal and sociocognitive processes have to be taken into account to understand the formation of mutually shared cognition, resulting in higher perceived team performance.

We present an update of the global budget of atmospheric nitrous oxide (N2O) that accounts for recent revisions in estimates of global emissions. Most importantly, new estimates of N2O emissions from agriculture and from oceans and a surface sink of N2O have been included. Our estimates confirm that current food production is the largest anthropogenic source of N2O. However, its relative share in total anthropogenic emissions (about 60%) is smaller than in earlier studies (almost 80%). We estimate past trends in global emissions of N2O and use these as input to a simple atmospheric box model to calculate trends in atmospheric N2O concentrations for the period 1500–2006. We show that our revised estimates for global emissions of N2O are consistent with observed trends in atmospheric concentrations.

This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom “old” media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate.

The idea that noncrop habitat enhances pest control and represents a win-win opportunity to conserve biodiversity and bolster yields has emerged as an agroecological paradigm. However, while noncrop habitat in landscapes surrounding farms sometimes benefits pest predators, natural enemy responses remain heterogeneous across studies and effects on pests are inconclusive. The observed heterogeneity in species responses to noncrop habitat may be biological in origin or could result from variation in how habitat and biocontrol are measured. Here, we use a pest-control database encompassing 132 studies and 6,759 sites worldwide to model natural enemy and pest abundances, predation rates, and crop damage as a function of landscape composition. Our results showed that although landscape composition explained significant variation within studies, pest and enemy abundances, predation rates, crop damage, and yields each exhibited different responses across studies, sometimes increasing and sometimes decreasing in landscapes with more noncrop habitat but overall showing no consistent trend. Thus, models that used landscape-composition variables to predict pest-control dynamics demonstrated little potential to explain variation across studies, though prediction did improve when comparing studies with similar crop and landscape features. Overall, our work shows that surrounding noncrop habitat does not consistently improve pest management, meaning habitat conservation may bolster production in some systems and depress yields in others. Future efforts to develop tools that inform farmers when habitat conservation truly represents a win-win would benefit from increased understanding of how landscape effects are modulated by local farm management and the biology of pests and their enemies.

This article introduces the Evaluation Framework EFI for the Impact Measurement of learning, education and training: The Evaluation Framework for Impact Measurement was developed for specifying the evaluation phase and its objectives and tasks within the IDEAL Reference Model for the introduction and optimization of quality development within learning, education and training. First, a description of the Evaluation Framework for Impact Measurement will be provided, followed by a brief overview of the IDEAL Reference Model. Finally, an example for the implementation of the Evaluation Framework for Impact Measurement within the ARISTOTELE project is presented.

OBJECTIVE: To develop a model linking the processes and outcomes of workplace learning. METHODS: We synthesised a model from grounded theory analysis of group discussions before and after experimental strengthening of medical students' workplace learning. The research was conducted within a problem-based clinical curriculum with little early workplace experience, involving 24 junior and 12 senior medical students. RESULTS: To reach their ultimate goal of helping patients, medical students must develop 2 qualities. One is practical competence; the other is a state of mind that includes confidence, motivation and a sense of professional identity. These 2 qualities reinforce one another. The core process of clinical workplace learning involves 'participation in practice', which evolves along a spectrum from passive observation to performance. Practitioners help students participate by being both supportive and challenging. The presentation of clear learning objectives and continuous periods of attachment that are as personal to the student(s) and practitioner(s) as possible promote workplace learning. CONCLUSIONS: The core condition for clinical workplace learning is 'supported participation', the various outcomes of which are mutually reinforcing and also reinforce students' ability to participate in further practice. This synthesis has 2 important implications for contemporary medical education: any reduction in medical students' participation in clinical practice that results from the patient safety agenda and expanded numbers of medical students is likely to have an adverse effect on learning, and the construct of 'self-directed learning', which our respondents too often found synonymous with 'lack of support', should be applied with very great caution to medical students' learning in clinical workplaces.