Australian Catholic University

About: Australian Catholic University is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 2721 authors who have published 10013 publications receiving 215248 citations. The organization is also known as: ACU & ACU National.

Talk the talk: Learner‐generated podcasts as catalysts for knowledge creation

Abstract: Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that enable Internet users to author and distribute rich media content quickly and easily. Instead of using the technology for the mere recording and dissemination of lectures and other instructor-centred information, the project reported on in this article focused on enabling students to create their own podcasts for distribution to their peers. The article describes how engaging in the podcasting exercise promoted collaborative knowledge building among the student-producers, as evidenced through focus-group interviewing and an analysis of the products of their shared dialogue and reflection. The findings suggest that the collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning, as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.

Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation

Abstract: Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children’s physical activity, fundamental movement skills and cardiorespiratory fitness. The ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY) study will focus largely on online delivery to enhance translational capacity. The intervention will be implemented at school and teacher levels, and will include six components: (i) quality physical education and school sport, (ii) classroom movement breaks, (iii) physically active homework, (iv) active playgrounds, (v) community physical activity links and (vi) parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten – Year 6). These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW), Australia. A cluster randomized controlled trial (RCT), involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions), will assess effectiveness and cost-effectiveness at 12 and 24 months. Students’ cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students’ moderate-to-vigorous physical activity (via accelerometers), fundamental movement skill proficiency, enjoyment of physical education and sport, cognitive control, performance on standardized tests of numeracy and literacy, and cost-effectiveness. A scale-up implementation study guided by the RE-AIM framework will evaluate the reach, effectiveness, adoption, implementation, and maintenance of the intervention when delivered in 160 primary schools in urban and regional areas of NSW. This project will provide the evidence and a framework for government to guide physical activity promotion throughout NSW primary schools and a potential model for adoption in other states and countries. Australia and New Zealand Clinical Trials Registry ( ACTRN12616000731493 ). Date of registration: June 3, 2016.

Self-Compassion Interventions and Psychosocial Outcomes: a Meta-Analysis of RCTs

Abstract: Self-compassion is a healthy way of relating to one’s self motivated by a desire to help rather than harm. Novel self-compassion-based interventions have targeted diverse populations and outcomes. This meta-analysis identified randomized controlled trials of self-compassion interventions and measured their effects on psychosocial outcomes. This meta-analysis included a systematic search of six databases and hand-searches of the included study’s reference lists. Twenty-seven randomized controlled trials that examined validated psychosocial measures for self-compassion-based interventions met inclusion criteria. Baseline, post and follow-up data was extracted for the intervention and control groups, and study quality was assessed using the PRISMA checklist. Self-compassion interventions led to a significant improvement across 11 diverse psychosocial outcomes compared with controls. Notably, the aggregate effect size Hedge’s g was large for measures of eating behavior (g = 1.76) and rumination (g = 1.37). Effects were moderate for self-compassion (g = 0.75), stress (g = 0.67), depression (g = 0.66), mindfulness (g = 0.62), self-criticism (g = 0.56), and anxiety (g = 0.57) outcomes. Further moderation analyses found that the improvements in depression symptoms continued to increase at follow-up, and self-compassion gains were maintained. Results differed across population type and were stronger for the group over individual delivery methods. Intervention type was too diverse to analyze specific categories, and publication bias may be present. This review supports the efficacy of self-compassion-based interventions across a range of outcomes and diverse populations. Future research should consider the mechanisms of change.