Chapter 7: Applying Knowledge - Shows How/Does

people working on a tablet

Photo: Geschäftsleute und geschäftsfrauen treffen brainstorming-ideen from tirachardz, freepik, CC BY-SA 4.0 adapted with a sepia filter

Chapter 7 - “Applying Knowledge – Shows How/Does” focuses on the third and fourth levels of Miller’s pyramid (Miller, 1990) and aims to support you in answering the question:

What do I need to teach for advanced competences?

In this step, you, as an educator, will need to define the clinical focus of possible future service users of your learners’ group. This could also include settings, e.g.:

  • single vs. group session
  • hospital vs. rehabilitation vs. outpatient vs. community care settings (private vs. public sector)
  • duration of consultation (single or continuing), etc.

It will be useful to apply the principle of problem-based learning, so that your learners can proceed with solving problems and creating content based on specifically designed scenarios. Discuss practical problems in rehabilitation, e.g., how the use of digital tools was promoted during the COVID-19 pandemic and what needs to be taken care of concerning ethics, data protection, and service users’ safety.

Key content identified by participatory research of the DIRENE consortium:

Shows how:

  • Working life professionals communicate the Digital Rehabilitation plan in simple language to the service user and detect digital barriers due to access or age.
  • Digital Rehabilitation should consist of balanced digital and personal interventions.
  • Working life professionals show expertise in technology when creating digital content.
  • They design different digital settings (single, pair, family, group settings, etc.) by considering their advantages and limitations and establishing methods and rules for these.

Does:

  • Digital Rehabilitation technologies should be used with an interdisciplinary approach for the service users’ needs and competences.
  • Working life professionals should prepare and support service users in the use of technologies, the Internet, and social media.
  • Working life professionals should apply digital counselling techniques.
  • Working life professionals should consider digital and nonverbal communication.
  • The management of technology should be addressed (e.g., stable Internet connection).

How could I create an individualised and engaging learning experience?

As examples of how learners could be trained in advanced competences, take a look at the use-case scenarios #2, #3, and #4.

  • Use case #4 is designed for a course with 2 hours of lecture, 1 hour of follow-up, 1 hour of face-to-face evaluation, and 24 hours of self-study for 50 undergraduate health and social care students.
  • Use case #3 is designed for a course with 28 hours of lecture and 72 hours of self-directed learning for 20 to 30 undergraduate health and social care students.
  • Use case #2 is designed for a course with 52 hours of face-to-face and 128 minutes of self-directed learning for about 120 undergraduate health and social care students.

-> Link to the PDF of the “Use Cases (Learning Scenarios)”

Explore the 8 ECTS advanced module(s) developed by DIRENE! 

-> Link to www.jamk.fi/en/project/direne/direne-materials

 

Proceed to methods how to teach your content:

-> Next Chapter 8: “Methods – How Learning/Teaching Succeeds”

 

Go back to the previous Chapter 6: “Getting Familiar – Knows/Knows How”

Go back to the Handbook Main Page.