Chapter 10: Specific implementation and reflection
Chapter 10 - "Specific implementation and reflection" aims to support you in tailoring the "knows", "knows how", "shows how" and "does" (the DIRENE consortium decided to refer to Miller's pyramid) in specific designed scenarios:
In order to specify assignments and to prepare instructions for your learners, you will need to identify answers to the following questions:
- What aspects are especially important when it comes to guidance, interaction and engagement in your specific learning scenario?
- What assignments and support systems will be beneficial for the learning process?
- What kind of assignment emphasizes the translation of knowledge and skills in future practice?
Plan the (re)assessment of your learners' competence development. Assign your learners to self-assess their achievement of learning outcomes, which will support them in identifying future learning needs.
An example is described in a use-case on simulation pedagogy.
Taking and reflecting perspectives:
Several (interactive) tools described in the previous chapter (e.g. drag-and-drop tasks using H5P, or discussions via Instant Messenger Services) could also be applied with service users in professional practice, e.g. for the purpose of empowering patient education. Ensure outlining their applicability with service users in your course and reflect with your learners, which tools and technologies they may apply in their professional future.
Guiding questions could be:
- Which potentials and challenges characterize the applied technology / method?
- How will you apply what you learned with service users?
- How will you introduce and reflect the technology / method with your service users?
- What could motivate them to apply the technology / method?
- Brainstorm on possible concerns (e.g. resulting from diversity and needs of your target groups) and how would you adress these.
Evaluating the course:
In order to facilitate continuous adaptation of your course, you may consider applying learning analytics (e.g. LOCO-Analyst, Socrato). Consider to plan feedback sessions within and at the end of your course, in dialogue as well as anonymous settings.
Proceed to evaluating this handbook:
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