Chapter 3: Use-Cases

Example written by Scrabble-game parts

Chapter 3 - "Use-Cases" aims to support you in answering the question:

How could a Digital Rehabilitation course design look like?

The DIRENE consortium collected stories (use-cases) about how their educators define learning outcomes and course content, as well as which methods and tools they choose when teaching Digital Rehabilitation. Their variety displays examples, how meaningful (mobile) learning experiences can be designed. They shall inspire you, how you could apply the detailed chapters of this handbook.

Some of these design stories (use-cases) are even introduced by video:

-> Link to a video discussing use-case #3 and #4 at a DIRENE webinar "DIRENE materials"

In the slides shown below, seven learning cases are presented, contributed by educators from the DIRENE consortium. Each educator was asked about how (s)he understands and evaluates digital tools for teaching and learning in the field of Digital Rehabilitation. This was influenced by COVID-19, which afforded remote teaching at most universities. Specifically, educators were asked about learning outcomes, tasks and activities, as well as used tools and software.

-> Link to a PDF of the following pictured slides

Understanding and evaluating digital healthcare. Learning Outcomes: Understand use and functions of digitalisation in healthcare, distinguish between institution-related/(institution-)comprehensive/patient-related concepts and solutions, understand basic functioning of intelligent decision-making and support systems, identify relevant ethical and data protection requirements in the development and use, explain and apply research approaches for evaluation from a user or systemic perspective.
Understanding and evaluating assistive technologies. Learning Outcomes: Understand concepts of assistive technologies, understand the different types and settings used for different disabilities to design a personalized rehabilitation plan, understand how to operate the various types and features of environmental control systems, demonstrate and apply knowledge about assistive technology in an evaluation of an assistive technology device and case studies.
Utilising digital environmentsforrehab. counseling. Learning Outcomes: Define social digital networks from the perspective of one's own profession and in working with customers, utilise digital environments and digital working practices, guide clients to use digital services, instruct the safe use of different digital environments.
Understanding and performing telehealth sessions. Learning Outcomes: Understand concepts of digital rehabilitation and telehealth via videoconferencing, understand differences in online HCP-client interactions, plan a telehealth session, apply different communication styles for the online context, conduct online assessment, care planning and management.
Simulating and reflecting on digital rehab. settings. Learning Outcomes: Prepare a digital rehabilitation setting, simulate a digital rehabilitation situation and reflect on it, choose adequate ICT tools and use them effectively, establish a collaborative relationship with a client, their family, and the interprofessional team, communicate effectively with all involved stakeholders, applied social-communicative competencies and work in a team.
Utilising mobile learning in digital rehabilitation. Learning Outcomes: Understand the rationale of utilising mobile learning in digital rehabilitation, understand the digitalization structure of different countries and regions, analyse and discuss the potential and benefits of mobile learning in digital rehabilitation, improve education and learning using mobile devices in Sub-Saharan countries.
Using simulation pedagogy in digital guidance. Learning Outcomes: Training the client guidance using a digital rehabilitation platform. Evaluate the usability and usefulness of a digital rehabilitation platform in different kind of client situations.

The use-cases were discussed and developed further by the DIRENE consortium in an intensive week for the purpose of learning, teaching and training activities. There, any potentials or challenges which characterise the technology / method applied in these learning scenarios were identified, including data protection and ethical issues.

It was brainstormed, how learners would be engaged to reflect on the application of technologies in rehabilitation and their methodological experience. Question with your learners, how they are going to apply their achieved competences in practice, when interacting with their service users.

Proceed to defining your courses' context in the next chapter:

-> Link to chapter 4: "Context - what to consider"

Go back to chapter 2:

<- Link to chapter 2: "Overview - Designing Mobile Education & Training of Digital Rehabilitation Competences"