Chapter 5: Needed competences in Digital Rehabilitation
Chapter 5 - "Needed competences in Digital Rehabilitation" aims to support you in answering the questions:
Where are my learners and where shall they go?
What is the initial level of competence of the learners?
Based on identified frameworks, the DIRENE consortium developed a questionnaire to assess the level of competence regarding digital rehabilitation (Caena & Redecker, 2019; Carretero Gomez et al., 2018; Punie & Redecker, 2017). It was sent to health care professionals, lecturers and students, to identify their current profile of competence. This approach may interest you, if you plan to pre-/post-assess your learners' level of competence.
A mixed-study conducted by the DIRENE consortium via questionnaire and focus groups revealed that digital competences of students, educators and teachers as well as working life professionals were already in a medium level (able to deal with problems). Strong competeces were related to information and data literacy and digital communication, whereas more “advanced” competences such as (creativity in) digital content creation or (technical) problem solving were less achieved.
The following main learning needs were identified in those mixed discussion groups:
- Digital competences: Knowledge / skills are required in eHealth literacy, communicational skills and technical skills
- Ethics and regulation: Knowledge / skills are required in confidentiality, responsibilities and the legal framework for application of digital technologies in rehabilitation
- Specific Digital Rehabilitation knowledge / skills in areas / fields of applied Digital Rehabilitation
Deepening into this, participative group workshops were conducted with working life professionals, educators and teachers, learners and service users to identify, what competences are needed for using and for providing Digital Rehabilitation:
Matching the previously mentioned learning needs, they can be categorized to competences in
2) Rehabilitation Process
3) Service User-Provider Interaction
4) Technology and Information Management
5) Financial Management,
and focusing on the professional or student in an internship when supporting service users
6) Professional Development
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