Chapter 6: Getting familiar - knows / knows how...

DIRENE Handbook - Getting familiar

Chapter 6 - "Getting familiar - knows / knows how...", focuses on the first and second level of Millers pyramid (Miller, 1990) and aims to support you in answering the questions:

What do I need to teach for basic competences?

A learning scenario does not have to be complex and overly elaborated: it is about creating a positive and engaging learning experience! Give your learners an overview on definitions, megatrends of and technologies in digital rehabilitation.

-> Link to Overview on definitions

-> Link to slides of a DIRENE webinar "Megatrends in Digital Rehabilitation"

-> Link to the video of this DIRENE webinar presentation "DIRENE materials"

For example, you will need to educate the usage of technologies and how they could be applied to measure e.g. physical data remotely. Further, verbal and non-verbal communication changes in settings of telerehabilitation. Therefore, person-centred and respectful communication are relevant content in your course. Finally, approaching failures will be important, as service users and providers could be confronted with technical difficulties.

Key content identified by participatory research of the DIRENE consortium:


  • Target groups benefiting from Digital Rehabilitation should be identified.
  • Technologies used during Digital Rehabilitation should not replace but complement steps in the rehabilitation process in a meaningful way.
  • Working life professionals who want to use Digital rehabilitation should identify the needs and competences of the service user in terms of using Digital Rehabilitation.
  • Working life professionals need to be aware of the different types of technology to know and select which type is appropriate and available for which service user.
  • Working life professionals need to know the legislations regarding Digital Rehabilitation in their countries.

Knows how:

  • Digital Rehabilitation technologies should be used according to the needs and competences of the service user in an interdisciplinary approach.
  • Working life professionals should know how to design a Digital Rehabilitation plan based on the service users’s goals and digital literacy.
  • Working life professionals should be know how to use specific technology for Digital Rehabilitation.
  • They need to know how to a create a trusting, secure relationship with their service user(s).
  • Working life professionals need to know how to manage ethical aspects, such as confidentiality management, data protection and responsibility.

How would I structure the learning process? When would I apply self -learning mode and when schedule instruction in the (mobile) classroom?

As examples, how learners starting from basic competences could be trained, take a look on the use-case scenarios #1, #5 and #6.

  • Use-case #6 is designed for a course with 30 minutes face-to-face and 60 minutes self-directed learning, targeting at 15 to 20 undergraduate students in health care.
  • Use-case #5 is designed for a course with 6 hours lecture and 12 hours self- directed learning, targeting at 30 to 90 undergraduate (last year) students in health care.
  • Use-case #1 is designed for course with 40 hours face-to-face lecture, 20 hours skills lab and 120 hours self-study time, targeting a maximum of 30 graduated health care professionals.

-> Link to chapter 3: "Use-cases"

Explore the 2 ECTS MOOC developed by DIRENE (will be provided in 2023)!

-> Link to 


Proceed to content of an advanced course in the next chapter:

-> Link to chapter 7: "Applying knowledge - shows how / does..."

Go back to the previous chapter:

<- Link to chapter 5: "Needed competences in digital rehabilitation"

Go back to the main page:

<- Link to “Pedagogical Handbook on training of Digital Rehabilitation Competences”