Overview - Designing Mobile Education & Training of Digital Rehabilitation Competencies

painting equipment on the table

What do I have to consider, when I start designing a mobile course on digital rehabilitation from scratch?

This question shall be answered by this handbook, based on several use-cases (chapter 3) and the following structure and content:

a. Context (institution, setting, target groups, ECTS): Where am I?

Your design will differ depending on whether your health care learners are at a "beginners" level or advanced, as well as on which setting and clinical fields you focus. Get inspired by guiding questions, which aspects influence your design process. Consider these, as well as identified facilitators or barriers, in the following design steps.

-> Link to chapter 4 "Proceed directly to defining your own course context"

b. Needed competences: Where are my learners and where shall they go?

Get an overview, which competences are needed in digital rehabilitation and define, which competences shall be learned in your course. We provide an example of a questionnaire to identify the competency level of your learners. Such a pre-assessment may help you to identify your learners' needs.

-> Link to chapter 5 "Proceed directly to identifying needed competences" (Former 4 "identifying the competency level")

c. Defining content: What do I need to teach?

To assist you and your learners in getting familiar, an overview on definitions, megatrends of and technologies in digital rehabilitation is provided, which you may also apply in your course.

-> Link to chapter 6 "Proceed directly to content facilitating know how" (former chapter 3, "getting familiar")

Advanced (future) health care professionals should apply their knowledge by solving problems and creating content.

-> Link to chapter 7 "Proceed directly to content facilitating show how / doing" (former chapter 4, "Applying knowledge")

d. Choosing methods and organising resources: Which tools support me in what and how I need to teach?

You may consider the learners needs when choosing methods. Results of participative research indicate, how learners could engage with the provided content to develop their digital rehabilitation competences.

-> Link to chapter 8: "Methods - how mobile learning / teaching succeeds" (former chapter 6 "View on the learners' needs")

A collection on experiences and tools shall serve you as a guide through the jungle of digital and mobile learning resources. Are you a newcomer in (digital) teaching and want to integrate new technologies in your (mobile) classroom? Or are you full of experience and always open for cool new tools and innovative education? A short survey advises your choice between an overview / introduction into mobile teaching and learning with exemplary use cases, or on a more comprehensive approach for the "digital education pro".

-> Link to chapter 9 "Experiences and tools of mobile learning" (former chapter 7 experiences and tools, advanced learners)

e. Specific implementation: Tailoring the "knows how", "shows how" and "does" (Miller's pyramid) in specific designed scenarios.

Finally, based on your chosen methods and tools, you will need to specify assignments and prepare instructions for your learners. These will be influenced by how you plan to (re)assess the competence development of your learners. Support your learners in taking the perspectives of their service users. The reflection of your - ideally interactive - tasks will guide them in a practical way ("by doing") far beyond knowledge and evaluation of satisfaction.

-> Link to chapter 10 "Specific implementation and reflection" (former chapter 8 "taking and reflecting perspectives")

Proceed to use-cases in the next chapter:

As inspiring examples, use-cases display various possible approaches in designing (mobile) learning of digital rehabilitation.

-> Link to chapter 3 "Proceed to exemplary use-cases"