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RESNA 2000CoRECoRE
RESNA 2000CoRECoRE
TELEMATETelematic
Multidisciplinary Assistive
Technology
Education
The Centre of Rehabilitation Engineering
RESNA 2000CoRECoRE
The TELEMATE consortium
CoRE, King’s College London, UK Alan Turner-Smith Education & Research. Health Service & grant maintainedEducation & Research. Health Service & grant maintained
IST/CAPS, Lisbon, Portugal Luis Azevedo Research & Education. University & grant maintainedResearch & Education. University & grant maintained
Fern-Uni, Hagen, Germany Rainer Wallbruch Distance Education. University & grant maintainedDistance Education. University & grant maintained
FTB, Wetter/Ruhr, Germany Christian Bühler Research & Development. Health Service & grant maintainedResearch & Development. Health Service & grant maintained
Rehab-Nor, Tomter, Norway Øivind Lorentsen Research. Private, grant maintainedResearch. Private, grant maintained
Handitek, Borlänge, Sweden Jan-Erik Wänn Research & Education. Private, University & grant maintainedResearch & Education. Private, University & grant maintained
SAGO, Florence, Italy Alberto Renieri Research. Government & grant maintainedResearch. Government & grant maintained
RESNA 2000CoRECoRE
Aims
For AT specialists a common approach to education in a common approach to education in
all European countries (& beyond);all European countries (& beyond);
For Educators a framework for the development a framework for the development
and sharing of telematic training and sharing of telematic training packages;packages;
For Users the integration of all required areas the integration of all required areas
of knowledge for everyone involved. of knowledge for everyone involved.
RESNA 2000CoRECoRE
The research programme
Survey existing courses,
Develop a formal framework for curricula,
Recommend methods for course delivery according toaccording to subject, subject,
educational background, andeducational background, andlocal conditionslocal conditions
Propose procedures for maintenance of the framework by mutual collaboration across Europeby mutual collaboration across Europe
Develop methods for evaluating courseware,
Create demonstrator courses show possible examples.show possible examples.
RESNA 2000CoRECoRE
Public consultation and resource documents atwww.telemate.org
Existing courses, advisory panels WP2
Curriculum framework WP3
Delivery methods & accreditation WP4
Maintenance procedures WP5
Courseware specification WP6
Verification methodology WP7
Build of demonstration courseware WP 8
Delivery of demonstration courses WP 9
Documentation & dissemination WP 10
Start Year 1 Year 3
The timetable
Year 2
No
w
Curriculum framework WP3Curriculum framework WP3
Delivery methods & accreditation WP4Delivery methods & accreditation WP4
Maintenance procedures WP5Maintenance procedures WP5
RESNA 2000CoRECoRE
Earlier Research
The TIDE “HEART” project (report E.3.2) identified three areas of education and training in Assistive Technology for specialists
HumanHumanSocio-economic, Socio-economic, andand Technical.Technical.
RESNA 2000CoRECoRE
HEART area – Human
Basic profession ClinicalClinical
with underpinning disciplines AnatomyAnatomy PhysiologyPhysiology BiomechanicsBiomechanics DisabilitiesDisabilities PsychologyPsychology SociologySociology Knowledge transfer, and Knowledge transfer, and EthicsEthics
RESNA 2000CoRECoRE
HEART area – Socio-economic
Basic profession AdministrationAdministration
with underpinning disciplines ManagementManagement Service deliveryService delivery Standards, testingStandards, testing LegislationLegislation EconomicsEconomics
RESNA 2000CoRECoRE
HEART area – Technical
Basic profession EngineeringEngineering
with underpinning disciplines MechanicsMechanics ElectronicsElectronics PhysicsPhysics Information TechnologyInformation Technology etc., etc.,
RESNA 2000CoRECoRE
D3 – Curriculum Framework
Inter-disciplinary structure A framework that imposes a user-A framework that imposes a user-
centred, inter-disciplinary structure centred, inter-disciplinary structure to courses. to courses.
RESNA 2000CoRECoRE
Inter-disciplinary structure
Each member of the team has particular education and training needs
The team must have common-core understanding of the fundamental principles of AT and its provision
Professionals require cross-disciplinary education and experience
TELEMATE leads specialists from the TELEMATE leads specialists from the edges of their own knowledge into those edges of their own knowledge into those relevant areas of knowledge to be shared relevant areas of knowledge to be shared with the two other basic disciplines.with the two other basic disciplines.
RESNA 2000CoRECoRE
Human
Engineering
Socio-Economic
Specialist medical & welfare education
Knowledge for medical administration
Knowledge for medical
engineering
Specialist administrative education
Knowledge for AT engineering administration
Specialist engineering
education
Core knowledge
for all professionals
Knowledge of Assistive Technology
ATUser
Knowledge for non-professional users
RESNA 2000CoRECoRE
TELEMATE Personal Academic Background GuideTELEMATE Personal Academic Background Guide
Examples of professional specialities and likely
academic levelsClinicalClinical
TechnicalTechnical
Socio /AdminSocio /Admin
Sociologist
Social worker
Lawyer
Mechanical Engineer
Building engineer
Architect Civil Engineer
Transport Engineer
Electrical Engineer
Electronic Engineer
Software Engineer
Communications Engineer
Business Manager
Information Engineer
Economist
Eye physician
Paediatrician
Nurse
General Practitioner
Physiotherapist
Occupational Therapist
Speech and Language Therapist
Bio-Engineer
Rehabilitation physician
Administrator
Clerk
Assistive Technology Technician
Engineering Technician
Hearing physician
GeriatiricianNeurologist
Rheumatologist
Orthopaedic Physician
Audiologist
Special needs teacher
PhysicistOptical
Engineer
Personal Assistant
Home help
Design Engineer
Ergonomist
Audio Engineer
Information Technologist
Discipline fault line
ISCED LEVEL 4
ISCED LEVEL 5
ISCED LEVEL 6“ISCED” is
UNESCO’s International
Standard Classification of Education
RESNA 2000CoRECoRE
D3 Curriculum Framework
Inter-disciplinary structure Frameworks that impose a user-
centred inter-disciplinary structure to courses.
Modularization A A Knowledge FrameworkKnowledge Framework that shapes that shapes
the foundations on which the the foundations on which the science of AT can be built.science of AT can be built.
Inter-disciplinary structure Frameworks that impose a user-
centred inter-disciplinary structure to courses.
RESNA 2000CoRECoRE
Knowledge framework
Fundamentals of Assistive Technology
Vital Function
Heart pacemakers
Breathing support
Incontinence
Anatomy and physiology
Communic-ation, AAC
Neurology
Displays / output devices
Input devices
Predictive systems
Language / symbol systems
Language learning
Measurement & Assessment
Cognition
Cognitive diseases
Neurology
Decision support software
Displays / output
devices
Measurement & Assessment
Acoustics
Amplifiers / Signal
processors
Displays
Anatomy and physiology of
speech
Hearing
Alarms
Hearing diseases
Measurement & Assessment
Hearing aids
Mobility & Manipulation
Building Accessibility
Ergonomics
Biomechanics
Posture & Seating
FES
Musculo-skeletal
diseases
Measurement & Assessment
Environmental controls
Cross-disciplinary education for Assistive Technology
Vision
Alarms
Magnifiers
Optical systems
Optical diseases
Anatomy and physiology of
vision
Displays
Measurement & Assessment
Engineer
RESNA 2000CoRECoRE
Human
Technical
Socio-economic
ATUser
Engineer
RESNA 2000CoRECoRE
D3 Curriculum Framework
Inter-disciplinary structure A framework that imposes a user-
centred, inter-disciplinary structure to courses.
Modularization A Knowledge Framework that shapes
foundations on which the science of AT should be built.
A A Access FrameworkAccess Framework that specifies that specifies course material as metadata, creating course material as metadata, creating a potential for modularizationa potential for modularization(based on current Learning Object theory).(based on current Learning Object theory).
RESNA 2000CoRECoRE
Modularization
EducationCompetencies
Aims
Resources
Education Education and/or and/or
training training activity activity modulemodule
Education
Education
AimsAims
Resources
Resources
Education Education and/or and/or
training training activity activity modulemodule
New or changed Competency
New or changed Competency
Education
EducationCompetenciesCompetencies
AimsAims
Resources
Resources
Education Education and/or and/or
training training activity activity modulemodule
New or changed Competency
New or changed
Competency
RESNA 2000CoRECoRE
Subject (examples)Fundamentals
BuildingAccessibility
Biomechanics
Musculo-skeletalsystem
Posture & Seating FES
Acoustics
Alarms
Displays
Pathological Anatomy & Physiology
Incontinence
Service delivery
Legislation, MDD
Clinical skills
Clinical Assessment
Clinical Audit
Standards
Environmental controls
Access Framework
Function
Mobility & Manipulation
Hearing
Cognition
Communication, AAC
Vital Function
Vision
Context
Workplace
Building & general
accessibility
Home and independent
living
Sports and Leisure
School
Transport
RESNA 2000CoRECoRE
WP4 Delivery Methods and Course Accreditation
Drew up an inventory & analysis of educational and technical methods
Identified five different educational modalities
factsfacts deductionsdeductions habitshabits attitudesattitudes skillsskills
Combined the modalities and methods
Made reference to ECTS (European Credit Transfer System)
RESNA 2000CoRECoRE
WP5 Maintenance Procedures
Considered technical issues CD-ROM and/or Internet site hostingCD-ROM and/or Internet site hosting
Analysed existing courseware & methodologies
building on what is already availablebuilding on what is already available
Proposed an educational network, to open a vision for the future
mutual support between educational mutual support between educational establishmentsestablishments
move towards a shared common standard for move towards a shared common standard for accreditation in the fieldaccreditation in the field
Proposed methods to handleIntellectual Property Rights.
RESNA 2000CoRECoRE
IPR & Exploitation Agreement
The Consortium ManagementManagement MembershipMembership
The IPR issues IPR of ContentIPR of Content IPR of CodeIPR of Code
Hosting the code Host partnerHost partner SecuritySecurity
The Consortium ManagementManagement MembershipMembership
The IPR issues IPR of ContentIPR of Content IPR of CodeIPR of Code
Hosting the code Host partnerHost partner SecuritySecurity
Tutors and Students RegistrationRegistration AccessAccess
Third party institutions ChargesCharges Income distributionIncome distribution
Modification ContentContent CodeCode
IPR of Frameworks
Tutors and Students RegistrationRegistration AccessAccess
Third party institutions ChargesCharges Income distributionIncome distribution
Modification ContentContent CodeCode
IPR of Frameworks
RESNA 2000CoRECoRE
Summary. So far ...
TELEMATE has reviewed existing education of AT professionals;
has proposed an educational framework in a public an educational framework in a public
consultation document (“D3”); consultation document (“D3”); telematic procedures for delivery (“D4”)telematic procedures for delivery (“D4”) procedures for maintenance (“D5”);procedures for maintenance (“D5”);
is delivering two demonstrator courses Fundamentals of Assistive Technology, Fundamentals of Assistive Technology,
andand Computer Access.Computer Access.
RESNA 2000CoRECoRE
Options Total 90 CATS
Masters in Assistive Technology(2001 - 2004)
Entry
CompulsoryTotal 40 CATS
Research project
Seating & Positioning
30 CATS
Mobility & Manipulatio
n30 CATS
Daily Living Technology
30 CATS
Augmentative &
Alternative Communica
tion30 CATS
Sensory Impairment
s30 CATS
CompulsoryTotal 50 CATS
Introduction to Specialist Modules
AT Provision AT Access
Rehabilitation Issues OR
Clinical Fundament
als
Technical Fundament
als
RESNA 2000CoRECoRE
Human
Technical
Socio-economic
ATUser
Rehabilitation Knowledge
RESNA 2000CoRECoRE
Human
Technical
Socio-economic
ATUser
Rehabilitation Knowledge
RESNA 2000CoRECoRE
Human
Technical
Socio-economic
ATUser
Rehabilitation Knowledge
RESNA 2000CoRECoRE
Human
Technical
Socio-economic
ATUser
Rehabilitation Knowledge
RESNA 2000CoRECoRE
Human
Technical
Socio-economic
ATUser
Rehabilitation Knowledge
RESNA 2000CoRECoRE
Human
Technical
Socio-economic
ATUser
Rehabilitation Knowledge
RESNA 2000CoRECoRE
RESNA 2000CoRECoRE
RESNA 2000CoRECoRE
RESNA 2000CoRECoRE
RESNA 2000CoRECoRE
RESNA 2000CoRECoRE
www.telemate.org
RESNA 2000CoRECoRE
RESNA 2000CoRECoRE
www.telemate.org
RESNA 2000CoRECoRE
Thank you for
your attention
RESNA 2000CoRECoRE
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CoRECoRE
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RESNA 2000CoRECoRE
A TELEMATE Course
has modules with an allocated position within the TELEMATE framework defining their relationship with other defining their relationship with other
TELEMATE modules;TELEMATE modules; is available in all EU countries:
downloadable with telematic downloadable with telematic communication to user, or communication to user, or
delivered by local educational institution delivered by local educational institution with telematic links with telematic links
includes quality control and validation; respects intellectual property rights.
RESNA 2000CoRECoRE
The TELEMATE framework provides
A classification of course modules entry requirementsentry requirements topicstopics
A standard to enable mix & match of modules including cross-disciplinary trainingincluding cross-disciplinary training
A database for teachers and students: guidance to available courses,guidance to available courses, recommended approach and validation recommended approach and validation
procedures,procedures, classified guidance to resource material.classified guidance to resource material.