TELEMATE

2. The Centre of Rehabilitation Engineering TELEMATE Telematic Multidisciplinary Assistive Technology Education

3. The TELEMATE consortium • CoRE, King’s College London, UKAlan Turner-Smith • Education & Research. Health Service & grant maintained • IST/CAPS, Lisbon, Portugal Luis Azevedo • Research & Education. University & grant maintained • Fern-Uni, Hagen, Germany Rainer Wallbruch • Distance Education. University & grant maintained • FTB, Wetter/Ruhr, Germany Christian Bühler • Research & Development. Health Service & grant maintained • Rehab-Nor, Tomter, Norway Øivind Lorentsen • Research. Private, grant maintained • Handitek, Borlänge, Sweden Jan-Erik Wänn • Research & Education. Private, University & grant maintained • SAGO, Florence, Italy Alberto Renieri • Research. Government & grant maintained

4. Aims • For AT specialists • a common approach to education in all European countries (& beyond); • For Educators • a framework for the development and sharing of telematic training packages; • For Users • the integration of all required areas of knowledge for everyone involved.

5. The research programme • Survey existing courses, • Develop a formal framework for curricula, • Recommend methods for course delivery • according to subject, educational background, and local conditions • Propose procedures for maintenance of the framework • by mutual collaboration across Europe • Develop methods for evaluating courseware, • Create demonstrator courses • show possible examples.

6. Curriculum framework WP3 Delivery methods & accreditation WP4 Maintenance procedures WP5 Start Year 1 Year 2 Year 3 The timetable Public consultation and resource documents atwww.telemate.org Now 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

7. Earlier Research • The TIDE “HEART” project (report E.3.2) identified three areas of education and training in Assistive Technology for specialists • Human • Socio-economic, and • Technical.

8. HEART area – Human • Basic profession • Clinical • with underpinning disciplines • Anatomy • Physiology • Biomechanics • Disabilities • Psychology • Sociology • Knowledge transfer, and • Ethics

9. HEART area – Socio-economic • Basic profession • Administration • with underpinning disciplines • Management • Service delivery • Standards, testing • Legislation • Economics

10. HEART area – Technical • Basic profession • Engineering • with underpinning disciplines • Mechanics • Electronics • Physics • Information Technology • etc.,

11. D3 – Curriculum Framework • Inter-disciplinary structure • A framework that imposes a user-centred, inter-disciplinary structure to courses.

12. 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 edges of their own knowledge into those relevant areas of knowledge to be shared with the two other basic disciplines.

13. Specialist medical & welfare education Knowledge for medical engineering Human Knowledge for non-professional users Core knowledge for all professionals Engineering AT User Knowledge for medical administration Specialist engineering education Socio-Economic Specialist administrative education Knowledge for AT engineering administration Knowledge of Assistive Technology

14. Discipline fault line Examples of professional specialities and likely academic levels Bio- Engineer Clinical Rheumatologist ISCED LEVEL 6 “ISCED” is UNESCO’s International Standard Classification of Education Ergonomist Rehabilitation physician Design Engineer Audio Engineer Neurologist Geriatirician Optical Engineer ISCED LEVEL 5 Physicist Nurse Eye physician Mechanical Engineer Physiotherapist Electrical Engineer Assistive Technology Technician Hearing physician ISCED LEVEL 4 Occupational Therapist Transport Engineer Paediatrician Speech and Language Therapist Electronic Engineer Engineering Technician Orthopaedic Physician Personal Assistant Software Engineer Technical Audiologist Communications Engineer Information Technologist Special needs teacher General Practitioner Building engineer Home help Clerk Architect Civil Engineer Social worker Information Engineer Administrator Sociologist Economist Business Manager Lawyer Socio /Admin TELEMATE Personal Academic Background Guide

15. D3 Curriculum Framework • Inter-disciplinary structure • Frameworks that impose a user-centred inter-disciplinary structure to courses. • Modularization • A Knowledge Framework that shapes the foundations on which the science of AT can be built. • Inter-disciplinary structure • Frameworks that impose a user-centred inter-disciplinary structure to courses.

16. Cognition Vision Hearing Vital Function Communic-ation, AAC Mobility & Manipulation Displays Displays / output devices Acoustics Environmental controls Alarms Heart pacemakers Displays / output devices Alarms Building Accessibility Magnifiers Displays Input devices Decision support software Hearing aids Optical systems Ergonomics Breathing support Amplifiers / Signal processors Predictive systems Posture & Seating Measurement & Assessment Measurement & Assessment Measurement & Assessment Language / symbol systems Biomechanics Optical diseases Incontinence Measurement & Assessment Hearing diseases Measurement & Assessment Cognitive diseases FES Anatomy and physiology of speech Anatomy and physiology of vision Language learning Anatomy and physiology Neurology Musculo-skeletal diseases Neurology Knowledge framework Fundamentals of Assistive Technology Cross-disciplinary education for Assistive Technology Engineer

17. Human Technical Engineer Socio-economic AT User

18. 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 Access Framework that specifies course material as metadata, creating a potential for modularization(based on current Learning Object theory).

19. Education Education and/or training activity module Education Competencies Education and/or training activity module Aims Aims Resources Resources Modularization Education Education and/or training activity module Competencies New or changed Competency Aims New or changed Competency Resources New or changed Competency

20. Function Context Home and independent living Vital Function Pathological Anatomy & Physiology Legislation, MDD Environmental controls Cognition Workplace Acoustics Vision Clinical Assessment School Service delivery Building Accessibility Sports and Leisure Hearing Posture & Seating FES Communication, AAC Standards Musculo-skeletal system Building & general accessibility Displays Alarms Incontinence Clinical skills Mobility & Manipulation Clinical Audit Biomechanics Transport Access Framework Subject (examples) Fundamentals

21. WP4 Delivery Methods and Course Accreditation • Drew up an inventory & analysis of educational and technical methods • Identified five different educational modalities • facts • deductions • habits • attitudes • skills • Combined the modalities and methods • Made reference to ECTS (European Credit Transfer System)

22. WP5 Maintenance Procedures • Considered technical issues • CD-ROM and/or Internet site hosting • Analysed existing courseware & methodologies • building on what is already available • Proposed an educational network, to open a vision for the future • mutual support between educational establishments • move towards a shared common standard for accreditation in the field • Proposed methods to handleIntellectual Property Rights.

23. The Consortium Management Membership The IPR issues IPR of Content IPR of Code Hosting the code Host partner Security Tutors and Students Registration Access Third party institutions Charges Income distribution Modification Content Code IPR of Frameworks IPR & Exploitation Agreement

24. Summary. So far ... • TELEMATE has reviewed existing education of AT professionals; • has proposed • an educational framework in a public consultation document (“D3”); • telematic procedures for delivery (“D4”) • procedures for maintenance (“D5”); • is delivering two demonstrator courses • Fundamentals of Assistive Technology, and • Computer Access.

25. Compulsory Total 40 CATS Options Total 90 CATS OR Clinical Fundamentals Technical Fundamentals Compulsory Total 50 CATS Introduction to Specialist Modules Seating & Positioning30 CATS Mobility & Manipulation30 CATS Daily Living Technology30 CATS Augmentative & Alternative Communication30 CATS Sensory Impairments30 CATS AT Provision AT Access Rehabilitation Issues Masters in Assistive Technology(2001 - 2004) Research project Entry

26. Rehabilitation Knowledge Human Technical AT User Socio-economic

27. Human Technical AT User Socio-economic Rehabilitation Knowledge

28. Human Technical AT User Socio-economic Rehabilitation Knowledge

29. Human Technical AT User Socio-economic Rehabilitation Knowledge

30. Human Technical AT User Socio-economic Rehabilitation Knowledge

31. Human Technical AT User Socio-economic Rehabilitation Knowledge

37. www.telemate.org

39. www.telemate.org

40. Thank you for your attention

41. ? ? CoRE

42. A TELEMATE Course • has modules with an allocated position within the TELEMATE framework • defining their relationship with other TELEMATE modules; • is available in all EU countries: • downloadable with telematic communication to user, or • delivered by local educational institution with telematic links • includes quality control and validation; • respects intellectual property rights.

43. The TELEMATE frameworkprovides • A classification of course modules • entry requirements • topics • A standard to enable mix & match of modules • including cross-disciplinary training • A database for teachers and students: • guidance to available courses, • recommended approach and validation procedures, • classified guidance to resource material.