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Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for VET in the
field of homecare – final version
562634-EPP-1-2015-IT-EPPKA2-SSA CARESS Project 1 of 55
ERASMUS PLUS 2015
SECTOR SKILLS ALLIANCES
AGREEMENT No. 2015 – 3212 / 001 – 001
PROJECT No. 562634-EPP-1-2015-IT-EPPKA2-SSA
Deliverable Number: 3.2.2
Title of Deliverable: Guidelines supporting the use of the EU
framework for VET in the field of homecare –
final version
WP related to the Deliverable: 3
Dissemination Level: (PU/PP/RE/CO)*: PU
Nature of the Deliverable: (R/P/D/O)**: R
Actual Date of Delivery to the CEC: 17/09/2018
PARTNER responsible for the Deliverable: Si4life
WP starting month 7
WP ending month 34
Partner Contributor(s): SI4LIFE; UVA-Tech; GGALLERY
Partner Reviewer(s): SI4LIFE; UVA-Tech; GGALLERY
*Dissemination Level:
PU=Public
CO=Confidential, only for members of the Alliance (including Commission Services).
PP=Restricted to external subjects in confidential mode (including Commission Services)
RE=Restricted to a group specified by the Alliance (including Commission Services).
**Nature of Deliverables:
R=Report
P=Prototype
D=Demonstrator
O=Other
Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for VET in the
field of homecare – final version
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1 ABSTRACT:
The Milestone 3.2.2 “Guidelines supporting the use of the EU framework for VET in the field of homecare –
final version” includes two main results:
- the Wizard interface supporting the use of the Web-based EU framework (accessible at
http://framework.project-caress.eu/)
- the present document (D3.2.2) which describes the main activities carried out by partners in T3.2 in
order to release the Wizard interface
2 KEYWORDS:
Wizard; Guidelines; EU Framework; Homecare; HHCP.; Personalized Access; Stakeholders; VET teachers and
trainers; design tool.
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3 LIST OF BENEFICIARIES (PP-RE)/PARTICIPANTS (PU-CO)***
Ben. No. Beneficiary Name Short Name Country
1 Si4Life – Scienza e Impresa Insieme per Migliorare la Qualità
della Vita s.c.r.l.
Si4Life Italy
2 Regione Liguria Liguria Region Italy
3 Ggallery s.r.l. GGallery Italy
4 I.T.C. “Vittorio Emanuele II-Ruffini” VE-II Italy
5 AGE-Platform AGE Belgium
6 OMNIA OMNIA Finland
7 Finnish National Board of Education FNBE Finland
8 Super SUPER Finland
9 Ayuntamiento de Valladolid AYTO Spain
10 Universidad de Valladolid UVA Spain
11 Sociedad de Geriatría y Gerontología de Castilla y León SGGCYL Spain
12 Associazione Polo Tecnico Professionale Professioni Vita Pro. Vi Hub Italy
13 Azienda Regionale Sanitaria Ligure ARS Italy
14 Royal Cornwall Hospitals Trust RCHT UK
15 United Kingdom Homecare Association UKHCA UK
16 Nestor Primecare Services Ltd – Allied Healthcare Allied Healthcare UK
*** List of Beneficiaries
In case of dissemination level PU or CO please indicate all the partners involved in this Deliverable.
In case of dissemination level PP please indicate the names of the other subject to whom the deliverable is devoted
In case of dissemination level RE please indicate the restricted group of partners.
Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for VET in the
field of homecare – final version
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4 VERSION HISTORY and AUTHORS
VERSION PRIMARY AUTHOR VERSION DESCRIPTION DATE COMPLETED
1 Serena Alvino outline 30/08/2018
2 Barbara Mazzarino Updated outline 06/09/2018
3 Barbara Mazzarino Draft version 1 11/09/2018
4 Serena Alvino Section 6 and Section 7 13/09/2018
5 Barbara Mazzarino Draft version 2 13/09/2018
6 Barbara Mazzarino Final Version 14/09/2018
SECTION AUTHORS PARTNER TYPE NAME OF PARTNER
Section 6 - Introduction Serena Alvino Full Partner SI4LIFE
Section 7 - The Wizard main
functions, aims and beneficiaries
Serena Alvino Full Partner SI4LIFE
Section 8 (8.1 - 8.2 – 8.3 - 8.4) –
CARESS Wizard Final release
Barbara Mazzarino Full Partner SI4LIFE
Annex 1 - Storyboard for the step-
by-step design tool
Serena Alvino Full Partner SI4LIFE
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5 Table of Contents
1 ABSTRACT: ................................................................................................................................................. 2
2 KEYWORDS: ............................................................................................................................................... 2
3 LIST OF BENEFICIARIES (PP-RE)/PARTICIPANTS (PU-CO)*** ..................................................................... 3
4 VERSION HISTORY and AUTHORS .............................................................................................................. 4
5 Table of Contents ...................................................................................................................................... 5
6 Introduction ............................................................................................................................................... 6
7 The Wizard main functions, aims and beneficiaries .................................................................................. 6
8 CARESS Wizard – final release ................................................................................................................... 8
8.1 Wizard User Profile – final release .................................................................................................... 8
8.1.1 EXAMPLE 1: User-Profile preliminary information .................................................................... 9
8.1.2 EXAMPLE 2. User-Profile complete registration ...................................................................... 11
8.2 Wizard Free Search – final release .................................................................................................. 13
8.3 Framework integration – final release ............................................................................................ 17
8.3.1 Framework Integration: example 1 “Country overview” ........................................................ 20
8.3.2 Framework Integration: example 2 “To add a new Role for an HHCP in a country” .............. 21
8.4 Step-by-step design tool supporting VET teachers and trainers ..................................................... 24
8.4.1 The conceptual development of the design tool .................................................................... 24
8.4.2 Design Tool implementation ................................................................................................... 26
9 Annex 1: Storyboard for the “step-by-step design tool” ......................................................................... 28
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6 Introduction
This report describes the work performed during the T 3.2 to release the final version of the Guideline for
supporting the use of the EU framework for VET in the field of homecare, i.e. of the CARESS Wizard.
As detailed in D3.1.1, D3.2.1 and WP1 Progress and Risk Reports (D1.1.1, D1.1.2, D1.3.1, D1.3.2) the
Alliance agreed to implement the EU framework in a web-based system. As a consequence of this choice
the “Guidelines” supporting the use of the Framework has been implemented as a Wizard, i.e. “a user-
friendly interface that introduces the user to a sequence of dialogue boxes that guide him/her by means of
well-defined steps” (see CARESS Glossary in D3.1.2).
This document describes the main characteristics of the Wizard with respect to the first version, focusing
the attention on:
1. the three main functionalities preliminarily designed as use cases (see D3.2.1 for reference);
2. the improvement of the user/system interaction developed according to the results of Task 6.1,
where a comprehensive validation of the Web-based Framework and the Wizard has been carried
out (see D6.1 for details);
3. the integration of additional functionalities needed to improve the system usability (see D3.2.1 for
reference).
The conceptual design of the functionalities Wizard has been made by SI4LIFE.
Partners provided feedbacks thanks to the validation activities organized by SI4LIFE in T6.1.
GGallery implemented the Wizard from the technical point of view.
UVA-Tech assured the compliance to the Framework database.
7 The Wizard main functions, aims and beneficiaries
The “Guidelines” described in the project proposal were aimed at supporting the different stakeholders
working on VET in the field of homecare in the use the framework; they should allow users to design
courses starting from their real context, taking into account courses and initiatives already implemented in
their country and specific local rules and certifications, using a bottom-up approach.
The Web-based Framework could be an important tool for a number of potential beneficiaries: VET
providers, regulatory bodies in the field of VET, professional associations, homecare professionals, public
and private healthcare organizations and institutions.
For the first time information about homecare and its professionals in 31 EU countries has been collected
and systematized in a web-based platform available for free. This information can be used by different
potential beneficiaries in different ways and with different purposes; professional associations can use this
information to analyze the role plaid by their profession in other countries and the rules and “boundaries”
which regulate their relation with other homecare professionals; best practices can be detected and
transferred from one context to another; this can be done by professional association but also by
regulatory bodies, service providers and VET providers. So the first aim of the Wizard has been identified in
“guiding the main beneficiaries to use the information in the Framework in order to fit their specific
needs”. In order to pursue this aim, the Wizard provides a personalized guidance to the main functions of
the system and the main information included in the framework. Any user could decide to register to the
system (creating a personalized account) o simply to specify some key information about which kind of
stakeholder he/she represents and about the country/professional he/she is mainly interested in. On the
base of these data the Wizard suggest a set of information which could interest the user (eg. the roles plaid
by a Nurse in Spain or existing VET courses targeting physiotherapists in Italy) (for details see D3.2.1 –
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Section 7.1: Wizard Use Case 0 – User Profile); aside to these suggestions, in case of a registered user, the
main functionalities of the Wizard are always proposed. Both registered users and casual users could
anyway perform a free search.
A second aim of the Wizard is to “provide a user-friendly access to the information stored in the
Framework”. In order to pursue this aim, a user-friendly interface has been designed and implemented to
support the user when performing a free search (see Section 8.2).
The third aim of the Wizard is to “support the framework review and integration”. The actual added value
of the web-based approach is the fact that CARESS Framework can be updated even after the end of the
project. Thanks to the support of the Wizard external contributors, after a registration process, could
integrate/revise/update the information included in the framework (see for details Section 8.3); the
reliability of information is assured by filtering rules integrated in the system and described in D3.1.2. This
feature of the framework opens to a number of potentialities for its sustainability.
The fourth aim of the Wizard is to guide the main intended users of the Framework, i.e. VET designers,
teachers and trainers, in the design of Compensative Learning Modules1 targeting homecare
practitioners. In order to pursue this aim, “step-by-step design tool supporting VET teachers and trainers”
has been developed staring from the Design Patterns defined in D3.3.2. The main functions of the tool are
described in Section 8.4.
The Web-based framework structure, as well as the information it stores, are in English language. So the
main functionalities of the Wizard interacting with the database structure have to be in English language,
too. But the main interactive functionality of the Wizard, i.e. the “step-by-step design tool supporting VET
teachers and trainers” has been translated and implemented in 4 languages: English, Italian, Spanish and
Finnish.
1 As described in CARESS Glossary (see D3.1.2), CLMs are learning modules, composed by specific learning units
(defined in terms of knowledge, skills and competences – according to ECVET), which target a specific “competency
gap” that affects a certain Home Healthcare Practitioner (HHCP). In the CARESS project, the term “compensative” is
conventionally used to refer to a learning module that targets a specific homecare professional in a EU country and
that is built upon already existing curricula and VET courses, integrating them whenever a “competency gap” is
identified.
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8 CARESS Wizard – final release
In D3.2.1, delivered at M15, the main functionalities of the Wizard have been described through 4 main
“use cases” (detailed in Errore. L'origine riferimento non è stata trovata.).
Use
Case
Use Case Name Primary target Delivery date
0 User profile All stakeholders Release 1 – M15
1 Framework consultation All stakeholders Release 1 – M15
2 Framework integration Expert in homecare/VET
[Supporting Partners]
Release 2 – M20
3 Support to instructional design VET designer/teacher/trainer
in the field of homecare
Release 2 – M34
Table 1: Wizard use-cases
In the “User-Profile” case, are described the user registration and the personalization of the access.
In the “Framework consultation” case, is described the personalized and user-friendly support to the free
search.
In the “Framework integration” case, is described the support to the framework review and integration.
In D3.2.1 the case “Support to learning design” has been outlined, but not yet designed.
The version of the Wizard delivered at M15 implemented case 0 (user profile) and 1 (Framework
consultation).
With respect to that version, the final version of the Wizard is characterized by:
- an improved personalized access to the framework and user profiling (Case 0), allowing for a
double registration process, for individuals or organizations, and for the “filtered” registration of
Supporting Partners (see Section 8.2 and D3.1.2 – Section 9)
- an improved user-friendly interface supporting the free search (see Section 8.3);
- the new function supporting the to the framework review and integration (see Section 8.4);
- the “step-by-step design tool supporting VET teacher and trainers” (see Section 8.5).
The final release of the Wizard is accessible at http://framework.project-caress.eu/
8.1 Wizard User Profile – final release
When accessing the Framework/Wizard for the first time, a user can decide to (i) provide few information
about his/her interests, i.e. a specific country (Figure 1 B), and an Homecare Practitioner (Figure 1 A)
without registering or to (ii) complete the registration in few steps. Then, on the base of the provided
information, he/she will receive some personalized suggestions for activities which could be carried out.
Among them is always presented the possibility to:
• perform a free search in the framework; the user is supported by pictures and drop down
menus in order to define the most proper search (described in Section 8.2)
• use the “step-by-step design tool” to be supported in the design of new training modules
targeting homecare professionals (described in Section 8.4).
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Only registered users could ask to add new information in the framework or revise them (see Section 8.3).
The reliability of the information put in the framework by external users is assured by a “filtering and
validation” system included in the database and described in Deliverable 3.1.2.
A)
B)
Figure 1 In the image there are the two print screen of the Wizard asking the preliminary information.
8.1.1 EXAMPLE 1: User-Profile preliminary information
Users are asked to provide some main characteristics to personalize their access to the Framework (see
Deliverable 3.2.1 for details). On the base of this information the Wizard retrieves data from the
Framework (customize queries) and suggest some customized navigation. For example by selecting the
HHCP Type “Nurse” and the country “Italy” the suggested Framework navigation options are represented in
the Figure 2; an example of retrieved data is shown in Figure 3.
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Figure 2 The suggestion proposed by the Wizard, in the upper part of the print screen, represent the information with respect to
the country “Italy” and the HHCP Type “Nurse”
Figure 3 . The image is the print screen of the retrieved data for the Figure 2 option one, i.e. “Get an overview of the main
characteristics of Home care in Italy.
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8.1.2 EXAMPLE 2. User-Profile complete registration
If the user is interested in becoming a Supporting Partner and to contribute to the development of the
Framework he/she is required to complete the registration.
Figure 4 . The screen shot represent the Wizard question after the user decision to complete the registration.
The first additional information to be provided is related to who is representing the user, i.e. it is required
to explain if the user is registering for personal interest or in the name of an organization.
Then it is required to specify which kind of stakeholder he/she represents by selecting one of the
predefined voices reported in Table 2.
Table 2 In the table are listed the possible stakeholder on which users can select the most representative for their activity.
INDIVIDUAL MENU ORGANIZATION MENU
I’m a home social or health care free-lance practitioner
I work for a social homecare provider social homecare provider
I work for a health-homecare provider health homecare provider
I’m a teacher in a school school
I’m a trainer working for a VET institute/educational center VET institute/educational center
I’m a trainer working for an enterprise Enterprise
I work for a Professional Association/Union of employees Professional Association/Union of employees
I work for a sector research institution Sector research institution
I work for a public VET authority public VET authority
I work for a VET accreditation, certification qualification body VET accreditation, certification qualification body
I work for a public social and health care authority Public social and health care authority
I work for an higher education institution Higher education institution
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I work for a student association students associations
I work for an older adults and/or families association older adults and families association
I’m a student
Other information to be provided are the credentials to enter the Framework, (i.e. user name and
password) and the email to be used for communications (see Deliverable 3.1.2 for details on validation and
related communication).
Specific information characterizes some particular Supporting Partners, i.e. the Privileged Supporting
Partner who, for example, can publishing directly their contribution in the Framework without any
mediation (their definition and privileges are described in Deliverable 3.1.2).
Such information is more related to their profile and professional skills, such as the complete name, a short
CV (Figure 5 upper part) and image/logo to be used for the website (Figure 5 lower part).
Figure 5 The two images here represented are the screenshots of the Wizard asking for a short CV (the above image) and a
picture (the image below) of the User.
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8.2 Wizard Free Search – final release
The free search functionality is allowed to all users, completely registered or not.
The Wizard has been designed to simplify the research of data inside the framework by conceptually
aggregating the information in clusters of data. The Wizard identifies the needed clusters by asking simple
questions in a step-by-step approach.
There are two main ways to view the Framework that reflect two different ways to aggregate data (see
Figure 6):
- The Country point of view, i.e. information about the home care in a specific country, or
- The HHCP point of view, i.e. information about a specific roles, competencies, curricula, etc.
Figure 6 The image is the print screen of the Wizard with the first selection users are required to perform
Once a user has selected his/her preferred option, the Wizard requires the identification of the specific
Country (see Figure 7) or of the HHCP type (see Figure 8).
It is possible, in both cases, to specify additional details (i.e. the Country or the HHCP Type) in order to
reduce the amount of information to be retrieved by the Wizard.
For example: a user is interested in the profession of “Psychologist” involved in home care in Europe, so
he/she selects (1) to browse the framework by HHCP (in the screen represented in Figure 6) and (2) selects
the type “Psychologists”( in the screen represented in Figure 8)
If a User does not specify any Country, the retrieved information will be related to all the curricula available
in the Framework for Psychologists (see Figure 9). Instead, if the User specifies also a Country, e.g. “Italy” as
done in Figure 10 , the Wizard will provide only the information about the combined query: “Psychologist”
in “Italy”(see Figure 11).
In any case to guarantee flexibility, it is possible to specify a Country after having an overview of all the
curricula available for Psychologist, has highlight with the green rectangle in Figure 9, specify a Country.
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Figure 7 This image is the print screen of the Wizard asking to specify the country of interest.
Figure 8: this image is the print screen of the Wizard asking to specify the HHCP type on which the user is interested.
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Figure 9 the image represents the result of Free search by selecting to retrieve information by HHCP and specifying only the
HHCP type. The green rectangle highlights where it is possible to select a Country and to focus the attention on one
specific curriculum.
Figure 10 The image represent the user selection of a specific HHCP, Psychologist, and a Country, Italy.
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Figure 11 The image is the results of the free search supported by the Wizard.
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8.3 Framework integration – final release
The implementation of this functionality has required the merging of different needs: the ones of (i) Wizard
developers, (ii) of framework developers and (iii) of the users. For this reason an in-depth analysis of the
conceptual structure of the Framework has been done with the aim to identify the best interaction design
to support users.
According to the use case 2 originally envisaged, three different conceptual layers of Framework have been
provided as entry points for its integration (Figure 12 is the related slide of the interaction design
document):
A. Country (eg. Italy)
B. HHCPs (eg. nurse)
C. HHCPs in a Country (eg. nurse in Italy)
Figure 12. The image is extracted from the first interaction design document. and represents the idea of the first proposal the
Wizard should provide the user. The three voices are the title of the information clusters identified in Framework for
the purposes of Integration.
For each identified entry level, a first conceptual schema of the Framework has been provided (Table 3); it
has been implemented in the first version of the Wizard and tested in the first validation process.
The validation process (see for details D6.1) identified some redundancies and nested information that
required a new design of the Framework. Additional conceptual levels have been introduced to simplify the
interaction. The new conceptual structure of the framework hierarchy is reported in Table 4.
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Table 3 The table reports in the first column the graphical representation of the first menu of use case 2 (results of use case analysis). In the second column there are the hierarchical schemas of
the three group of Framework content (cluster of information).
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This level has been simplified by anticipating
the specification of the country by the users
so each action needs less filed to be filled in.
This level has been not modified
conceptually by in its realization by
anticipating the specification of the HHCP
from the users in coherence with the
interaction paradigm used for the Country
layer.
The conceptual structure of this Framework
level is the most complext and the main
reviewed part. An additional level has been
introduced to simplify the interaction. Also
in this case preliminary common
information, i.e. Country and HHCP, has
been asked to users, at the first level of the
hierarchy, to respect the paradigm of
interaction.
Table 4 The two columns of the tables represent respectively (i) the conceptual hierarchical structure of the Framework divided into the three main cluster of information, and (ii) the description
of the modification with respect to the first conceptual structure
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To better clarify the realized interaction some practical examples, with the print screen of the Wizard, are
reported here below.
8.3.1 Framework Integration: example 1 “Country overview”
A user with adequate privileges (refer to D3.1.2 for details) logs to the CARESS Framework and wants to
contribute to the information about “Homecare in a Country” (the reference schema is reported in Table 4
first row): this situation is represented in Figure 13.
Figure 13 .The image correspond to the Wizard status after choosing to contribute to the Framework about a specific country in
general, i.e. “Homecare in a country”.
At this stage it is necessary to choose (1) a country, for example Poland, and (2) which kind of information
the User would like to insert, for example Overview.
Then the User is asked to specify if he/she wants to integrate/modify the information already stored in the
Framework or if he/she wants to add new one (see Figure 14); the same question is asked before every leaf
of the hierarchical structure, i.e. before filling any Framework field in. This step is fundamental since, in
case of integration or modification, the User is expected to find the information to be integrated and then
modify it; since the Country has been already selected by the User, the Wizard pre-fills the Framework “add
form” with this data; if the user would like to integrate some description, the list of available information
for the selected country is provided (see Figure 15); in such a way the User can select the information
he/she would like to integrate/modify.
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Figure 14 This is the screen proposed by the Wizard after the selection of Country Overview.
Figure 15 This is the print screen of the screen after a user select “To integrate the provided description”. In this case it is
possible to view that for the Country the field is already specified and the available data are listed below.
8.3.2 Framework Integration: example 2 “To add a new Role for an HHCP in a country”
A user with adequate privileges (refer to D3.1.2 for details) logs to the CARESS Framework and wants to
contribute to the information about a specific HHCP in a Country (the reference schema is reported in Table
4 third row): this situation is represented in Figure 16.
According to the interaction strategy explained in the previous paragraph, the User must choose the
Country and the HHCP of interest before to specify any other information. Please note in Figure 16 that the
Country and the HHCP are graphically represented in the same style of the other Wizard functionalities, e.g.
Framework navigation.
The User decides to select “Sweden” and “Professional Educator”. When the selected options are
confirmed (by clicking on the “confirm” button), the information is reported in the subsequent screen for a
double check of the User (Figure 17).
Then the user has to select if the contribution he/she would like to provide is about the “Occupation
Description”, the “Curricula” or the “Skill Gap” according to the cluster of data introduced in the Framework
conceptual structure (see Table 4 third row).
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Figure 16. The image is the print screen of Wizard when “HHCP in a Country” is selected for integration. In this screen it is
required to select both the country and the HHCP
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Figure 17. In the images the orange ellipse highlights the selection of the user in terms of Country and HHCP. This line has been
conceived to give the opportunity of a check before to deeply enter in Framework structure. The buttons on the lowest part are
the type of information on which it is possible to contribute.
The User selects “Occupation Description”. Figure 18 represent the new step where the User is required to
specify, going deeply in the structure of the Framework, if he/she would like to contribute to : (i) the
description of the HHCP, (ii) the Role or the (iii) Competency.
Figure 18 The image is the print screen of the Wizard corresponding to the third level of the conceptual structure of the
Framework in the case of HHCP in a country information.
The User selects Role2. Then, as introduced before, also in this case the User have to specify if he/she
intend to modify/integrate available data or to add new information (see Figure 19). If “add new
information” is chosen, additional descriptions are provided in the screen. This happens every time the
information to be provided needs some preliminary data, i.e. are nested information. The structure of the
Role data needs to refer to a specific “HHCP in a Country”. The Wizard provides the possibility to check
immediately if such required data are already available or not (i.e. if “Professional Educator in Sweden” is
already described in the database), by providing (see Figure 19):
- the “List” button (which lists all the HHCP in the Framework)
2 According to CARESS Glossary, ROLE is a set of key activities that are generally carried out by an individual within
some organizationally relevant responsibility. This set of activities is related to a corresponding set of desired qualities
such as experience, qualifications and personality traits possessed by the individual needed to fill the role.
In the CARESS project, it is conventionally associated one or more competency/ies.
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- the “add” button (to add “Professional Educator in Sweden” if it is not in the database, yet).
Figure 19. The print screen is related to the final (leaf) level of the Wizard in this process. With respect to the final level of the
previous example there are two additional buttons that indicates the need of preliminary information to be provided before the
contribution.
8.4 Step-by-step design tool supporting VET teachers and trainers
8.4.1 The conceptual development of the design tool
One of the main aims of the Wizard is to guide the main intended users of the Framework, i.e. VET
designers, teachers and trainers, in the design of Compensative Learning Modules targeting homecare
practitioners.
Framework users can search freely in the database and can employ the information they found in many
ways. The design tool provided by the Wizard guides VET teachers and trainers to search the proper
information in the database and to use it to design effective learning modules.
The conceptual design of the tool started in T3.3.2 with the modelling of “guidelines for instructional
design” in terms of “patterns”: they should become the “recurrent solution” used by VET instructional
designers and teachers when approaching the challenge of designing a Compensative Learning Module to
fill a specific “competence gap” that affects a certain HHCP (see for details D3.3.2).
CARESS Design Patterns (DP) were are following:
• DP1 -COMPETENCE GAP IDENTIFICATION
• DP2 - LEARNING OUTCOMES IDENTIFICATION
• DP3 - LEARNING STRATEGIES AND ASSESSMENT CRITERIA DEFINITION
All the DPs are modelled on the base of the same structure. Each of them is focused on a specific design
problem to be solved, is defined in a specific context and requires determinate preparatory steps. A general
solution is presented in terms of design steps. Examples are also provided in order to enhance is usability
and transferability.
The three DPs have some elements in common:
• the context of the DPs is Vocational Education and Training (VET) in the field of homecare.
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• the content domain of the DPs is Older Adults Homecare in Europe.
• the main stakeholders of the DPs are learning designers and trainers working in VET in the field of
homecare.
These DP are supposed to guide step-by-step VET teachers and trainers in the design of Compensative
Learning Modules, using the information provided by the framework.
The DPs have been used by pilots designers during T3.4 (“Design of national pilots”). Then, in T6.1
(“Overall evaluation of the EU framework and guidelines”) a validation process has been carried out
involving the same designers; their accurate feedbacks about the 3 DPs have been collected through
interviews and formalized in a report (see D6.1 for details).
This report has been taken as a baseline for the design of the online tool. Feedbacks from teachers were in
agreement about the need to simplify texts and terms and to provide more examples and “usable” tools.
Taking into account these feedbacks, SI4LIFE drafted a “storyboard for the design tool” (see Annex 1) which
represents in a unique document all the design steps envisaged by the tool. The storyboard:
• “speaks directly to the user” with an easy and practical language;
• whenever a key-term is introduced (such as “Compensative Learning Module” or “Learning Outcome”)
a definition is provided; anyway, the link to the Glossary is always available in the Wizard screens;
Figure 20: An example of how definitions of terms are represented in the storyboard.
• identifies 3 main “starting points” corresponding to 3 different “design activities” and each user could
choose from which point to start;
• identifies a number of steps (3 or 4) for each activity, graphically represented with a picture where the
current step is coloured;
Figure 21: An example of how the steps of an activity are represented in the storyboard.
• identifies “suggested actions”, displayed in a box
Figure 22: An example of how “suggested actions” are represented in the storyboard.
• points out examples and downloadable tools, clearly identified by specific icons
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Figure 23: Examples of how other useful information are represented in the storyboard (downloadable tools, examples, etc.).
The storyboard has been revised by Partners through a validation process carried out in T6.1 (see D6.1 for
details). Then, a revised version has been developed. It has been implemented by GGallery in the online
tool (English version) and has been translated in Italian (by GGallery, VE-II and SI4LIFE) in Spanish (by UVA-
Eval) and in Finnish (by OMNIA). The translated versions have been implemented online by GGallery after
another validation step.
8.4.2 Design Tool implementation
From a technical point of view the implementation of this functionality of the Wizard is the simplest one,
since the whole online tool has been depicted in the “storyboard for the design tool” (see Annex 1).
It required:
1. different pages for each step of the designed tool;
2. a specific navigation bar to go forward and/or back in the steps;
3. downloadable materials, (in pdf or word format);
4. a link to the framework;
5. a version for each of the project languages, i.e. English, Spanish, Finnish and Italian.
The “storyboard for the design tool” provides specific information also on the amount of information which
should be presented in each Wizard page, as well as on the relation, if any, between the screens. For this
reason the implementation reflect completely the design document.
The graphical layout used in the development of the Design Tool is similar to the one used in the SCORM
eLearning modules (see T4.2), as to the examples, downloadable materials or highlights (see Figure 24).
Figure 24: the printscreen here reported refers to the graphical layout used for the examples that similar to the one used in the
developed Learning Objects.
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Figure 25: This print screen is the upper part of the first page in Finnish. It is possible to see the language menu on the top right
part.
The language of the tool can be selected by a menu set at the top of the screen (see Figure 25).
There are no constraints in the fruition of ”Design Activities” and “steps”; a User can navigate them freely,
although a sequence of steps is suggested, so no rules have been applied in the Wizard navigation. This give
a great flexibility in the use of the tool.
With respect to the conceptual design, a “navigation bar” has been added, because during the validation
test carried out in T6.1 (see D6.1 for details) Partners pointed out difficulties in jumping between the
Activities. The labels of the navigation bar represent the number of the “Activity” and the number of the
“step” (see Figure 25); this choice has been taken on the base of the following approach:
- long text imply difficulties in the identification of the required item ;
- long text could distract a non-expert user from a more simple navigation step by step;
- the navigation bar should be visible, as much as possible, in one line.
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9 Annex 1: Storyboard for the “step-by-step design tool”
SCREEN 0
Guidelines for Homecare VET Designers
A step-by-step design tool for teacher and trainers
This tool will support you in the step-by-step design of a Compensative Learning Module (CLM) targeting a
specific homecare professional in a EU country.
What is a Compensative Learning Module ?
It is a learning module which targets a specific “competency gap” and refers to a specific homecare
professional in a EU country. We call it “compensative” since it is built upon already existing curricula and
VET courses, integrating them whenever a “competency gap” is identified. Each CLM is composed by a
number of Learning Units (defined in term of knowledge, skills and competences – according to ECVET). See
our Glossary to know more.
Let’s start with our design!
What’s your starting point? Choose one of the following ACTIVITIES and click on it to START.
ACTIVITY 1: COMPETENCY GAP DEFINITION
I’ve identified a specific homecare professional in a EU country for which I would like to
design a CLM. I’ve not identified a “competency gap”, yet.
ACTIVITY 2: LEARNING OUTCOMES IDENTIFICATION
I’ve identified a list of competencies needed by the professional I want to target, but
I’ve not identified the LEARNING OUTCOMES of my CLM, yet.
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This tutorial is based on the main EU documents concerning ECVET and EQF implementation, provided by
the European Commission and CEDEFOP. CLICK HERE to see a list of the main bibliographic references.
[link to bibliography]
ACTIVITY 3: LEARNING STRATEGIES AND ASSESSMENT CRITERIA
DEFINITION
I’ve identified the LEARNING OUTCOMES of my CLM, but I still have to define the
learning strategies and the assessment criteria.
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SCREEN 1A
ACTIVITY 1: COMPETENCY GAP DEFINITION
In order to define a CLM for a specific professional in a EU country, a first step is to identify a specific
competency gap to be fulfilled. It should take into account a number of perspectives and should rely on
information and data about the specific country and the professional.
• Actual competencies of professionals and performed tasks:
� what are the actual competencies of professionals operating in homecare in the selected
country?
� which tasks does the professional actually perform at older adults’ homes? Which older
adults needs he/she fulfil?
• Educational level and paths of the professional:
� What curricula does he/she have to follow to work in the homecare sector?
� are there specific VET courses for Older Adults Homecare targeting this professional?
• Context-related needs:
� what are the main needs of homecare in the selected country?
� how is homecare organized in that country? What are the organizational needs deriving
from it?
� does the professional need to work in group or in strict collaboration with other
professionals?
� are Information and Communication Technologies (ICTs) applied to support homecare?
Which kind of competences are needed to use them?
If you need help to collect this information you can search the CARESS System http://framework.project-
caress.eu/
If any information is not available for a specific country, you can try to search for them in a “neighbour” or
similar country. You can also refer to the main 9 types of homecare professionals defined in the system and
collect information about similar professions. You should integrate the collected information with your
personal background in order to better contextualize them.
STEP 1: COLLECT INFORMATION
STEP2: DEFINE A COMPETENCY
LIST
STEP 3: IDENTIFY THE COMPETENCY
GAP
COLLECT THE FOLLOWING INFORMATION
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SCREEN 1B
ACTIVITY 1: COMPETENCY GAP DEFINITION
After collecting the needed information, try making a list of possible competencies identifying the
“competency gap”.
What is a Competency?
Conventionally in the CARESS project the word competency is used to describe the capability to apply or
use a set of related knowledge and skills (with a certain level of responsibility and autonomy) needed in a
defined work setting to perform “critical work functions” or tasks in a successful way; this feature “includes
both visible competencies of knowledge and skills and underlying elements of competencies, like traits and
motives”.
What are Key Activities?
Key Activities are an integrated group of competencies, which are in their entirety necessary to perform a
task relevant to a job profile. The key activities of one profession must altogether cover all activities for the
performance of a profession, regardless of its application context.
Examples of a Key Activity could be “to educate users and their caregivers” or “to monitor frailty and health
conditions”. More Key Activities could be also grouped into professional “ROLES” (see CARESS Glossary),
such as “Health Prevention and Education” or “Research”
STEP 1: COLLECT INFORMATION
STEP2: DEFINE A COMPETENCY
LIST
STEP 3: IDENTIFY THE COMPETENCY
GAP
THINK ABOUT the “KEY ACTIVITIES “which should be performed by the
professional you want to target AND LIST THEM
DEFINE COMPETENCIES which should characterize each “key activity” AND
LIST THEM
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Competencies can be defined as the “knowledge” and “skills” needed to perform the above key activities
together with the level of responsibility and autonomy which the professional is expected to adopt in the
key activity.
In addition, you can distinguish between:
• Competences that are horizontal to different professionals involved in homecare (transversal
competence gap), such as knowledge of the rules and laws regarding homecare or practical skills
about the use of health monitoring ICTs, etc.
• Competences that are specific of the targeted professional, such as practical skills about therapeutic
exercises targeting older adults for physiotherapists, or the knowledge of the local network of
social services for homecare assistants.
Click on the icon to see an EXAMPLE of a possible LIST.
[see example 1 ]
SCREEN 1C
ACTIVITY 1: COMPETENCY GAP DEFINITION
After defining the list of competencies which should characterize the profile of the homecare professional
you’re targeting, you should compare this list with a number of information in order to identify a possible
competency gap.
Then you can write down a list of competencies which SHOULD characterize the professional you’re
targeting but are NOT ACTUALLY included in the professional profile
Click on the icon to see an EXAMPLE of a possible LIST. [see example 2 ]
STEP 1: COLLECT INFORMATION
STEP2: DEFINE A COMPETENCY
LIST
STEP 3: IDENTIFY THE COMPETENCY
GAP
COMPARE YOUR COMPETENCY LIST with the information collected in STEP 1
WRITE DOWN THE “COMPETENCY GAP LIST” possibly distinguishing between
“horizontal” and “profession-specific” GAP
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SCREEN 2A
ACTIVITY 2: LEARNING OUTCOMES IDENTIFICATION
One of the first steps in the design of a learning process is the definition of contextual constraints.
Since your purpose is to design a Compensative Learning Module, based on an already existing VET
initiative rather than by creating a whole new course and trying to improve it, the first step is to:
Although at this step the professional you want to target and his/her country should have already been
defined, target users still need to be better defined.
After defining the specific target, you can
In particular, you can:
• choose an existing VET course about homecare (preferable if available)
• choose an existing VET course, not specifically focused on homecare but targeting some skills that
you want to address;
• choose a general preparatory course, such as a degree in nursing, on which you can build a
specialization course.
From now on we’ll call this course your “baseline course”
STEP1: CONTEXTUAL CONSTRAINTS
DEFINITION
STEP2: MAP YOUR COMPETENCY
LIST AGAINST THE BASELINE COURSE
STEP3: DEFINE THE LEARNING
OUTCOMES
STEP4: GROUP THE LEARNING
OUTCOMES INTO LEARNING UNITS
IDENTIFY YOUR SPECIFIC TARGET (the learners)
For instance, if you choose “NURSES in ITALY” you need to be more specific:
“which kind of nurses”? graduated in the last 5 years? with a specific specialization?“
NURSES curricula in Italy require an academic degree since 1999, but many nurses
working in homecare are not. What are our specific target-users?
IDENTIFY THE EXISTING COURSE/CURRICULUM you want to
improve/integrate
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SCREEN 2B
ACTIVITY 2: LEARNING OUTCOMES IDENTIFICATION
Now we have to start working with Learning Outcomes.
What are Learning Outcomes?
They are statements of what a learner knows, understands and is able to do at the end of a learning
process; they are defined in terms of knowledge, skills and competences.
What’s the difference between Learning Outcomes and Competencies?
Competencies are actually achieved learning outcomes, validated by the ability of the learner to apply
autonomously his/her knowledge and skills in practice, in society and at work.
In order to define the Learning Outcomes of your CLM, you first have to analyze your “baseline course”
with respect to the defined “competency gap”.
If you need help to collect this information you can search in CARESS System http://framework.project-
caress.eu/
Learning outcomes of the baseline course should be specified in terms of knowledge, skills and
transversal/personal competences. If they are not, try to list them, using the same practical suggestions
provided in STEP 3.
Then:
This way you can identify:
• Competencies already targeted by the course
• Competencies not targeted by the course.
STEP1: CONTEXTUAL CONSTRAINTS
DEFINITION
STEP2: MAP YOUR COMPETENCY
LIST AGAINST THE BASELINE COURSE
STEP3: DEFINE THE LEARNING
OUTCOMES
STEP4: GROUP THE LEARNING
OUTCOMES INTO LEARNING UNITS
FIND A DETAILED LIST OF THE LEARNING OUTCOMES OF YOUR BASELINE
COURSE
COMPARE YOUR “COMPETENCY GAP” with the LEARNING OUTCOMES of the
BASELINE COURSE
CREATE A LIST OF THE COMPETENCIES which are NOT TARGETED
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They should be targeted by your CLM.
Now an important issue needs to be considered.
IF YES �your compensative module should focus only on the list of competences just defined in this
STEP.
IF NOT �you should identify which of the learning outcomes of the baseline course your specific target-
users should get. Then, add these competencies to the list of competencies just defined in this
STEP.
SCREEN 2C
ACTIVITY 2: LEARNING OUTCOMES IDENTIFICATION
Take your competencies list and
What are knowledge, skills and transversal and personal competences?
KNOWLEDGE means the outcome of the assimilation of information through learning. Knowledge is the
body of facts, principles, theories and practices that is related to a field of work or study.
SKILL is the ability to apply knowledge and use know-how to complete tasks and solve problems.
Personal Competences comprises personal, social and/or methodological abilities which could be put into
play in society and at work.
Transversal Competences are those typically considered as not specifically related to a particular job, task,
academic discipline or area of knowledge but as competences that can be used in a wide variety of
situations and work settings.
In the definition of a “learning outcome” TRANSVERSAL AND PERSONAL COMPETENCES are described in
terms of “competences needed for applying a knowledge and/or a skill in the work context with a certain
level of responsibility and autonomy”.
STEP1: CONTEXTUAL CONSTRAINTS
DEFINITION
STEP2: MAP YOUR COMPETENCY
LIST AGAINST THE BASELINE COURSE
STEP3: DEFINE THE LEARNING
OUTCOMES
STEP4: GROUP THE LEARNING
OUTCOMES INTO LEARNING UNITS
Define the relation between the SELECTED TARGET AND THE BASELINE COURSE:
“DID THE SELECTED TARGET USERS ATTEND THE BASELINE COURSE?”
For each competency try to DEFINE ONE or MORE LEARNING OUTCOMES in terms of
KNOWLEDGE, SKILLS AND TRANSVERSALAND PERSONAL COMPETENCES
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To make a list of your Learning Outcomes you can follow a template like this (based on results of the EU
funder ENhANCE project https://www.enhance-fcn.eu/)
Learning Outcome: “n”
Competency: ….
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and
competencies with active vocabulary like
describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with
active vocabulary and result, if necessary use
adverbial determinations>
Transversal, social and personal competences
He/she is able to:
• < describe transversal and personal competences needed for applying the above knowledge and skills in
the work context detailing the level of responsibility and autonomy>
Click on the icon to DOWNLOAD a template for the design of your learning
outcomes
[DOWNLOAD 1 –see ANNEX 1]
How can you formulate your Learning Outcomes?
Basically, learning outcomes should be understandable, verifiable and assessable, in order to enable
learners and teachers to judge whether the results have actually been achieved.
Click on the icon to DOWNLOAD some practical hints for formulating your
Learning Outcomes
[DOWNLOAD 2 – SEE ANNEX 2]
The European Qualification Framework (EQF), which defines 8 main reference levels
for qualifications, set up a list of descriptors indicating the relevant learning outcomes
for each of them. Check your Learning Outcomes with these descriptors in order to
verify if they are compliant with the EQF level of your CLM!
https://ec.europa.eu/ploteus/content/descriptors-page
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SCREEN 2D
ACTIVITY 2: LEARNING OUTCOMES IDENTIFICATION
What are Learning Units?
They are the components of a qualification, consisting of a coherent set of knowledge, skills and
competence, which can be assessed and validated.
To compose Learning Units, sets of learning outcomes with a specific connection must be pooled together.
These learning outcomes may be part of a specific specialization (such as beverages, accounting, labour
legislation, etc.) or relate to the fulfilment of a defined professional task (such as hairdyeing, breadbaking,
compiling financial statements, etc.).
The previous template could include the following definition of Learning Units:
TITLE OF THE UNIT:
Competency: ….
Learning Outcome: “n”
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and
competencies with active vocabulary like
describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with
active vocabulary and result, if necessary use
adverbial determinations>
Transversal and personal competences
He/she is able to:
• < describe transversal and personal competences needed for applying the above knowledge and skills in
the work context detailing the level of responsibility and autonomy>
Learning Outcome: “n”
Competency: ….
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and
competencies with active vocabulary like
describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with
active vocabulary and result, if necessary use
adverbial determinations>
STEP1: CONTEXTUAL CONSTRAINTS
DEFINITION
STEP2: MAP YOUR COMPETENCY LIST
AGAINST THE BASELINE COURSE
STEP3: DEFINE THE LEARNING
OUTCOMES
STEP4: GROUP THE LEARNING
OUTCOMES INTO LEARNING UNITS
TAKE THE TABLE PRODUCED IN STEP 3 AND POOL TOGETHER THE LEARNING
OUTCOMES into LEARNING UNITS
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Transversal and personal competences
He/she is able to:
• < describe transversal and personal competences needed for applying the above knowledge and skills in
the work context detailing the level of responsibility and autonomy>
Learning Outcome: “n+1”
…….
Click on the icon to DOWNLOAD a blank template for pooling together the
learning outcomes into learning units
[DOWNLOAD 3 - SEE ANNEX 3]
The title of a unit of learning outcomes should be clear and comprehensible and it should reflect the
content of the unit. Furthermore, the level of the unit of learning outcomes is to be noted separately.
The designer must consider the fact that each learning outcome (or the acquired knowledge, skills and
competences) should be assessable on their own, that is separate from the other learning units.
Click on the icon to DOWNLOAD some practical hints for defining the UNITS of
Learning Outcomes
[DOWNLOAD 4 – SEE ANNEX 4]
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SCREEN 3A
ACTIVITY 3: LEARNING STRATEGIES AND ASSESSMENT
CRITERIA DEFINITION
After identifying a list of learning outcomes and grouping them into Learning Units, your next step is to
define the specific learning strategy you will implement to address each outcome.
This design process should take into account all of the “design constraints” characterizing both the
baseline course and the CLM.
You’ve already analyzed some contextual constraints (Action 1 – Step 1), but you need to be sure to take
into account a number of dimensions.
� What are the main characteristics of your actual specific target-users (the learners)? Are they
mainly workers? Are new-graduates? How much time can they dedicate each day to VET? Would it
be helpful for them to have practical experiences of work on the job? Would it be helpful for them
to attend part of the course in e-learning? Do they have the proper ICT competences?
� Is there any law or rule (national or local) for VET in homecare which could affect the organization
of your course? Think about the number of hours planned for the course, prerequisites for the
recognition of the qualification, etc. Can informal learning be recognized in some way?
� What are the resources (economic, logistics, technical, human resources, etc.) you can rely on? Can
you invest money? Have you got any previous learning material and other resources you can reuse
in this course? Can you produce new materials? Can you pay for experts? Do you have the
resources to guarantee the involvement of proper teachers? Have you got locals and equipment
suitable for presence learning? Do you have an e-learning platform?
Generally, you should take into account that:
• Practice is essential in older adults homecare and EU policies foster more and more work-based
learning; but “work-based learning” may be difficult to manage when the “job place” is the older
adult’s home; in some countries apprenticeships are very often limited to institutional contexts or
older adults’ residences, due to organizational and assurance problems, while in other countries
(especially in the North Europe) apprenticeship is well integrated in the VET system
• Knowledge should be situated, contextualized, and linked to practice, and this is especially true in
the field of Health and Social care: mental schemata, attitudes and procedures are as fundamental
STEP 1: IDENTIFY THE
"CONTRAINTS" OF YOUR DESIGN
STEP2: DEFINE THE LEARNING
STRATEGIES
STEP 3: DEFINE ASSESSMENT
CRITERIA, TOOLS AND ACTIVITIES
FIND AN ANSWER TO THE FOLLOWING QUESTIONS
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as transversal, social and personal competences. In order to develop these competences non-
formal and informal learning processes are highly recommended.
• Each country or region usually has its own specific rules concerning VET; they must be taken into
account in order to set a course which could be recognized by regulatory bodies.
SCREEN 3B
ACTIVITY 3: LEARNING STRATEGIES AND ASSESSMENT
CRITERIA DEFINITION
Take the table in which you detailed the learning outcomes of your CLM.
STEP 1: IDENTIFY THE
"CONTRAINTS" OF YOUR DESIGN
STEP2: DEFINE THE LEARNING
STRATEGIES
STEP 3: DEFINE ASSESSMENT
CRITERIA, TOOLS AND ACTIVITIES
DEFINE A LIST OF WHAT IS ADVISABLE AND WHAT IS POSSIBLE IN TERMS OF
LEARNING METHODS, STRATEGIES AND CONTEXTS
Here is a possible example of the list of your “design constraints”
� it is/isn’t possible/advisable to envisage (or to formally recognize) non-formal and
informal learning units or modules;
� it is/isn’t possible/advisable to set “work-based learning” activities;
� it is/isn’t possible/advisable to envisage e-learning units or modules;
� it is/isn’t possible/advisable to set collaborative learning activities to be carried
out by groups of learners;
� it is/isn’t possible/advisable to use ICTs for supporting presence learning activities.
IDENTIFY THE PROPER LEARNING STRATEGY FOR EACH LEARNING OUTCOME
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There’s no magic formula to solve design problems and there’s no effective learning strategy for every
context, target user and learning outcome. But, taking into account your “design constraints” it is possible
to define the most proper learning strategy for each learning outcome.
You could formalize your choice of your learning strategies by including them in the design table you
previously used to detail your learning outcomes (Activity 2 – Step3)
Click on the icon to DOWNLOAD a blank template to define a learning strategy for
your Learning Outcomes
[DOWNLOAD 5 – SEE ANNEX 5]
On the one hand each learning strategy and the relative learning activity can cover more than one learning
outcome; on the other hand, each learning outcome can be targeted through different learning strategies
So, after identifying the proper learning strategy for each learning outcome, try to group them according to
the strategy.
So, if needed
As to the identification of the proper Learning Strategies, a number theories, well -stablished practices and
patterns have formalized and shared by experts
Click on the icon to DOWNLOAD a short list of hints you could take into account to
define the proper learning strategy.
[DOWNLOAD 6 – SEE ANNEX 6]
If the “design constraints” allow/advise you to set up one or more e-learning modules, now itis the time to
define them. Especially in adult training, learning time is particularly precious so, when contextual
constraints are favorable, it is advisable to use e-learning to address specific learning objectives.
Interactive multimedia materials, videos or downloadable papers can often replace a traditional presence
lesson, when it targets theoretical or factual knowledge.
Moreover e-learning can be used also to address other kind of learning objectives and to implement more
active learning strategies.
REVISE THE GROUPING OF LEARNING OUTCOMES INTO LEARNING UNITS,
TAKING INTO ACCOUNT THE LEARNING STRATEGIES
IDENTIFY POSSIBLE E-LEARNING MODULES
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Click on the icon to see a picture representing some examples of learning
strategies which can be implemented in presence or distance learning (or both of
them), through collaborative or individual activities.
[SEE example 3]
SCREEN 3C
ACTIVITY 3: LEARNING STRATEGIES AND ASSESSMENT
CRITERIA DEFINITION
The definition of assessment criteria is often put off to the last phases of the design process. Actually, after
defining the learning outcomes and strategies of your CLM, you already have the main information
necessary to define a consistent set of assessment criteria
We defined learning outcomes by using “active verbs” (Action 2 – Step 3), that helps us to identify what
the learner should actually do to show he/she masters the competence. The Learning Outcome should
also state the expected level of the competence as well as the level of responsibility and autonomy of the
learner.
To define the assessment CRITERIA this information should be integrated with the definition of the
ASSESSEMENT CONDITIONS
Sometimes a description of the professional situation could be very useful, as well as the reference to the
Key Activities analyzed at the beginning of the design process (Activity 1 – Step 2) Additional conditions
(requirements), can be also defined; for instance to emulate real-life professional working conditions, a
limited amount of time can be assigned daily for each activity, so that the person under assessment
operates in similar stress conditions; the equipment available must be clearly defined, as well as specific
products and technical support in accordance to the professional situation under evaluation.
Then the design of the assessment should go deeper defining specific tools (such as tests) or activities
(such as problem-solving activities, demonstrations, etc.)
STEP 1: IDENTIFY THE
"CONTRAINTS" OF YOUR DESIGN
STEP2: DEFINE THE LEARNING
STRATEGIES
STEP 3: DEFINE ASSESSMENT
CRITERIA, TOOLS AND ACTIVITIES
DEFINE ASSESSMENT TOOLS AND ACTIVITIES
DEFINE ASSESSMENT CRITERIA and CONDITIONS
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The organization of complex situated learning activities, such as an apprenticeship or work-based learning,
could also allow to assess the learner in a real context with respect to a number of skills and transversal
competences. What is extremely important for assessment is that the designer should be aware of the
competences (or their components) he/she should assess during the apprenticeship/learning on the job
and organize a proper setting for assessment, according to the defined criteria.
To this end, it could be important to integrate information about assessment in the design tools we’ve used
so far (design tables).
Click on the icon to DOWNLOAD a template which you could fill in to specify the
assessment criteria and conditions for your Learning Outcomes
[DOWNLOAD 5 – SEE ANNEX 5]
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ANNEX1: DOWNLOAD 1- Template for Learning Outcomes description
Competency: xxx
Learning Outcome [n]
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and competencies with active
vocabulary like describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with active vocabulary and
result, if necessary use adverbial determinations>
Transversal and personal competences
He/she is able to:
< describe transversal and personal competences needed for applying the above knowledge and skills in the work context detailing the level of responsibility and
autonomy>
Learning Outcome [n+1]
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and competencies with active
vocabulary like describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with active vocabulary and
result, if necessary use adverbial determinations>
Transversal and personal competences
He/she is able to:
< describe transversal and personal competences needed for applying the above knowledge and skills in the work context detailing the level of responsibility and
autonomy>
Template for FCN EU Curriculum - EU Project ENhANCE (Sector Skills Alliances EACEA 04/2017) Co-Funded by the Erasmus + Programme of the European
Unionhttps://www.enhance-fcn.eu
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ANNEX2: DOWNLOAD 2- Hints for formulating learning
outcomes
There are some important ground rules for the formulation of learning outcomes.
Here is a useful checklist you can take into account.
� Learning outcomes are described from the perspective of the learner (not from the perspective of the
instructor). Learning outcomes do not describe the learning target or the learning path, but the result
following the completion of a learning process. Learning outcomes are always described from the
learners' viewpoint rather than from the teachers' viewpoint.
� Use Active Verbs
It is highly recommended to use active verbs in the formulation of learning outcomes. Begin each
learning outcome with an action verb, followed by the object of the verb.
The use of active verbs is a core principle for formulating learning outcomes. Not all verbs are equally
suitable for describing learning outcomes since some are not clear or meaningful enough or they might
be related to the learning process rather than to the outcomes of this process (for example, 'collecting
experience', 'getting familiar with').
Verbs should describe measurable or observable actions (for example, 'explain', 'identify', 'apply',
'analyse', 'develop', 'demonstrate'). It may prove useful to use or develop a taxonomy table with
different categories or classifications of verbs. The most prominent taxonomy is the one developed by
Bloom (and amended by several other authors). Such a table can be integrated with job-specific verbs
depending on the sector and domain (see Table 1 for examples)
� Specify and Contextualise the Active Verb
Learning outcomes must be specified and contextualized. It is therefore essential to provide an
indication as to what the knowledge and skills of the graduates refer to, and as to what kind of
performance is concerned. In addition to the verb, the learning outcomes formulation should consist of
the related object as well as an additional (part of a) sentence describing the context of the activity to
be carried out.
Correct: He/she can correctly select the wires to be used and pull them
professionally, using an installation plan.
Insufficient: The learners were made familiar with the installation plans.
Correct: He/she is able to provide a general overview of the most commonly used
materials and properties in health devices.
Insufficient: He/she knows the most commonly used materials in health devices.
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� Learning outcomes should be described briefly and precisely, complex sentences should be avoided.
They should not be formulated in overly general or overly concrete terms; clear (simple and
unambiguous) terminology should be used as much as possible.
So Avoid Vague Formulations
The formulation of learning outcomes should be neither too general, nor too specific.
Avoid Complex sentences
� Ensure that the Learning outcomes relate to the overall outcomes of your baseline course
� Learning Outcomes should be realistic to be achieved within the time and the resources available.
� The manner in which the learning outcomes are acquired is not relevant for the learning outcome
description. This means that it does not matter if the contents have been acquired through an e-
learning programme, classroom instruction, at the workplace, at school or through self-study.
� Learning outcomes should be externally verifiable. The formulations must be chosen in a way that
allows the evaluation process to determine if the learner has achieved the learning outcomes.
� Specify the level of learning outcomes. Formulations, particularly verbs, adjectives and context
descriptions, should reflect the level of the specific learning outcomes. For example, it should be
specified whether the observable action takes place in a structured or non-structured context or
whether it is carried out under supervision or autonomously.
Table 5. Action Verbs Guidelines for describing units of learning outcomes. Retrieved from
http://www.ecvet-
projects.eu/Documents/Guidelines%20for%20describing%20units%20of%20learning%20outcomes.pdf
Correct: He/she is able to prepare realistic workflow plans and staff
assignments on the basis of the project planning.
Insufficient (too general formulation): He/she is familiar with personnel management
in the construction sector.
Correct: He/she knows the composition of tires and can name their individual
components.
Insufficient (formulation too complicated): He/she knows that the tires of a passenger
vehicle are made of natural and synthetic rubber, chemicals, oils, resins, black carbon,
silica, steel, nylon and cord.in the construction sector.
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As to cognitive competences, six cognitive levels with increasing levels of complexity can be
identified (Bloom, 1972): Examples of active verbs are listed at each level:
1. Knowledge Being able to recall and pass on information as precisely as possible.
Examples of active verbs at this level:
Arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline,
recognize, relate, recall, repeat, reproduce, select, state
2. Comprehension: Being able to interpret information and relate and summarize it in one's own
words
Examples of active verbs at this level:
Classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend,
generalize, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, review,
rewrite, select, summarize, translate
3. Application: Being able to apply abstractions (rules, methods, etc.) in concrete situations
Examples of active verbs at this level:
Calculate, demonstrate, develop, interpret, judge, modify, organize, predict, select, sketch, transfer
4. Analysing: Being able to break down ideas or problems into simpler parts and compare
Examples of active verbs at this level:
Analyse, appraise, compare, conclude, determine, discriminate, experiment, illustrate, infer, test
5. Evaluating: Being able to compile component ideas into a new whole
Examples of active verbs at this level:
Argue, assess, compare, decide, evaluate, predict, recommend, summarize, validate
6. Creating: Being able to make a qualified judgement
Examples of active verbs at this level:
Argue, arrange, expand, relate, generalize, generate, combine, join
Further job- and branch-specific verbs must be added to this list in order to describe practical skills,
e.g. assemble (components); install and configure (software programmes); prepare and divide into
portions (food).
In the psychomotor domain examples of effective active verbs are (Dave 1970, Simpson, 1972):
1. Imitation: The ability to observe and imitate the behaviour of another person
Examples of active verbs at this level:
Perform under supervision
2 Manipulation: The ability to reproduce actions from instructions and practice
Examples of active verbs at this level:
Perform, participate, assist – according to instructions
3 Precision: Perform a task autonomously
Examples of active verbs at this level:
Implement, handle, complete, perform – autonomously
4 Articulation: The ability to coordinate and modify several actions by combining several skills in
order to meet special requirements or solve a problem Examples of active verbs at this level:
Adapt, develop, design, alter, coordinate
5 Naturalization: The internalizing of processes: skills are combined consistently and can be
performed "without thinking"
Examples of active verbs at this level:
Adapt, adjust, transfer
Examples of verbs in the field of affective domain (Krathwohl, 2002) are:
1 Receiving: Willingness to note information
Examples of active verbs at this level:
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Listen, show, hold in esteem
2 Responding: Voluntary, active participation in learning/working; e.g. participation in group
discussions
Examples of active verbs at this level:
Support, participate, practise, cooperate, integrate
3 Valuing: Ability to judge the worth of material against stated criteria
Examples of active verbs at this level:
Question, adapt to, take into consideration
4 Organization of values: Individual processing of (often conflicting) values to form an organized
structure, beginning of an internalization of these values
Examples of active verbs at this level:
Differentiate, judge, dispute, organize
5. Characterization by value set: the individual has a stable system of values regarding convictions,
opinions and attitudes which steer her/his behaviour predictably and consistently
Examples of active verbs at this level:
Recognize, accept, answer, solve
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ANNEX3: DOWNLOAD 3- Template for Learning Outcomes and Units TITLE OF THE UNIT OF LEARNING OUTCOMES / KEY ACTIVITY: XXXX
DESCRIPTION OF THE UNIT: xxx
Competency: xxx
Learning Outcome [n]
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and competencies with active
vocabulary like describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with active vocabulary and
result, if necessary use adverbial determinations>
Transversal and personal competences
He/she is able to:
< describe transversal and personal competences needed for applying the above knowledge and skills in the work context detailing the level of responsibility and
autonomy>
Learning Outcome [n+1]
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and competencies with active
vocabulary like describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with active vocabulary and
result, if necessary use adverbial determinations>
Transversal and personal competences
He/she is able to:
< describe transversal and personal competences needed for applying the above knowledge and skills in the work context detailing the level of responsibility and
autonomy>
Template for FCN EU Curriculum - EU Project ENhANCE (Sector Skills Alliances EACEA 04/2017) Co-Funded by the Erasmus + Programme of the European
Unionhttps://www.enhance-fcn.eu
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ANNEX4: DOWNLOAD 4- Hints for formulating units of
learning outcomes
The following criteria can support to determine the units of learning outcomes:
� Units of learning outcomes should be designed so that they can be completed as independently as
possible of other units of learning outcomes. In individual cases, this can lead to redundancies when
describing several units, i.e. competencies which are already part of unit A may be listed in unit B. This
prevent parties involved in a mobility partnership from agreeing in advance on the competences/units
of learning outcomes that the learner has already achieved.
� Units of learning outcomes should include all necessary learning outcomes, i.e. they should describe
the intended professional competences as well as the necessary social and personal competences in
this context.
� Units of learning outcomes should be structured and dimensioned so that the relevant learning
outcomes can actually be achieved in the given time, i.e. during the period of mobility. Therefore,
units of learning outcomes should not be too extensive.
� Units of learning outcomes should be assessable. Orienting units of learning outcomes towards
occupational activities and tasks makes it easier to determine assessment criteria.
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ANNEX5: DOWNLOAD 5- Template for Learning Strategies and Assessment description TITLE OF THE UNIT OF LEARNING OUTCOMES / KEY ACTIVITY: XXXX
DESCRIPTION OF THE UNIT: xxx
Competency: XXXXX
Learning Outcome [n] LEARNING STRATEGY ASSESSMENT CRITERIA AND CONDITIONS
Knowledge
He/she is able to:
• < describe knowledge that refers to skills
and competencies with active vocabulary
like describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work process with
active vocabulary and result, if necessary use
adverbial determinations>
Transversal and personal competences
He/she is able to:
< describe transversal and personal competences needed for applying the above knowledge and skills
in the work context detailing the level of responsibility and autonomy>
Learning Outcome [n+1] LEARNING STRATEGY ASSESSMENT CRITERIA AND CONDITIONS
Knowledge
He/she is able to:
• < describe knowledge that refers to skills and
competencies with active vocabulary like
describe, explain etc.>
Skills
He/she is able to:
• < describe functions/part of the work
process with active vocabulary and result, if
necessary use adverbial determinations>
Transversal and personal competences
He/she is able to:
< describe transversal and personal competences needed for applying the above knowledge and skills
in the work context detailing the level of responsibility and autonomy>
Adapted from the template for FCN Curriculum -EU Project ENhANCE (Sector Skills Alliances EACEA 04/2017) Co-Funded by the Erasmus + Programme of the
European Unionhttps://www.enhance-fcn.eu
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ANNEX6: DOWNLOAD 6- Hints for the definition of
learning strategies
As to the identification of the proper Learning Strategies, a number of theories, well -established practices
and patterns have been formalized and shared by experts. Here is a very short list of hints which could be
useful to this end:
� the more complex the cognitive tasks are (see for details Annex 2 and the six cognitive levels with
increasing levels of complexity proposed by Bloom) the more active, situated and contextualized
should be the activities performed to master them;
� competencies have been defined through 3 main dimensions: knowledge, skills and
transversal/social/personal competences; each dimension can characterize the whole competence
in different percentages, so sometimes a dimension can be prevalent or not present;
� when “knowledge” (theoretical and factual) dimension is prevalent, the most proper learning
strategy is a “traditional” lesson or the individual fruition of effective learning materials; especially
in adult learning, when time for learning is particularly precious, the individual fruition of materials
(in e-learning for example) is often preferred to other strategies;
� when “skills” dimension is prevalent,active practice is fundamental and learners should be involved
in activities which foster them to put in practice the addressed skill; learning strategies such as
learning-by-doing, work based learning, problem-based learning, simulations, drill & practice and so
on should be the proper strategy in this case;
� when the “transversal/social/personal” dimension is prevalent, learners should be actively involved
in situated and contextualized activities, possibly in group, through collaborative or cooperative
tasks; the learning strategy should provide a “scaffold” for the learner to play a specific role in an
authentic context, possibly involving also informal or non-formal learning processes, fostering the
sharing and internalizing of tacit knowledge;
� when, it frequently happens, a competence is articulated in many dimensions, different strategies
can be integrated in order to address the different components of the competence.
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Bibliographic References Care, E./ Luo, R. 2016. Assessment of Transversal Competencies - Policy and Practice in the Asia-Pacific
Region. United Nations Educational, Scientific and Cultural Organization.
CEDEFOP Glossary http://www.cedefop.europa.eu/it/publications-and-resources/publications/4106
CEDEFOP (2017). Defining, writing and applying learning outcomes. A European handbook. Retrieved from
http://www.cedefop.europa.eu/en/publications-and-resources/publications/4156
Council recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning
and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the
establishment of the European Qualifications Framework for lifelong learning. Retrieved from
https://publications.europa.eu/en/publication-detail/-/publication/ceead970-518f-11e7-a5ca-
01aa75ed71a1/language-en
ECVET Glossary - http://www.ecvet-toolkit.eu/tools-examples-more/glossary/
Elder Experience New Knowledge Project (2012). Learning outcome based on EQF. system – Development
Guide. Retrieved from http://ec.europa.eu/programmes/proxy/alfresco-
webscripts/api/node/content/workspace/SpacesStore/9e081e1e-fc41-4758-a072-
861951158bf2/Guide%20to%20Develop%20LEARNING%20OUTCOMES_v.02.pdf
European Commission Website - EQF Definition
https://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type%3A97
European Commission Website – ESCO Portal https://ec.europa.eu/esco/portal
Grün G., Tritscher-Archan S., Weiß S. (2009). Guidelines for the Description of Learning Outcomes.
Retrieved from: http://www.ecvet-
toolkit.eu/sites/default/files/Zoom_Guidelines_for_the_Description_of_Learning_Outcomes.pdf
ISCO Website http://www.ilo.org/public/english/bureau/stat/isco/
Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung (2013). Guidelines for
describing units of learning outcomes. Retrieved from https://www.na-bibb.de/fileadmin/user_upload/na-
bibb.de/Dokumente/02_Berufsbildung/01_Mobilitaet/08_ECVET/170213_Guidelines_for_describing_units
_of_learning_outcomesc.pdf
Romanian National Accreditation Center (2017). Methodological Guide for writing learning outcomes.
Retrieved from https://ec.europa.eu/epale/sites/epale/files/lo_guide_2017.pdf
Winterton J., Delamare – Le Deist F., Stringfellow E. (2006). Typology of knowledge, skills and competences.
Clarification of the concept and prototype. Cedefop Reference series; 64 Luxembourg: Office for Official
Publications of the European Communities. Retrieved from
http://www.cedefop.europa.eu/files/3048_en.pdf
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Example 1
KEY ACTIVITIES FOR PHISIOTHERAPISTS IN HOMECARE
A. Defining the proper rehabilitation paths, therapies and exercises in an evidence based
approach
B. Using ICT solutions to support therapies and rehabilitation treatments
C. Using ICT solution to monitor users’ health status and rehabilitation level
D. Acting with professional responsibility
E. Managing affectively the communication and relation with the user and his/her family and
caregivers
F. Interacting and collaborate with colleagues and multidisciplinary teams
G. Enhancing health prevention
H. ……….
I. …….
COMPETENCIES THAT ARE SPECIFIC OF PHYSIOTHERAPISTS IN HOMECARE Define the proper rehabilitation paths, therapies and exercises in an evidence based approach
• Knowing and applying the main theories and methodologies on therapeutic exercises which
can be made at home in order to help the elderly in their rehabilitation process;
• Knowing and being able to explain the main therapeutic exercises which can be made at
home in order to help the elderly in their rehabilitation process;
• Knowing the guidelines, the clinical pathways and the epidemiology for the main chronic
diseases;
• Knowing the main scientific evidence on chronical and degenerative diseases in older adults;
• ……….
[Key activity]…..
• ……
COMPETENCIES THAT ARE HORIZONTAL TO DIFFERENT PROFESSIONALS IN
HOMECARE
Interact and collaborate with colleagues and multidisciplinary teams
• Knowing about the institutional and legal structure of the social and healthcare services
outside hospitals and their current status;
• Being aware of physiotherapists’ actual role and responsibilities in homecare;
• Being able to work in equip and to collaborate and cooperate with other professionals;
• Using effectively specific tools, report models and documentation, even supported by ICTs,
in order to report the professional activity and to share information about the patient
homecare with other professionals;
• ……….
[Key activity]…..
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Example 2
Example 3
COMPETENCY GAP LIST
COMPETENCIES THAT ARE SPECIFIC OF PHYSIOTHERAPISTS IN HOMECARE
Define the proper rehabilitation paths, therapies and exercises in an evidence based approach
• Knowing and applying the main theories and methodologies on therapeutic exercises which
can be made at home in order to help the elderly in their rehabilitation process;
• Knowing and being able to explain the main therapeutic exercises which can be made at
home in order to help the elderly in their rehabilitation process;
[Key activity]…..
• ……
• ……
COMPETENCIES THAT ARE HORIZONTAL TO DIFFERENT PROFESSIONALS IN HOMECARE
Interact and collaborate with colleagues and multidisciplinary teams
• Being aware of physiotherapists’ actual role and responsibilities in homecare;
• Being able to work in equip and to collaborate and cooperate with other professionals;
[Key activity]…..
• ……
• ……