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The feedback from the students have mainly been positive. The description of components in portfolio assessment were revised. More details were added, especially about the video and word count. Introduction to management of references and in-text citing was provided! The students showed higher skills on referencing in their work with portfolio assessment components. Physical lectures, group work, seminars and presentations were conducted and appreciated. It also created some challenges for the learning environment due to absence because of unstable Covid19 situation. LAOS was a resource that positively contributed to students` learning activities, environment and outcomes! Additional small adjustments have been made during the semester according to the feedback from students.

Learning outcomes were communicated to students in lectures and published on the course's Blackboard page. The students experienced their dialog with the scientific staff as satisfying. The course utilized varied learning activities such as lectures, seminar discussions with smaller and larger groups, exercises, presentations, and group work with four components in the portfolio assessment. Opportunity for practical observation of different AT`s could further enhance students` understanding of it! Most of learning activities were physical but the COVID-19 situation generated some absence and difficulties with developing interaction between the students. In congruence with the students suggestions it is important to increase class participation to enhance the overall quality of discussion and learning outcomes. The students report moderate to very good achievement of the learning outcomes which are also being evaluated as relevant. The portfolio assessment is reported to contribute to learning outcomes, and component 4 could be even more emphasized. The syllabus is experienced as relevant but also extensive. Teachers are advised to provide guidance on which part of the syllabus shed light on specific learning outcomes to help students navigate in their learning process.

According to the quality system at NTNU, course coordinator should provide feedback from all of the course's students every third time a course is held. This was done by asking all students: a.    in a survey conducted by the study programme leader to ensure high representativity and comparable results for the courses. The question was “All things considered, how satisfied are you with PAH3007 Assistive Technologies (AT) as Enabler of Everyday Activities and Participation on a scale from 1 (to a low degree) to 5 (to a high degree). The mean for PAH3007 was 4.0 (n=9). The mean overall satisfaction for the 8 Autumn courses on the MSc in Physical Activity in Health was 3.9 (range: 3.0-4.4). b.    in a more detailed survey conducted by the course coordinator (n=4). The students reported among other things (see attachment):-         high learning outcome-         the course was designed at correct level-         the portfolio assessment worked well and to a high degree contributed to their learning outcomes (especially the individual essay, while component 4 had only a moderate contribution)-         covid-19 pandemic influenced their learning activities (50% of the respondents)-         7-10 hours spent on average per week to work with the course-         LAOS had a helpful role in their learning process

NTNU:TIA:REST

Institutt for nevromedisin og bevegelsesvitenskap

Department of Neuromedicine and Movement Science

Engelsk

Anbefalte forkunnskaper

Basic understanding of or experience with use of AT.

Mer om vurdering

Exam registration requires that class registration is approved in the same semester.The portfolio assessment consists of the following four components:<ul><li>one individual essay</li><li>two group skill components</li><li>one final group presentation including video</li></ul>All components must be submitted in order to be assessed. Two of the components will be subject to grading: one individual component (60 %) and one of the group components (40 %). Both components must be passed in order to get a valid result.Candidates who are not given a passing grade, get the chance to resubmit the individual essay in the spring semester, provided that all components were submitted in the autumn semester.Candidates who are resitting the exam to improve the grade, must retake the course, participate in group work, and submit all components for the current semester.

Forkunnskapskrav

Admission to the MSc in Physical Activity and Health. The course is compulsory for students admitted to the specialization in Occupational Science. It is optional for other students admitted to the master's programme. Exchange students may be accepted after an individual evaluation.

Faglig innhold

AT is offered to individuals as a part of social and health care services to promote independence and quality of life at home/school/work or in leisure activities. This course will give students knowledge and skills to understand and facilitate the use of AT as enabler of everyday activities and participation.

Kursmateriell

Course literature will be presented at the start of the semester.

Læringsformer og aktiviteter

Introduction in plenum, group work, seminars.

Læringsutbytte

Knowledge The candidate <ul><li>has in depth knowledge about the compound nature of AT construct </li><li>has advanced knowledge about how technology can enable and restrict daily life activities and participation </li><li>has advanced knowledge on how contextual and dialectic relationship between the individual, AT and environment can enable occupational performance in self-care, health services, play and leisure </li><li>has knowledge about different technologies that may be used for assisted living purposes in different health services, among these technologies for safety and security, compensations and wellbeing, activities, social contact and participation, prevention, treatment, and care </li><li>has extensive knowledge on ethical and organizational issues regarding AT </li><li>has knowledge about research methods to be used in order to study AT </li></ul>Skills The candidate <ul><li>can analyze interactions between individuals and AT within a health context </li><li>can participate in and stimulate to multidisciplinary collaboration in use of AT </li><li>can identify technical and health- and welfare-related prerequisites for use of AT </li><li>can assist users and caregivers in choosing relevant AT solutions </li><li>can identify risks and ethical challenges </li><li>can empower users and caregivers to handle risks and ethical challenges </li></ul>General competence The candidate <ul><li>can collaborate with users, informal and formal caregivers, and service providers on a professional level for the planning and introduction of AT </li><li>can understand challenges and prerequisites for implementation of AT as enabler of everyday activities and participation </li><li>can contribute to understanding the impact of introduction of AT innovation</li></ul>

Assistive Technologies (AT) as Enabler of Everyday Activities and Participation

Helsevitenskap

Medisinsk teknologi

Medisin

Master of Science in Physical Activity and Health

Master i aktivitet og bevegelse

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Follow-up points for the next period of evaluation:
a.	Clarify the description of the components in the portfolio assessment!
b.	Address the use of references and citations in academic work! 
c.     Increasing physical learning activities if possible!

Actions:
a.	Follow-up points will be discussed with course teachers
b.	Revise description of components in portfolio assessment (Add some more details! Especially about the video and word account!)
c.	Lecture/group supervision on management of references and in-text citing. Either as a part of PAH3007 or as a part of a course all students attend. Furthermore, address the importance of referencing in the academic work (puts the work in context, demonstrates the breadth and depth of your research, and acknowledges other people’s work). 
d.     Planing and implementing physical lectures, group work, seminars and presentations.


Tiltak

Assistive Technologies as Enabler of Everyday Activities and Participation

Follow-up points for the next period of evaluation: 
a.	Give the students the opportunity for practical observation of different AT`s.
b.	Enhance students` engagement during lectures!
c.	Strengthen the position of component 4 in the portfolio assessment by making presentations even more important.
d.	Review the syllabus and make it more clear how it is connected to various learning outcomes. 

Actions: 
a.	Arrange an introductory day at the Assistive Technology Center in Trondheim with a practical inspection of various aids. (Skender)
b.     Increase the use of assistive technology lab! (All scientific staff)
c.	Make sure students get reading assignments prior to lectures, and further utilize methods that enhance discussion and dialog in the class! (All scientific staff)
d.	Develop the pedagogical approach around the presentation of the work in groups! (All scientific staff)
e.	Teachers are advised to provide guidance on which part of the syllabus shed light on specific learning outcomes to help students navigate in their learning process. (All scientific staff)


Action plan for autumn 2022

Course contentThis course emphasizes the interaction between the individual, AT and the environment in the context, in order to be able to assess and accommodate for individuals` activity and participation. There is also a strong focus on ethical issues, as well as research methods. The main topics are structured through three seminars: AT as enabler and stricter for activity and participation; AT for assisted living purposes; AT, ethics and research methods.Students work all the time with relevant exercises which they add to their portfolio, including group presentation. Works from the portfolio are submitted at the end of the course, and two of the components are subjected to graded evaluation.  Method of evaluationEvaluation in reference group meeting (three students). Summary of the students’ evaluation:Students experienced the course as interesting and enjoyable. The content was widespread and of a stimulating nature inspiring much discussion. The course was well-organized and conducted in a friendly and supportive atmosphere. Course objectives were well explained and used to direct the flexible class discussions and groupwork towards their achievement. The content was of a high quality. Learning activities and resources were perceived as useful, including the use of the portfolio assessment! They enjoyed lectures and discussions in smaller groups. The course provided active student participation and encouraged interaction! Suggested changes are more detailed description of the components in the portfolio assessment and a better coordination with other courses to ensure balanced pressure regarding deadline for submission.  Summary of the lecturers’ reportsThis course was mainly organized through 3 seminars. 3 teachers have been involved with coordinator as responsible for the complete overview of the course. Feedback from lecturers has been positive. Digital work is perceived to be a resource but not as a whole time tool. Digital platforms can`t provide complete communication and learning opportunities.  Course coordinator’s evaluationThis year we had to conduct a whole digital run-through. Both teachers and students did their best to cope with the situation. All in all, it was a good digital run-through. However, although both scientific stuff and students acknowledge digital platforms as useful, work at campus is strongly advised in order to motivate learning, promote social life and well-being. Learning outcomes, teaching and learning activities, and form of assessment were satisfactory (given the extraordinary situation). However, there are points for improvement that the reference group report has pointed out.

Knowledge  The candidate - has in depth knowledge about the compound nature of AT construct - has advanced knowledge about how technology can enable and restrict daily life activities and participation - has advanced knowledge on how contextual and dialectic relationship between the individual, AT and environment can enable occupational performance in self-care, health services, play and leisure - has knowledge about different technologies that may be used for assisted living purposes in different health services, among these technologies for safety and security, compensations and wellbeing, activities, social contact and participation, prevention, treatment, and care - has extensive knowledge on ethical and organizational issues regarding AT - has knowledge about research methods to be used in order to study AT  Skills  The candidate - can analyze interactions between individuals and AT within a health context - can participate in and stimulate to multidisciplinary collaboration in use of AT - can identify technical and health- and welfare-related prerequisites for use of AT - can assist users and caregivers in choosing relevant AT solutions - can identify risks and ethical challenges- can empower users and caregivers to handle risks and ethical challenges  General competence The candidate - can collaborate with users, informal and formal caregivers, and service providers on a professional level for the planning and introduction of AT - can understand challenges and prerequisites for implementation of AT as enabler of everyday activities and participation - can contribute to understanding the impact of introduction of AT innovation

Learning methods and activities Lectures, seminars, exercises, team-based learning, and more. Only digital activities were used due to covid-19 situation.

Evaluation Students work with portfolio assessment during the course. Portfolio assessment consist of four components; one individual essay and three group work exercises. Exam: Individual essay (component 1) and group work on AT and ethical challenges (component 3) were subjected graded evaluation.

Aim 1: 	Increase focus on understanding how to develop assistive technology in practice.Measures: Presentation of at least two ongoing assistive technology projectsStatus: Implemented Aim 2: Better organization of learning activities in order to enhance progression and learning outcomes.Measures: Seminar work and lectures were synchronized with the work on portfolio assessment in order to increase learning outcomes.Status: Implemented

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

Exam registration requires that class registration is approved in the same semester. Portfolio assessment with four components: one individual essay, two group skill components and a final presentation performed the by the group that includes a video. All components must be submitted in order to be assessed. Two of the components will be subject to grading: one individual component (60 %) and one group component (40 %).

Candidates who are not given a passing grade, get the chance to improve on the two portfolio components subjected to assessment, and resubmit in the following semester. 

Knowledge 
The candidate
- has in depth knowledge about the compound nature of AT construct
- has advanced knowledge about how technology can enable and restrict daily life activities and participation
- has advanced knowledge on how contextual and dialectic relationship between the individual, AT and environment can enable occupational performance in self-care, health services, play and leisure
- has knowledge about different technologies that may be used for assisted living purposes in different health services, among these technologies for safety and security, compensations and wellbeing, activities, social contact and participation, prevention, treatment, and care
- has extensive knowledge on ethical and organizational issues regarding AT
- has knowledge about research methods to be used in order to study AT 

Skills 
The candidate
- can analyze interactions between individuals and AT within a health context
- can participate in and stimulate to multidisciplinary collaboration in use of AT
- can identify technical and health- and welfare-related prerequisites for use of AT
- can assist users and caregivers in choosing relevant AT solutions
- can identify risks and ethical challenges
- can empower users and caregivers to handle risks and ethical challenges 

General competence 
The candidate
- can collaborate with users, informal and formal caregivers, and service providers on a professional level for the planning and introduction of AT
- can understand challenges and prerequisites for implementation of AT as enabler of everyday activities and participation
- can contribute to understanding the impact of introduction of AT innovation

Individual essay

Group skill component 1

Group skill component 2

Final group presentation including video

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Assistive Technologies (AT) as Enabler of Everyday Activities and Participation - PAH3007