Terms and conditions

The following terms and conditions apply for all registered participants in courses on the DID-ACT Moodle platform hosted by Instruct gGmbH, as well as for visitor access users. Terms and Conditions on Participation and Privacy Policy based on regulations for the EU-GDPR / EU-DSGVO (EU-Datenschutz-Grundverordnung / EU General Data Protection Regulation)

Registration

To gain access to most DID-ACT courses, registration on the Moodle platform is required. Login is possible either via Shibboleth with university credentials or via self-registration using any email address.  In the course of the registration procedures the following user data of a participant will be stored: 

  • username, 
  • first name and surname, 
  • email address, 
  • institution
  • role (student or educator)

Data protection

All personal data of participants collected in the course of registration shall be processed in accordance with the applicable data protection laws. This also applies for storage for a limited period of individual connection data for the study platform, which is necessary for system-related reasons. Disclosure of the data to third parties is excluded unless the user permits this or the operator is obliged to surrender data on the basis of provisions of law. All registered participants may at any time request in writing information from the DID-ACT project coordinator (info@did-act.eu) on the personal data concerning them that is stored on the platform or that all their data be erased. In the case that usersuse their central university account for logging in to Moodle, only the user data stored in Moodle (i.e. personal profile data) will be erased and not the central university account. Excluded from the erasure are contributions published by Moodle participants in forums, chats, blogs, wikis etc. / files made available by them for accessing, which will remain available until the respective Moodle course has been deleted.

Type of stored data

Following registration on the DID-ACT platform, besides the user data additional data voluntarily entered by the participants from the moment of registration and/or data that arises in the course of use, so-called usage data, will be electronically stored in a database; this includes both automatically generated information and information entered by the participants.

  • The time when you access components of the platform and which components you access and the activities you participated in. Neither course moderators (e.g. in the role of “trainer”) nor other course participants (e.g. in the role of “participant”) have access to those log files and the database.
  • Depending on the settings of the respective activities, personal contributions concerning activities and in forums, wikis, blogs or tasks etc. will be visible in the course. That data may be used by the teacher (in the role of “trainer”) for teaching purposes only and may only be used by course participants (in the role of “participant”) for study purposes related to the course insofar as this is necessary for the performance of tasks and, with due consideration for the principle of data economy, the data processing is proportionate to the purpose associated with it.
  • The persons entrusted with the technical management of the Moodle platform (e.g. in the role of “administrator”) and the database and web server shall have access to all the personal data stored in the system. They may only process that data insofar as it is necessary to ensure the operation of Moodle.

    In addition, the Moodle platform uses two types of cookies.
  • MoodleSession (session cookie): this cookie must be permitted so that when you access Moodle the login is retained from page to page. After you log off or close the web browser the cookie is erased.
  • MoodleID (login cookie): this cookie is used for greater convenience of use; it stores the username in the web browser. The cookie is retained after you log out of the e-learning system, so that the next time you log in your username will already appear. This cookie does not need to be permitted as a mandatory requirement.

General obligations of users

Upon registering, the user is granted a simple, non-transferable right to use this platform. Memory space provided to the user may only be used to store the created content. All users are obliged to treat the data of other users accessible to them as strictly confidential and, as a rule, refrain from passing it on to third parties without the written consent of the data subject. This particularly applies for the names and email addresses of other users registered in the system. This platform serves the exclusive purpose of preparing and carrying out Moodle courses for the DID-ACT project and communication between participants and educators. Any other use of the platform, e.g. for other private and/or commercial purposes, is prohibited. All users are obliged to comply with the provisions of law, particularly the provisions of copyright law and data protection regulations. If users set up links to external websites, they must ensure in advance that the linked external websites do not have any unlawful content.
As a rule, all users are prohibited from doing the following on the study platform:

  • altering, erasing or suppressing data or rendering it unusable without authorisation and/or using it otherwise than for its designated purpose.
  • distributing, in particular, materials of unconstitutional organisations or their ideology.
  • making injurious, offensive or defamatory statements concerning other persons.

Handling of copyrights

Works capable of copyright protection or parts thereof, such as course materials, templates, photographs etc., which are used in the DID-ACT courses and/or are created explicitly for a course are available under a Creative Commons license and therefore may be adapted and used outside the course room or passed on to third parties.

Data protection declaration

I have familiarized myself with the terms and conditions of use and the information provided under data protection laws. I hereby acknowledge the terms and conditions of use. I understand that for the purpose of participation in DID-ACT courses required personal data will be processed.

I agree to the processing of the data recorded by me in the “personal profile” and the contributions published by me under my name as well as to the use of the files provided by me within the framework of the Moodle course. I understand that I may withdraw this consent at any time by sending an email to info@did-act.eu

INSTRUCT gemeinnützige GmbH
Postfach 151029
D-80046 München

Email: info@did-act.eu

How to teach synchronously in a virtual setting

  • You need a reliable camera, microphone, and virtual platform and be familiar with its features, such as whiteboard, chat, polling, breakout rooms, etc.
  • At the beginning establish communication rules, e.g. whether participants should raise their (virtual) hand, use the chat, and/or just speak. Also, we recommend asking participants to turn on their camera
  • For small group work break out rooms work very well, just be clear about the tasks the groups should work on prior to dividing them into the groups.
  • For collaboration the use of integrated virtual whiteboards or other platforms such as Padlet are very useful. Just make sure prior to the session that you have everything setup and the links at hand, e.g. to post them in the chat.
  • Allow a bit more time for starting the session and the group works as there might be participants who are not familiar with the platform or technical problems might occur.

How to motivate unprepared participants

  • Make clear that the asynchronous assignments are a core part of the course and that its content will not be repeated. Even if it is difficult, stick to that when starting the synchronous teaching session.
  • If you expect unprepared participants, you can start the session with a student-centered group exercise mixing prepared and unprepared students to increase peer-pressure and make them realize that being unprepared does not feel good.  
  • Use the introductory or closing quizzes / tests so that participants can self- assess whether they have the required knowledge and you as a facilitator can see the level of knowledge and preparation of your participants.

Further recommended reading:

How to involve participants with different levels of experience

  • To account for such different levels, we recommend making use of the asynchronous preparatory phases which also include introductory quizzes in which participants can self-assess their prior knowledge and you as a facilitator can assess the differences within your group. Participants with less prior experience can also be guided to additional preparatory resources.
  • Encourage participants to work in pairs or small groups when preparing so that they can help and learn from each other. You could even facilitate this by dividing them into groups with different levels of experience.
  • Similarly, during the synchronous phases, we recommend forming groups with participants different levels of experience and emphasize the peer support aspects of such group activities.
  • We also recommend starting with rather smaller groups and allow more time than stated in the course outlines, if you expect a heterogenous level of experience. This way you can better manage this challenge.
  • Encourage your participants to ask questions, emphasizing that nobody knows everything and that it is important for learning to ask questions.  
  • Especially in the train-the-trainer course you might have to deal with over-confident participants, who especially in an interprofessional setting can dominate the group. This is a complex cultural challenge, but you could try to establish (and follow) communication rules at the beginning of a session.  

How to address potential overlaps or redundancies

  • Identify what is already included and what is missing in your curriculum related to clinical reasoning outcomes and compare it to the DID-ACT blueprint. Prioritize learning outcomes that are not yet covered but regarded as important.
  • Identify activities, resources, or teaching sessions with similar learning outcomes that might be in need for change anyway because of low evaluation results, teachers or students struggle with it. These could be suitable for adding or replacing parts with DID-ACT activities.
  • Ask teachers and students about overlaps and gaps they see in their teaching / learning of clinical reasoning and where they struggle. This could also be done by a reflection round after related teaching activities in the curriculum
  • Although ideally a longitudinal integration is aimed at, we recommend to starting small with a pilot implementation to gain experience and develop a show case.

How to teach in an interprofessional setting

  • Allow for enough time prior to the teaching for the organization and motivation / encouragement of stakeholders and participants
  • Allow for enough time and guidance during the course so that the participants from the different professions can get to know each other and their professions and discuss their different perspectives. This might mean that you need to calculate some extra time in addition to the suggested duration of the learning unit.
  • There may be a different understanding of clinical reasoning in the different health professions, so we recommend making participants aware of this. You could for example use and adapt activities from the learning units on the health profession roles to facilitate this.
  • Courses in an interprofessional setting should not come too early in the curriculum (not before professions have formed their own professional identity - however, this also depends on the aim of the course). 
  • Make sure you have enough participants from different professions. If possible, the facilitator could divide the participants in smaller groups with an equal distribution of professions. 
  • Similarly, you need an equal distribution of facilitators / facilitators from different professions.
  • Develop customized learning materials considering the different professions. If needed you can adapt the material and activities provided in the DID-ACT curriculum.

Further recommended reading:

van Diggele, C., Roberts, C., Burgess, A. et al. Interprofessional education: tips for design and implementation. BMC Med Educ 20, 455 (2020). (Link)

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