THE DESIGN OF AN E-LEARNING MODULE CENTERED IN THE USE OF AN INNOVATIVE WEB HEALTH APPLICATION FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER MONITORING

Inscribed in the scope of an international partnership, this paper aims to describe the design of a learning module in Attention Deficit Hyperactivity Disorder (ADHD), which intends to familiarize learners with the use of a Web Health Application created to carry out innovative ADHD interventions on educational and clinical settings. Developed for higher education students (psychology, medicine, education) and teachers/experts working with ADHD children, the design of this e-learning module is grounded on the triangulation of declarative, procedural and conditional knowledge-as conceived by Anderson [1]. For the integration of these three dimensions of knowledge, the module is organized into a 3-Step Learning Cycle, leading students to a first step focused in "knowing the condition of ADHD", a second one related to " knowing personal and environmental factors of a given situation" (i.e., the usage of assessment approaches and strategies), and a third one dedicated to " knowing how to solve the problem" (i.e., the usage of intervention approaches and strategies). The structure of each step is inspired in the Problem-Based Learning (PBL) methodology, having as starting point an authentic situation, from which students are challenged to define a strategy to approach child participation restrictions, finding in the Web App a supportive tool to develop assessment and intervention processes congruent with the state of art of knowledge. Operationalization of teaching and support strategies for the integration of declarative, procedural and conditional knowledge about ADHD assessment and intervention are discussed in this paper in light of steering principles guiding the elearning design.