1 School of Education of Porto Polytechnic (PORTUGAL)
2 Institute for Educational Technology (ITALY)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 4291-4298
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
Inscribed in the scope of an international partnership, this paper aims to describe the design of an e-learning module in ADHD, that 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 in the triangulation of conceptual, procedimental and situational knowledge - as conceived by Lee Shulman. The Conceptual knowledge, was grounded on the exploration of best available research – through platform readings and presentations-, assuming multimodal approaches (i.e., a combination of behavioral interventions, training programs for parents and teachers and, when necessary, pharmacological treatments) as the most effective practice to deal with ADHD problems. The Procedimental knowledge - how to conduct behavioral assessment and intervention process -, was grounded in the use of the Web Health Application for ADHD Monitoring (WHAAM). The main properties of this innovative Web Application – conceived in the scope of the international partnership, which inscribes this e-learning module – is to support the construction of patterns of child behavior based in a Functional Analysis Assessment and to help the definition of intervention strategies. Situational knowledge was supported – in light of key principles of Problem-Based Learning methodology - by the presentation of authentic situations, prompting the appliance of knowledge within a specific context.

For the integration of these three dimensions of knowledge, the e-learning module is organized into a 3-Step Learning Cycle:
- 1st Knowing the condition: explaining the behaviour and functioning profile of children with ADHD;
- 2nd Knowing personal and environmental factors: assessment approaches and strategies to be considered in cases of ADHD;
- 3rd Knowing how to solve the problem: intervention approaches and strategies to be considered in cases of ADHD.

A trigger is used as a starting point of each step, consisting in the presentation – through video and narrative sources - of real life circumstances that report participation restrictions of a child with ADHD from family members and practitioners perspectives. Following the active learning principle of learning by doing, learners are encouraged to begin a self-directed learning: raising questions and content areas that they need to know based in the presented real problem. Learners are naturally driven into sources of evidence including the best available research, appraising its relevance to the unique context of the presented real life problem (e.g., characteristics of child, values of family, their own values and experiences).

The module – of six-week duration - is developed using Moodle Learning System and the assessment consists in self-evaluation assignments and in a final proposal supervised by an online tutor. Accreditation (2 ECTS) process will be conducted by two Universities. Operationalization of teaching and support strategies for the integration of conceptual, procedimental and situational knowledge about ADHD assessment and intervention, will be presented and discussed in light of steering principles guiding the e-learning design.
e-learning, ADHD, PBL, Web Applications, WHAAM project, ICT.