Introduction
Methodology
Study design
Phase 1 Secondary analyses of existing data | Phase 2 Internal feedback and subsequent revisions | Phase 3 External feedback and development of Launch Version | |
---|---|---|---|
Participants | SMART Task Force | ● ISWP Training Working Group ● ISWP Integration Sub-committee ● Academic Training Partners | Attendees at 3 international conferences and 3 SMART informational webinars |
Observe | Secondary analyses of existing data (survey and interviews) | – | – |
Reflect | ● Sharing secondary analyses results with Integration Sub-committee ● Creation of Initial Development | Feedback sessions | Feedback sessions |
Plan | Determination of the platform design and its content by SMART Task Force | Review of suggestions based on resources and feasibility by SMART Task Force | Review of suggestions based on resources and feasibility by SMART Task Force |
Act | ● Development of Alpha Version | ● Modifications made to Alpha Version ● Development of Beta Version | ● Modifications made to Beta Version ● Development of Launch Version |
Participants
SMART Task Force
Internal participants
External participants
Phase 1
Phase 2
Phase 3
Results
Phase 1
Feedback Received (Reflect) | Modification (Act) |
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Appearance and multimedia | |
Better visually represent the impact that SMART hopes to achieve i | Homepage: photographs of diverse groups of students α |
Facilitate the use of SMART for visually impaired users β | Toggles onto the side of webpage to enable larger fonts and/or higher color contrasts L |
Highlight new SMART features and enhancements β | Homepage: widget “Recent News and Updates” with infographics L |
Structure and design | |
Better explain the role of ISWP i | “About us” webpage α |
How can users to upload resources i | “Contributions” webpage with dropbox α |
How can educators help indicate the relevancy of their resources β | “Contribute Form” and description of proper filename nomenclature L |
Receive feedback/questions on SMART from users α | Homepage: Email link to ISWP, analytics were made accessible to administrators β |
Explain the purpose, intended users, development process and future developments of SMART α | “About the Toolkit” β |
How can users quickly contact ISWP for more information α | “Contact Us” button on all webpages β |
Need to organize resources uploaded onto SMART website α | Nomenclature developed for files uploaded to SMART β |
Invite users to participate in ISWP integration activities α | “Participate/Get Involved” button β |
Where to store occupational therapy [and other programs] education standards and related links α | “Advocacy” folder β |
Include resources aimed towards community-based facilities in addition to materials geared towards educational institutions α | Under the “Advocacy” folder, sub-folder for “Community-based Services and/or Activities” β |
Include resources containing additional information (e.g., student evaluation rubrics) α | Under the “Syllabus” folder, sub-folder for Course Specifications β |
Foster interaction and collaborations within the global community of wheelchair educators α | Discussion board, “Interactive Map” with users who wish to be featured their contact information and their integration story β |
Generate more interactions in the discussion board β | Continuous revision at least once a week, periodically forum topics initiation, possibility for all users to start a new topic L |
Concerns on the lack of vetting measures for resources uploaded to SMART, the ownership of the resources uploaded to SMART β | “Conditions of Use” to inform users of specific conditions related to copyright, acknowledgement of original source and translation of materials into different languages L |
Navigation | |
Organize search of resources on SMART website i, α, β | Search filters by • Educational institutions α • Document formats (e.g., text documents, images, videos) α • WHO 8-Step Wheelchair Service Provision Model β • International Classification of Functioning, Disability and Health framework β • Integration States β • Resource settings (low, middle, high) L • Languages L • Rehabilitation Professions L • Content types (e.g., case studies, lab guides, online modules) L |
Lack of uniformity in its navigation β | SMART menu at the top of each webpage for ease of navigation L |
Content | |
With the established nomenclature, file names are very long. α | Acronyms in SMART were considered inappropriate, as they may not translate well in different languages. “Contribution Form” helps users identify elements of their resources. β |
Need to inform how the resources are up-to-date α | All files are dated. β |
Keep the shared resources as current as possible α | Rather than document files of shared resources, website links are provided to direct users to original online sources. β |
Need information about the integration of wheelchair education into academic curricula i | Inclusion of results from survey study, interview study with links to other scientific articles on the topic and academic training partners (past and upcoming activities) α |
Other wheelchair education resources other than ones shared and/or created by other educators α | List of useful wheelchair education related textbooks and other publications β |
How can users connect with the authors of the shared resources to receive more information β | Contact information requested on all SMART resources L |
How can users be sure whether or not they can use the shared resources? i | Authors’ permission requested in the “Contribution Form” unless the tools are open-source. α |
Text-based case studies are cumbersome to read. i | Text modified into visual representations – “Integration Snapshots.” α |