Co-designing Digital Tools to Enhance Speech and Language Therapy Training in Ghana

Abstract

Ghana has a population of over 27 million people, of which 1 in 15 may have a communication disability. The number of speech and language therapists (SLTs) available to support these people remains remarkably small, presenting a major workforce challenge. As an emerging profession, there remain significant challenges around educating the first generation of SLTs. Ghana, however, has a healthy digital infrastructure which can be taken advantage of. We describe a comprehensive study which aimed to co-design a set of locally appropriate digital tools to enhance SLT training in Ghana. We contribute insights into how digital tools could support social learning and the transition from student to independent practitioner and future clinical supervisor. We offer a set of design recommendations for creating an online Community of Practice to enhance continuing professional development.

A study of learner experience design and learning efficacy of mobile microlearning in journalism education

“…Looking in-depth into the context of informal MML for workplace trainings, the just-in-time learning approach-with where the essential learning contents and exercises are readily accessible, absorbable, and actionable when learners need them-is an advantage (Hudson et al, 2020;Hanshaw & Hanson, 2018;ONeill et al, 2018;Rensing, 2016). For instance, ONeill et al ( 2018) embedded a gamified mobile microlearning application into nursing education aiming to increase nurses' professional knowledge and frontline staff' professional performances.…”

“…Though 76.92% of the reviewed studies report that MML contributed to the increased success impacts on learning effectiveness (e.g., Kadhem, 2017), engagement (e.g., Hanshaw & Hanson, 2018;), learners' motivation (e.g., De Troyer et al, 2020), interests (e.g., Chai-Arayalert & Puttinaovarat, 2020, and fulfilling learner needs (e.g., Hudson et al, 2020;Wang et al, 2017), 11.54% of the reviewed studies do not have the same positive perspectives and state that the impacts of MML outcomes could be varied according to different situations and factors such as learners' experiences, knowledge structure, learning needs, and interface designs and developments of the MML platforms (Epp & Phirangee,2019;. For example, conducted a repeated measures case study in a 12-week language learning intervention and found that not all types of learners had effective learning experiences in the MML approach.…”

“…Chai-Arayalert & Puttinaovarat, 2020), nursing education (e.g., ONeill et al, 2018), and social science (e.g., Hudson et al, 2020), were also examined in previous MML studies.…”

“…For example, employees can learn skills just in time during their daily work routines and apply those learned skills in specific contexts (e.g., Hudson et al, 2020;ONeill et al, 2018). MML was able to facilitate information processing and reduce learners' mental fatigue during the learning process because the content was divided into small pieces which were easily absorbed (e.g., Kadhem, 2017).…”

“…Lastly, it is interesting to note that a half of the selected articles did not provide specific statements of MML challenges and the other half highlighted important issues associated with MML, such as insufficient learning content to cultivate learners' higher order thinking skills. To outline learners' learning patterns and provide sufficient contents, Hudson et al (2020) proposed recommendations for improved collection of metadata about learners' behaviors and preferences (e.g., machine learning, deep learning). Therefore, the newly understood learners' learning patterns allows educators or instructional designers of MML to better organize data log records, understand a specific learner's learning history, and be able to provide appropriate content options for specific learners (Hudson et al, 2020).…”