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6. Use learning activities that activate the participants in the learning.
7. Support teachers in developing digital learning process.

In summary, the conclusion is that despite the fact that Denmark is characterized by a
very high level of digitalization, there is still a need for improvements with regard to
adult citizens lack of basic digital skills and difficulties in carrying out everyday tasks on
a computer.

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This testifies to the need to finding new ways to reach the most vulnerable groups as
well as a corresponding need for professional upskilling of adult teachers and trainers
in the digital field, including the specific pedagogical-didactic requirements that digital
teaching places on teachers.

2.6.3 VARIOUS CPD PROGRAMMES AND NETWORKS AVAILABLE FOR
TEACHERS

According to researchers, the concept of digital pedagogy has until recently not quite
the same prevalence in Denmark as abroad, despite Denmark's top position in digitali-
zation. This applies at least within the university framework. But at the same time,
other digital teaching and research domains with a focus on technology in teaching
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and learning activities have played an important role , for instance:

 CAI (Computer-Assisted Instruction), dealing with teaching based on a computer
and computer programmes.
 CSCL (Computer Supported Collaborative Learning), dealing with ICT and computer
programmes supporting learning as a social activity.
 TEL (Technology Enhanced Learning), dealing with the potentials of technology to
strengthen learning and teaching.
 VLE (Virtual Learning Environment), dealing with design of virtual learning envi-
ronments for improvement of teaching and learning.
 DIP (Digital Pedagogy and Learning in Higher Education), established as a University
Pedagogical Network focused on both development and research in relation to dig-
ital pedagogy.

Furthermore, in terms of digital oriented CPD (Continuing Professional Development),
a number of new professional programmes have been founded in the Danish educa-
tion system in recent years. However, this primarily applies to academic programmes
at different higher education institutions, for instance:

 It-Didactic Design

14 Denmark follows UNESCO´s definition of vulnerable groups, thus including: “migrants and refugees,
elderly adults, adults with disabilities, adults living in rural areas as well as adults with low prior educa-
tional attainment”. Cf Fourth Global Report on Adult Learning, 2019.
15 Cf Hansen, Jens Jørgen & Nørgård, Rikke Toft (2022): ”What is Digital pedagog - contours of a new
field of practice and research”. Danish article in Danish University Pedagogical Journal.