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3.6.2 THE DANISH NATIONAL DIGITAL AND JOBS COALITION – AN EX-
AMPLE

An example of used platforms is the Danish National Digital and Jobs Coalition. This
practice represents a multi-stakeholder partnerships focused on tackling the digital
skills gap and promote lifelong learning for all. The methodical approach in this prac-
tice is through videos, seminars and programmes to teach digital skills used for educa-
tion. The pros for the practice are manyincluding the various programmes available
and the different levels available depending on each individual progress. The con in
this practice is that it is only available in Danish, which is not convenient for all espe-
cially for those who want to teach in languages other than Danish and are not fluent in
the Danish language.

3.6.3 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS

DIGITAL TEACHING ALSO BUILDS ON INCLUSIVE METHODS
Through communication with my students and sometimes with their fami-
lies, I try to match students´ learning prerequisites and their needs. It is
done individually and in groups by telephone or on online meetings. Some-
times I send them messages on social media or on the allocated platform.
That is done besides the regular meetings with leaders and colleagues con-
cerning the same points. So, we involve all the sides that collaborate and
help to identify and satisfy the needs of the learners…”

In this quotation, one of the interviewed teachers describes a practice that is closely
linked to the digital pedagogical approach, however points to a more general and
transversal competence, based on the ability to practice inclusion of all learners. Like
in all teaching and training, inclusive methodologies help to create a safe and wel-
coming learning environment, be it based on physical or digital learning rooms. In-
clusive approaches and communication makes the learners confident in expressing
ideas, asking questions and telling about their needs. Being an inclusive teacher who
respects learners and listen to them patiently make them feel treated equally regard-
less of their race, colour, gender, ability or background. Also, learners´ personal lives
can affect their ability to learn. By treating them with compassion by trying to sug-
gest soloutions for their problems may help them to be more present and productive.

3.6.4 DIGITAL TEACHING ON BASIS OF GENERAL DIDACTIC MODELS
A teacher pointed to the fact that , for instance the didactic relational model from
17
Hiim and Hippe , building on 6 didactic factors for teaching and learners´ learning
processes:

 Learning prerequisites

17 Cf: Hippe, Else & Hiim, Hilde (2007): “Learning through experience, understanding and action” (Dan-
ish).