Page 6 - R1Guidebook_Final revised version for translation after visual changes_EN

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3.4.6 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES IN
DIGITAL EDUCATIONAL SETTINGS ...................................................................... 40
3.5 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES – THE CASE OF
LITHUANIA ............................................................................................................................. 41
3.5.1 FAST INTERVENTION AND ADAPTATION OF MANY ONLINE DIGITAL
TOOLS AND MULTIMEDIA PRESENTATIONS ........................................................ 41

3.5.2 STRONGER FOCUS ON LEARNING OBJECTIVES AND CLARIFICATION OF
LEARNERS´ NEEDS AND PREREQUISITES ............................................................. 42
3.5.3 NEW METHODS TO STRENGTHEN LEARNERS´ MOTIVATION ...................... 42
3.5.4 GAMIFICATION AND PERSONALIZED LEARNING PATHWAYS AS KEY TO
MOTIVATION ...................................................................................................... 43
3.5.5 METHODS FOR SELF-MONITORING AND ONLINE ASSESSMENTS ON BOTH

A FORMATIVE AND SUMMATIVE LEVEL .............................................................. 43
3.5.6 FAMILIARITY WITH BLENDED AND FLIPPED LEARNING .............................. 43
3.5.7 ACCESS AND AVAILABILITY ARE BASIC KEY WORDS FOR BOTHLEARNERS
AND TEACHING .................................................................................................. 44

3.5.6 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES IN DIGITAL
EDUCATIONAL SETTINGS ........................................................................................ 44
3.6 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES – THE CASE OF
DENMARK .............................................................................................................................. 45
3.6.1 DIGITAL TEACHING MUST BE CAREFULLY PREPARED ................................ 45

3.6.2 THE DANISH NATIONAL DIGITAL AND JOBS COALITION – AN EXAMPLE46
3.6.3 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 46

3.6.4 DIGITAL TEACHING ON BASIS OF GENERAL DIDACTIC MODELS ............ 46
3.6.5 ADAPTATION OF LEARNING METHODS AND MATERIALS TO DIFFERENT
LEARNING STYLES ............................................................................................... 47
3.6.6 FLIPPED LEARNING AND AUTONOMOUS LEARNING ................................ 47
3.6.7 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES IN
DIGITAL EDUCATIONAL SETTINGS ...................................................................... 48

4. FINDINGS AMONG DIGITAL EXPERTS IN TERMS OF DIGITAL PEDAGOGY,
DIGITAL RESOURCES AND UNMET NEEDS ...................................................... 50

4.1 INTRODUCTION ............................................................................................................. 50
4.2 NATIONAL TRENDS IN DIGITAL PEDAGOGY, DIGITAL LITERACY AND USE OF
DIGITAL RESOURCES – THE CASE OF GERMANY .......................................................... 50
4.2.1 RELEVANT DIGITAL RESOURCES TO MATCH LEARNERS IN INTEGRATION
PROGRAMS ......................................................................................................... 51