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On the contrary, the introduction of digital technologies in itself changes the frame-
work for both the pedagogical-didactic approach, for the teaching process and for the
19
learning space in which the learners must qualify themselves . This is probably partic-
ularly true for adult learners, who have generally grown up with completely different
forms of learning and in a time when digital technology was neither widespread in
school nor in everyday life.
Other researchers have also placed digital pedagogy in the tradition of critical theory
and have claimed, with inspiration from Paulo Freire's critical and emancipatory peda-
gogy, that digital pedagogy precisely opens up opportunities for new teaching and
learning scenarios, in which the learners can control their own learning process to a
20
greater extent than in the traditional teacher-focused learning environment .
“Flipped Learning” is an example of the flexible, learner-centred approach that digital
educational methoologies have helped to promote.

4.6.1 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES
The Danish expert teachers pointed to a variety of digital pedagogical-didactic practic-
es by which they can refer to extensive experience from adult education. The following
21
is mainly based on input from a large language centre , being a frontrunner within the
EdTech strategy in adult education and language teaching over many years in the Dan-
22
ish context. Added to this are experiences from a study of job-related language quali-
fication using digital learning methods for adults. Furthermore, the expert materials
are based on digital experiences from previous EU projects as well as experiences from
a Danish university college that educate both adults and young people within a wide
range of professions.

TEACHING AND LEARNING ON ZOOM IN SPECIAL E-CONFERENCE ROOMS
Many educational institutions within the general adult educational sector have estab-
lished video conference rooms for e-classes. The interviewed Language Centre CLAVIS
had for quite some years specially equipped video conference rooms for e-learning
and e-guidance with advanced sound and camera technology, interactive screens, vid-
eo cameras and lesson streaming. This indicates that teachers are able to carry out
teaching and guidance of learners independently of physical attendance or possibly as
blended learning with a combination of physical and virtual participation. Learners
gain access to virtual whiteboards and "breakout rooms" with the possibility to com-
bine team teaching, group work and individual mentoring on a virtual basis.

THE LEARNING PLATFORM ITSLEARNING
Itslearning is a learning management system and a virtual learning environment for
teachers and learners. Itslearning can be adapted to many different learning objec-

19 Cf Ibid.
20 Cf Stommel, Jesse (2014): “Critical digital pedagogy: a definition”.
21 We interviewed a number of expert teachers from the educational institution CLAVIS language and
competence.
22 Cf mhtconsult (2022): “Linguistic challenges in the Nutrition Education. Results and recommendations
from a qualitative study”.