Page 67 - R1Guidebook_Final revised version for translation after visual changes_EN

66

tence collaborate on the most difficult tasks, while learners at a lower level of
competence solve tasks of less difficulty together.

 In breadth differentiation, learners in the same class receive a different amount of
assignments within the same teaching subject, in accordance with their compe-
tence levels.

4.6.3 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIRE-
MENTS IN DIGITAL EDUCATIONAL SETTINGS
From the expert point of view, in the Danish context, there is a call for greater clarity
and greater dissemination of knowledge about what digital teaching and learning
techniques consist of and how they can be used. It also implies a broader understand-
ing of when, how and in which learning contexts they do not work so well. In general a
group of teachers still need a thorough presentation and training in temers of digital
pedagogy and methodologies Some experts even suggested that in general, there is
still a lack of understanding - but also available descriptions – of what the special na-
ture of digital pedagogy consists of.
Other needs and requirements may be development of the use of animation and virtu-
al reality. Furthermore, in language teaching for adults, there is a tendency for the
learning materials to be aimed too much at children. More adult-oriented materials
are on demand