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5. SUMMARY OF BEST PRACTICE EXPERIENC-

ES IN DIGITAL PEDAGOGY AND TEACHING

5.1 INTRODUCTION

All partner countries have provided examples of best practice in terms of digital meth-
ods and tools that have proven suitable for retaining vulnerable adult learners in
online education. Some partners have described concrete projects that were based on
the development and testing of concrete digital learning methodologies. Other part-
ners referred to a greater extent to relevant approaches and good advice in relation to
the implementation of a digital pedagogy in adult education.

A common feature was, however, that the use of the flipped learning and the inverted
classroom is well known and to varying extents widespread in all partner countries. But
in this connection, it has also been emphasized in some national contributions that
flipped learning sometimes works better in face-to-face teaching than in online teach-
ing. Thus, the local experience is that learners value their time with teachers much
more in online sessions, by having the opportunity to raise questions directly to the
teacher.

The following sections summarize the best practice experiences that primarily
emerged via interviews with national experts in digital pedagogy with an insight into
the local use of digital resources.

5.2 BEST PRACTICE EXAMPLES FROM GERMANY

The German partner presented three concrete examples of best practice projects, in
which the digital pedagogical approach was used to support non-formal educational
programmes for migrants or targeting educators in improving their digital competenc-
es, among other things within language teaching:

5.2.1 BEST PRACTICE: DIGITAL PRACTICES FOR INCLUSIVE PRACTICES
Digi Practices is an Erasmus+ project with two target groups: (1) trainers of migrants
with special needs and (2) migrants with special needs. The goal is to use non-formal
training approaches and digital pedagogies in integration & educational programmes
to create more inclusive programs. The courses aim to improve digital competences of
migrants through an online course that is tailor-made to their needs. A participatory
approach based on ICT-methods will enhance their inclusion and thus, encourage a
sense of belonging in the local community. This project allows for non-traditional par-
ticipants to be included in informal ways through features like voice recordings instead