Page 28 - ODV Training outline_EN

practical solutions to real-life scenarios, cultivating critical
thinking and decision-making abilities. The iterative PBL process
involves problem analysis, self-directed learning, and reporting, with a

tutor guiding and facilitating learners' inquiry paths. Problem-Based
Learning within the Activity Kit transforms the learning process into a
dynamic exploration of real-world challenges.
• Collaborative learning stands as a pillar of effective digital education.
Within the ICT Challenges, group work is integrated to encourage

learners to share insights, pool strengths, and collaboratively address
challenges. Collaborative learning involves two or more learners
working together to jointly solve a group task, relying on knowledge
sharing to build common ground and collective understanding. It goes

beyond mere cooperation, involving joint knowledge construction,
enhancing not only technical skills but also effective communication and
teamwork.
• Inquiry-Based Learning (IBL) is encouraging learners to ask questions,
explore possibilities, and conduct independent research fosters
curiosity and self-directed learning. IBL empowers learners to take

initiative in their education, promoting a deeper understanding of digital
concepts and instilling a lifelong passion for learning and discovery. The
IBL process involves learners posing questions, investigating topics, and
seeking answers through hands-on experiences, promoting a deeper

understanding of subjects.

Further, teaching digital technologies effectively requires a combination of
technical knowledge and non-technical skills. Beyond technical proficiency, non-
technical skills, often referred to as soft skills, play a crucial role in digital
education. These skills encompass behavioural and personal skills, cross-sectional
and basic work skills, and soft and method skills. These non-technical skills are

essential for creating a positive learning environment, fostering learners'
engagement, and supporting the development of essential skills beyond technical
expertise.

For effective teaching in the digital realm, educators must embody and impart
these non-technical skills to learners:

• Active Listening:

Active listening involves giving full attention to a speaker, processing the
information received, and responding with pertinent comments and appropriate

Funded by the European Union. Views and opinions expressed are however those of the
author(s) only and do not necessarily reflect those of the European Union or the European
Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can
be held responsible for them. Proposal number: 101087107.