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JIMINY SELF-HELP HANDBOOK 19

3. EXERCISES AND QUIZZES

3.1. Exercise 1
Exercise for adult educators
Step 1: Analyse the strengths and weaknesses of your learner/group of learners based on the
following criteria:

 Visible/easily noticeable disabilities that will impact their participation in learning with the
use of digital technologies
 Learning difficulties that will impact the way they learn and perceive information
 Digital skills that have been previously assessed
 Any other strengths/weaknesses communicated by the learner/group of learners
Step 2: Match the type of digital tools that you will make use of during the lesson and the type of
digital skill(s) of your learner(s) you are aiming at improving.

Step 3: Explain to your learner(s) the purpose of the selected digital tool(s) and how they will benefit
from the usage (what new digital skills they will acquire).

3.2. Exercise 2
Exercise for adult educators and disadvantaged learners

Step 1: Identify the types of digital skills necessary for different professions and sectors.

Step 2: Quiz learners on the professions they see themselves in. Assist learners that do not have a clear
vision of their future job/position on the labour market, which professions they could try.
Step 3: Define what digital skills are and provide some examples to learners. Afterwards learners create
a mind map around the term “digital skills”.

Step 4: Ask learners to share their ideas and write them down on the whiteboard.

Step 5: Learners match necessary digital skills to their future job.

Step 6: The trainer individually assists learners on the definition of learning paths to assess, validate or
acquire the digital skills learners need for the job.

3.3. Exercise 3
Exercise for disadvantaged learners

Step 1: The trainer explains the difference between usability, accessibility and inclusion. With access
to the Internet, the trainer then shows a website that conveys all three of these features.
Step 2: Learners are then asked to evaluate two websites (chosen by the trainer) in terms of usability,
accessibility and inclusion. Some learners may need assistance.

Step 3: Learners share their feedback and provide recommendations what improvements to
introduce/settings to change in order to facilitate their online experience.

3.4. Exercise 4
Exercise for disadvantaged learners