Learning in the Digital Age

Making learning a regular part of everyday life is increasingly vital for both organizations and individuals, and digital technology enhances this possibility. Digital learning can happen in and outside of schools, in the workplace, on social networks or through self-directed problem-solving and exploration. How we design and implement innovative social-technical learning environments is a complicated decision with significant implications for the development of the mindsets that will determine the way that people approach learning for the rest their lives.

The digital age has democratized access to information and enabled the creation of a more personal approach to education. Online resources let students explore a range of educational resources. The use of adaptive technology allows learners to advance according to the pace that best suits them, filling in any gaps in their knowledge and presenting challenges for students who are more advanced. This flexibility is a major component of the learning theory of connectivism, which focuses on inquiry-based, collaborative learning that is facilitated by digital tools and platforms.

These new possibilities pose questions about who is learning, what’s being taught, and in what way. Digital learning could also raise new issues like security privacy, data security, and the potential for excessive screen time, which can result in digital fatigue and negatively affect physical well-being.

Digital learning is driving an increase in alternative models for education, skills and signaling in global labor markets. From https://lifelongdigital.org/2020/04/29/digital-innovations-by-board-room/ bootcamps to digital badges and from microcredentials to records of learning and employment (LERs) Many public, private and non-profit organizations are experimenting with new ways to deliver education and training.