Making learning a regular part of our lives is becoming increasingly important for both individuals and businesses, and digital technology enhances the possibilities. Digital learning can be found in and out of schools, at work, in social networks, as well as through the independent exploration of self-directed problem-solving and self-directed learning. However, how we design and implement these exciting socio-technical environments is a complex decision with profound implications for the development of our attitudes towards learning that will affect the way people think about it throughout their lives.
The digital age has enabled an individualized approach to education, and has democratized access to information. Online resources allow students to explore a vast array of educational resources. Flexible technology allows learners to advance at a pace that suits them, filling in any gaps in their understanding, and presenting opportunities for advanced learners. This flexibility is a key aspect of the connectivism theory, which promotes collaborative inquiry-based Clicking Here education, that is supported by digital platforms as well as tools.
However, these new possibilities raise important questions about what information is being acquired and how it is learned, and who is doing the learning. Digital learning can introduce new issues, such as security privacy of data and the possibility of excessive screen time, which can lead to digital fatigue and negatively affect physical health.
Digital learning is driving an increase in alternative models for training, education and signaling in the global labor markets. From bootcamps to digital badges, and from microcredentials to records of learning and employment (LERs) Numerous public, private and non-profit organizations are testing new ways of providing education and training.