Digital technology makes it simpler for both individuals and organizations to make learning a regular part of their lives. Digital learning can happen in and outside of schools, in the workplace, on social media, or through self-directed problem-solving and exploration. How we design and implement new socio-technical learning environments is a difficult decision that has profound implications on the formation of attitudes that will affect how people approach learning throughout their lives.
The digital age has allowed a more personal approach to education as well as democratized access to information. Students can browse a range of educational materials via online resources and adaptive technology allows learners to move at their own pace to address any gaps in understanding and challenging advanced learners. This flexibility is a key aspect of the connectivism learning theory, which is focused on collaborative inquiry-based learning that is supported by digital platforms as well as tools.
However, these new possibilities raise important questions regarding what is being learned and how it is learned and who is responsible for the learning. Digital learning may learning in the digital age bring about new challenges, 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 global labor markets. From bootcamps to digital badges, and from microcredentials to learning and employment records (LERs) Many public, private, and nonprofit initiatives are experimenting with new ways to deliver education and training.
