Digital technology makes it easier for both individuals and organizations to make learning a regular part of their lives. Digital learning can take place both in and outside of schools at work, through social networks, as well as through self-directed exploration, problem-solving, and independent research. How we design and implement innovative socio-technical learning environments is a nitty-gritty decision that has profound implications on the formation of mindsets that will influence the way that people approach learning throughout their lives.

The digital age has increased access to information and has enabled the creation of a more personal approach to education. Online resources let students explore a variety of educational materials. The use of adaptive technology allows learners to advance according to the pace that best suits them, filling in any gaps in their understanding and providing opportunities for advanced learners. This flexibility is a crucial element of the connectivism learning theory, which emphasizes collaborative inquiry-based learning, supported by digital platforms and tools.

These new possibilities bring up questions about who’s learning, what is being taught, and how. Digital learning could also raise new issues such as security data privacy, data security, and a potential for excessive screen time, which could cause digital fatigue and adversely affect physical well-being.

Digital learning is a driving force behind the creation of alternative models for education, skills, and signaling in global labor markets. Many private, public and nonprofit initiatives are experimenting new ways to deliver training and education. From bootcamps to digital badges to microcredentials, and Learning and Employment Records (LERs) They are experimenting with new ways to teach.

https://lifelongdigital.org/2020/05/19/the-long-awaited-digital-innovations-by-data-room/