Making learning a part of our lives is becoming increasingly important for both organizations and individuals and digital technology can help enhance this possibility. Digital learning can be found inside and outside schools, at work, in social networks, and also through the independent exploration of self-directed problem-solving and self-directed learning. How we design and create innovative educational environments that are socially-technical is a nitty-gritty decision that has significant implications for the development of mental models that will shape how people approach learning for the rest their lives.
The digital age has allowed the creation of a more personalized approach to education and democratized access to information. Students can browse a range of educational resources through online resources and adaptive technologies permit students to learn at their own pace by addressing the gaps in their understanding and providing challenges for advanced learners. This flexibility is a crucial component of the connectivism learning theory that emphasizes collaborative inquiry-based learning, that is supported by digital platforms as well as tools.
But these new possibilities raise questions about what is being learned, how it is being learned, and who is doing the learning. Digital learning may bring about new challenges, such as cybersecurity, privacy of data, and the possibility of excessive screen-time, which can result in digital fatigue and negatively impact physical health.
Digital learning is driving an increase in alternative models for education, skills and signaling in global labor markets. Many private, public, and non-profit organizations are testing different ways of providing education and training. From bootcamps to digital badges to microcredentials, and Learning and Employment Records (LERs) They are testing new approaches.