Making Learning a Part of Life in the Digital Age

The digital revolution has brought about the replacement of a number of our traditional ways of working and learning. This is happening both outside and inside the classroom. It is evident that a new learning paradigm needs to be established. How can this be achieved? It will not only require the creation of a digital infrastructure to facilitate learning but will also be necessary to tackle the fundamental issues of what education and learning is for in the future.

This article focuses on how to make learning a part of everyday life in the digital age, based on contributions of educators and researchers from around the globe. This article is written for learners (including parents and students) teachers, curriculum developers, researchers and experts in the field of learning sciences.

There are a variety of opinions about what learning in the digital age should look like, there’s a broad consensus that we need to encourage the co-evolution of learning and modern communication technologies. This includes exploring possibilities for radical new ways of thinking about learning and for establishing innovative methods that can be supported by the latest technologies in communication.

One of the most her latest blog difficult issues is that most current uses of new information technologies for learning are still a form of “gift wrapping” (Fischer 1998). These technologies are included in existing frameworks, such as instructionism and fixed curriculum. They also serve as a supplement to decontextualized, or uncontextualized learning. A lot of comparative studies rely on an environment that is a face-to-face baseline. This limits the study to tasks or functions that can only be obtained digitally.

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