Making Learning a Part of Life in the Digital Age

The digital revolution has brought about the replacement of many of our traditional ways of working and learning. This occurs both outside and inside the classroom. It is evident that a new model of learning must be established. But how will this be achieved? It will not only require the creation of digital infrastructures to support learning but it will also require addressing the fundamental questions of what education and learning is to be in the future.

This article examines ways to make learning part of daily life in the modern world, drawing upon contributions from researchers and teachers across the globe. This article is intended for learners (including students and parents) educators, curriculum developers, researchers and experts in the field of learning sciences.

There are a myriad of opinions on what education in the digital age should look like. However, there is a general consensus that we must support the co-evolution of learning and the latest technology of communication. This includes exploring new opportunities for radically different conceptualizations of education and for the development of innovative methods that can be supported by modern technology for communication.

One of the major challenges is that the most current applications of new technologies in learning remain a kind of “gift wrapping” (Fischer 1998). These technologies are integrated into existing frameworks, such as instructionism and fixed curriculum. They also function as a complement to uncontextualized, also known as decontextualized, learning. This is evident in numerous studies that compare face-toface setting can be used as a benchmark, restricting the study of tasks, which include functions that are only available in digital environments.

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