Making learning an integral part of our lives is becoming increasingly important for both organizations and individuals and digital technology can help enhance the possibilities. Digital learning can happen both in and outside of schools at work, through social networks, and through independent self-directed exploration and problem-solving. However, how we create and implement these new social-technical environments is a difficult decision that has profound implications for the formation of mindsets about learning that will affect the way that people view learning throughout their lives.

The digital age has enabled the creation of a more personalized approach to education and has increased access to information. Online resources let students explore a vast array of educational materials. The use of adaptive technology allows students to move at a pace that is suitable for their needs, filling in the gaps in their understanding, and presenting challenges for more advanced learners. This flexibility is an important aspect of the connectivism theory, which is focused on collaborative inquiry-based learning which is facilitated by digital platforms and tools.

However, these new possibilities raise questions regarding what is being learned and how it is learned, and who is doing the learning. Digital learning also presents new challenges, such as cybersecurity privacy, data security, and the possibility of excessive screen time that could cause digital fatigue and adversely affect physical well-being.

Digital learning is driving a rise in alternative models for education, skills and signaling in global labor markets. From bootcamps to digital badges, and from microcredentials to learning and employment records (LERs), many public, private and non-profit institutions are experimenting with new ways to deliver education and training.

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