This program recognises that technology continues to rapidly impact and change our world. This, coupled with the roll out of the National Broadband Network (NBN) and improved digital literacy, is seeing an increased demand for online learning and new ways for delivering education and training (Environment Scan 2012: Training and Education Industry, IBSA, 2012).
These demands are supporting emerging educational business models such as massive open online courses (MOOCs), use of open educational resources at OER university (OERu) network, offerings of peer to peer learning, and anywhere, anytime, anyhow access to education.
Learning and functioning in a digital world, however, requires that learners have good digital literacy which not only supports their employability and global citizenship, but because digital competence is a transversal skill which allows them to better acquire other foundation skills, such as language, literacy and numeracy, and learning how to learn (Online Consultation on Experts’ Views on Digital Competence, Joint Research Centre, 2012).
Digital age learning through unscripted learning opportunities which do not rely on memorised facts, and which reflect and involve real world situations and problems are seeing emerging digital age delivery models being:
- Action/Project based learning
- Problem seeking & solving learning
- Design-thinking learning
- Work-based/Situated learning
- Service learning
- Peer/Collective (Tribe/Gang) learning
- Informal/Just-in-Time/Social/Self-organised learning, and
- Scenario-based learning
However, integrating technology into education and training is still challenging many educators and their beliefs about education. Shifting to more personalised learning experiences requires a shift in eduational values which is disruptive to educators and their educational institutions. Utilising educational technologies also requires new learning environments and changes to educators’ working conditions so they have the resources and the right conditions to offer learning-centred delivery models.
Educators themselves also need to become “lead learners”. Through developing their own personal learning networks (PLN) and professional learning communities, educators can become digital content curators, and be more willing to publish their own resources in open environments like Wikieducator/Wikiversity or through blogs or eportfolios. As pro-sumers (consumers and producers) of online information, they will know what it is like to function in a digital world, and further enhance their digital age teaching and assessment methods.
To support these required changes, resources from the 2012 Designing Learning in the Digital Age program are now available. These resources include presentation slides, webinar recordings and resources collaboratively developed by participants, and cover topics such as:
- Exploring the global education meta-trends
- Models for designing learning in the digital age
- Disruptive and tranforming education – challenging the status quo
Those interested in the next program of Designing Learning in the Digital Age professional development opportunities starting in 2013 can register for eUpdates or follow ‘Designing Learning’ on Twitter, Facebook or LinkedIn.