LEARNING IN THE DIGITAL AGE Edited by Tutaleni I. ASINO (original) (raw)

THE USE OF DIGITAL MEDIA AND EDUCATIONAL TECHNOLOGY IN LEARNING

Frezy Paputungan,, 2023

Digital content in the changing times in building a digital ecosystem is of course also supported by healthy internet behavior, these two things are important and cannot be separated. The internet has opened various information doors that contain various contents, both positive content and negative content. If we don't have provision in how to use it, the internet will become a scourge for its users. Therefore debriefing and creating positive content is important, providing continuous education to every user and content creator, so that they have good literacy in using digital technology, making the internet part of an effective and positive learning tool. Digital content will act like currency in a digital social education environment, various communications will be represented by playing or utilizing digital content. Of course, digital content delivery modes in the future will become easier, cheaper, faster and more varied as capacity (bandwidth) develops or increases, devices are more innovative, and it is also easy to get cloud-based applications and storage space. The expectations of the current generation will be different from previous generations, they will need the practice of sharing experiences through digital content including learning content, various digital communication media will become richer with knowledge sources and digital content. On the other hand, there are also many tools to support creative content creation in digital form and are adaptive to the needs of users and the needs of their media distribution. language boundaries, cultural boundaries, age limits and other boundaries.

The challenge for the digital age: making learning a part of life

The International Journal of Information and Learning Technology

PurposeThe main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations.Design/methodology/approachThis paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020).FindingsThe digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth ...

Digital Learning is the New of Education Face

Advances in Social Science, Education and Humanities Research, 2022

The existence of the coronavirus in the world today makes education evolve in all aspects. The Ministry of Education and Culture orders online learning as a solution for implementing learning at all levels of education. This paper is a part of a position paper that aims to explain the author's arguments related to the issue of digital learning. This paper seeks to influence the reader that our argument is credible. The author's argument is described in several parts: the current state of education, digital learning; digital learning innovations in several countries; and what essential points must be prepared in digital learning as the new face of education.

Digitalisation, Online Learning and Virtual World

Journal of Humanities and Social Sciences Research, 2020

The objective of the paper is to analyse the process of digitization, progress and challenges of online teaching and learning. The paper is based on secondary sources of information and data. The digitalisation has influenced the social and economic activities of the world drastically. Educational practices and policies, particularly, online teaching and learning has emerged as consequence of digital turn. Online education has a pedagogical shift in teaching and learning methods. However, online learning is a new form of distance learning, which has following types: 1. Correspondence Courses, 2. Tele-courses 3. CD-ROM Courses 4. Online Learning through ZOOM, Skype, Google Meet 5. Mobile Learning through WhatsApp etc. Online learning is capable of satisfying the requirements of increasing student population who cannot join in traditional classrooms. The benefits of online teaching and learning are (i) Convenience (ii) Enhanced Learning (iii) Bridging regional gaps (iv) Interaction (v) Innovative Teaching (vi) Improved Administration (vii) Savings (viii) Maximisation of Resources (ix) Outreach. The education sector is adopting online education system and virtual classes are the best solution to protect the students from spread of corona virus.

Learning in the spirit of a digital age

2016

All rights reserved. No parts of this book may be reproduced, in any form or by any means without permission in writing from the publisher. The contents of the book are entirely the responsibility of the author.

New Media and Open and Distance Learning: New challenges for Education in a Knowledge Society

Informatics in education, 2007

The "digital society" provides not only with new technology, but also with new concepts. Information plays a central role and becomes a valuable good, but knowledge cannot be reduced to information, and one aim for educators is to contribute in a "knowledge society", not only an "information society". A knowledge society is structured in networks, enriching the traditional hierarchies; a knowledge society promotes a kind of "collective intelligence". In such a society, open and distance learning has new dimensions and faces new challenges: collaboration and individualization, dealing with time and space, dealing with presence and distance, and contributing to lifelong learning. The Stellenbosch Declaration gives the main trends for ICT in education in a knowledge society, according to six major issues: digital solidarity, learners and lifelong learning, decision-making strategies, networking, research, teachers.

The Form of the Digital Medium as a Driver of a Participatory Approach in Teaching and Learning

Media characterize teaching methods both for the historical (when they were conceived or widespread), the communicative (the relationship between the subjects of the teaching process), and the cultural aspect (the concept of knowledge in the relationship between subjects and objects of teaching/learning). The lesson derives from the "book" form, becoming unidirectional with the emergence of electrical technologies; Skinner"s programmed instruction also appears in the electric age, and so on. Today, network technologies are structurally related to self-discovery learning paths (such as in gamification strategies) and collaborative methodologies (cooperative learning, PBL, CBL, project-based learning); moreover, the continuous handling of digital technologies imposes a different conception of knowledge. It is precisely these media characteristics that suggest a didactic approach based on interactivity and horizontal participation, new concepts that can be exploited and put into practice by old words: dialogue and negotiation. If the former refers to the never outdated Socratic system and to the need for the teacher to put himself in a situation of listening, negotiation becomes a way of interaction that can be established at every level of the teaching/learning process, from the choice of some contents to the setting of evaluation criteria. The paper shows an example of this approach in a blended university course held for four years, where some of these strategies occurred: group works, peer evaluation, co-responsibility of evaluation criteria, and a partially free choice about the contents to be studied and learnt.

Education Technology in Digital Age -Classroom learning for future and Beyond

The focus of all of this intense interchange was the shape and future of learning institutions. Our charge was to accept the challenge of an Information Age and acknowledge, at the conceptual as well as at the methodological level, the responsibilities of learning at an epistemic moment when learning itself is the most dramatic medium of that change. This is an idealistic claim about the primacy of learning that the single most important characteristic of the Future of classroom learning in a Digital Age is its capacity to allow for a worldwide community and its endlessly myriad subsets to exchange ideas, to learn from one another in a way not previously available.