Digital Learning Inspiration

Becoming an inspiration for digital learning involves a combination of passion, knowledge, and the ability to engage learners. Firstly, it’s important to have a deep understanding of the subject matter and the digital tools used for teaching (Prensky, 2001). This not only helps in delivering the content effectively but also in troubleshooting any technical issues that may arise. Secondly, being passionate about digital learning and its potential benefits can be infectious, inspiring learners to engage with the material (Siemens, 2004). Lastly, understanding the needs and interests of the learners is crucial. By personalizing the learning experience and making it interactive, learners are more likely to be motivated and engaged (Brusilovsky & Millán, 2007).

20th vs. 21st Century Learning

20th- and 21st-century learning have distinct characteristics shaped by the societal and technological changes of their respective times. In the 20th century, learning was often teacher-centered, with a focus on memorization and rote learning. The teacher was seen as the primary source of knowledge, and students were expected to absorb information passively (Cuban, 1984). The curriculum was often standardized, with little room for individualization (Tyack & Cuban, 1995).

In contrast, 21st-century learning is often characterized by a more learner-centered approach. With the advent of digital technology, information is readily available, shifting the role of the teacher from a dispenser of knowledge to a facilitator of learning (Dede, 2010). Learning in the 21st century emphasizes skills such as critical thinking, creativity, collaboration, and digital literacy, which are essential in a rapidly changing, technology-driven world (Trilling & Fadel, 2009). Furthermore, learning has become more personalized, with technology allowing for differentiated instruction to meet the diverse needs of learners (Johnson, 2014).

References:

Brusilovsky, P., & Millán, E. (2007). User models for adaptive hypermedia and adaptive educational systems. In The Adaptive Web (Vol. 4321, Ser. Lecture Notes in Computer Science, pp. 3–53). Springer. https://doi.org/10.1007/978-3-540-72079-9_1.

Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms 1890-1980. Longman.

Dede, C. (2010). Comparing frameworks for 21st century skills. In 21st century skills: Rethinking how students learn (pp. 51-76). Solution Tree Press.

Johnson, L. (2014). The NMC horizon report: 2014 higher education edition. New Media Consortium. https://www.memphis.edu/its/governance/docs/2014_nmc_horizon_report_he_en_sc.pdf

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. https://www.edtechpolicy.org/AAASGW/Session2/siemens_article.pdf

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Harvard University Press.