What are the latest digital learning trends and how can you stay up to date?

El aprendizaje personalizado ha sido un sue?o de los educadores durante mucho tiempo. Un profesor en aula, por una parte trata a su clase como un grupo, y también puede, con ciertas limitaciones de tiempo y foco retroalimentar a cada uno de los alumnos en forma individual. En aulas soportadas por recursos tecnológicos y conectados al internet, podemos enfocarnos en la extensión es decir llegar a mas personas, o la profundidad del contenido. Hoy estamos ingresando en una era de la tecnología donde podríamos conciliar ambos enfoques, y crear herramientas que permitan al alumno aprender a su ritmo y en base a sus necesidades.

Millions of families are taking their children's learning into their own hands in movements called 'worldschooling' and 'unschooling'. These methods are designed to match individuals' needs, interests, and abilities, with the world serving as their classroom. Even those that don't have the ability to travel will be able to utilize the 1:1 personal 'sidekick' bots that are in development, thanks to open-source LLMs & genAI. Some teachers will also be able to use such personalized edtech tools to aid in traditional classrooms, but increasing restrictions & government regulations make it easier for parents & guardians to provide access to resources directly to the learners. How we learn is changing, forever. We must adapt the way we teach.

In education's evolution, digital trends propel us into a transformative era for Fourth Industrial Revolution (I4.0) readiness. Shifts fostering AI fluency, emphasizing experiential learning. A visionary model integrates AI tools, offering hands-on experience with future-shaping technologies. Collaboration and real-world applications take precedence, nurturing holistic understanding. Critical thinking, creativity, and emotional intelligence become key, with AI as an educator ally. Continuous upskilling ensures seamless navigation of the evolving tech landscape. Educators, adept in emerging technologies, guide students toward agility and innovation. This paradigm cultivates a generation poised for success in the complexities of the I4.0 era.

My approach involves continuous reading and experimentation with various educational technologies. I've discovered that personalized learning apps, in particular, can significantly enhance in-class learning experiences. Recently, I integrated the ELSA app into my speaking course, and it yielded remarkable results, especially for students with initial pronunciation challenges. While some educators may worry about AI-enhanced learning replacing traditional teaching, I see it as a valuable addition. It allows us to provide personalized support that's often challenging to achieve in a classroom setting where individual needs can vary widely.

The current trend in AI and digital platforms towards personalization has significant implications for how we consume information. Personalization algorithms often result in the creation of "information bubbles." This phenomenon can inadvertently lead to a more polarized society, as individuals are increasingly exposed only to viewpoints and content that reinforce their existing beliefs. In contrast, there's a growing need for a shift towards contextualization in AI systems. Contextualization focuses on providing information within a broader, more diverse framework. It takes into account not just the immediate preferences of the user but also the wider context in which information exists.

I’ve utilized gamification in the classroom and created game-based learning as a learning designer. I think sometimes people often confuse game-based learning and gamification. It’s important to keep in mind that technology is not required for gamification. It is simply the use of game design elements in learning experiences or environments. Gamification can: Boost engagement and motivation using points, rewards, badges, quests, and leaderboards can keep learners motivated and engaged. Similar to games, gamification can encourage collaborative learning and community through challenges and healthy competition. Lastly, Gamification increases skills for success such as critical thinking, problem-solving, and adaptability.

My big concern with gamification in eLearning is budget constraints. Developing sophisticated, tailored games that align seamlessly with specific learning objectives can be a resource-intensive process. As a result, organizations with tight budgets may resort to generic gamification templates or off-the-shelf solutions that offer limited customization options. When these pre-made gamification elements are not carefully adapted to the unique needs of the learners or the content, they can end up resembling simplistic drag-and-drop activities designed for toddlers. Such superficial gamification not only fails to respect the learners' time but can also be patronizing, undermining the credibility and effectiveness of the eLearning program.

Points and badges are great for some extrinsic motivation, especially when they are used as metrics for effort rather than achievement, but the real power of gamification lies in two other important mechanics of games: multiple paths to achievement and safe failures. Great games allow you to tailor your play style and they allow you to tackle tough challenges as many times as you need to defeat them. What these mechanics do is to remove sources of demotivation and to allow students to take risks and learn from mistakes.

Gamification is an excellent way to keep students engaged. Earning badges and points through learning creates positive reinforcement, strengthening students’ desire to learn.

Gamification gives the student a goal and something to work to achieve. It is the driver for engagement and motivation. I think of gamification simply as a reward system. Giving the students a tangible goal to achieve is reflective of the reward they get for meeting the learning goal. Collecting these "rewards" gives the students pride and a sense of accomplishment. I see gamification as another word for credentialing, such as with digital badges, advancing levels, certificates or achievement, certifications, etc.

I've never really liked how our industry defines microlearning. Microlearning should never have been about the micro of the content; it should be about the micro of the context - what people are doing, where they are doing it, and who they are doing it with... and providing appropriate support to solve for those unique variables.

We are in the age of learning on the go. So many responsibilities yet so much need for learning. Microlearning is useful in decreasing cognitive overload and presenting learning in bite-sized chunks. Sometimes a full meal is too much and we need snacks! I host an EdTech podcast where we got to learn more about 7Taps, and its ability to make learning more accessible and less overwhelming for users. I think it's important to keep in mind that learning can happen through courses, reading, podcasts, and forums in which community members can share bite-sized information. Social media apps such as TikTok have capitalized on this concept, as this app can also be used to educate and spread information in ways that are more desirable for users.

El microlearning no consiste en cortar "en pedazos peque?os" cursos medianos o grandes. Se trata de una metodología que nace de acuerdo a la necesidad de asimilar un contenido de alto impacto en peque?as cantidades. Para ello, el dise?o de los contenidos y actividades parten de este enfoque, lograr el mayor de los aprendizajes en el menor tiempo posible. El dise?o de contenidos responde a criterios de impacto visual, palabras claves, redes temáticas conectadas e imágenes altamente representativas. Así mismo, las actividades que se desarrollan en el microlearning, responden a criterios de facilidad práctica, entornos y explicaciones minimalistas, así como, preferiblemente el uso de cualquier dispositivo para poder aplicarla (respondido).

Microlearning and mobile learning are essential in today's educational landscape. I teach technology to inner-city adults. In almost every class there are adult learners who do not have access to complete homework assignments or class projects at home because they do not own a computer or laptop, but only a smartphone. Our learning platforms must be responsive for mobile learners, otherwise we are leaving some students behind. Likewise, I have experienced that many learners today are intimidated by the subject of technology. Creating micro-lessons allow me to facilitate short, easy-to-learn content so that the students are not overwhelmed. This allows me to teach hard subjects in a way that is digestible and achievable for the learners.

Estamos trabalhando com o Microlearning para o ensino de inglês há mais de 3 anos aqui na ProfHaus e os resultados s?o surpreendentes. Os alunos fazem sess?es de 20 mins com prof. particular, duas, três ou cinco vezes na semana. Trabalhamos com aulas particulares há mais de 15 anos e já temos dados que comprovam que os alunos aprendem 30% mais rápido do que os de cursos regulares. Com o Microlearning, as sess?es s?o mais focadas, os alunos tem mais contato com o professor, mais oportunidade para falar e mais flexibilidade para agendarem as sess?es em qualquer horário do dia.

Whereas AI can be creative, it tends to produce fake content. The biggest risk is that fictional scenarios or facts included in your course might be mistaken for actual work situations. To avoid this, it's best NOT to use them to: - Create references, as they may invent nonexistent books, authors, or websites - Generate instructions on how to use complex equipment or software - Develop eLearning content on health or safety-related topics, such as a simulation in which a pharmacist recommends medication for a client based on their symptoms. The most effective approach is to review eLearning content with SMEs, use common sense, and always double-check the information that AI generates.

AI has been great at as an inclusive tool, leveling the playing field somewhat between students that can speak very good English and those that still have more basic skills. I found that after modelling using prompts for structural advice or for brainstorming, students realise that they can use it to support their initial thinking. Some colleagues of mine are using it extremely efficiently to provide timely feedback to students.

Future-Proof Your Skills Personalization for Success: Emphasize the importance of personalized learning experiences that AI and adaptive learning can offer. Tailored content and pacing can drive better outcomes. Data-Driven Decision-Making: Highlight the role of data analytics in shaping educational strategies. AI can provide actionable insights to educators and sales leaders, enabling them to make informed decisions. Future-Ready Skills: AI and adaptive learning can equip with the skills needed to thrive in a rapidly evolving tech-driven world. Stay informed through reputable sources to navigate these trends effectively.

We been experimenting with AI avatar technology with a company called Colossyan. This technology allows us to produce content when away from a studio but also to bring some diversity to the presenters, as we can use multiple avatars to deliver content. We are even experimenting with custom avatars and voice cloning technology for our own staff. Whilst this tech is developing, it is developing at a rapid pace and has quickly become part of our core content creation model.

We can use IA for: Intelligent tutoring systems that adapt to the student’s learning style and pace Automated speech recognition and text-to-speech systems for accessibility Adaptive learning algorithms that adjust course content based on student performance Predictive analytics to identify at-risk students and provide targeted support Chatbots and virtual assistants to provide 24/7 support to students

Can learners learn effectively without being in the right mental space? Social and emotional learning is one of the most important reasons why children and youth go to school. Social element is what we give a lot of attention to when designing our learning programs. In fact, we've seen strong evidence how this has a strong impact on learning outcomes. Our data shows that students who learnt in a group are 4x more likely to become successful learners. Social and emotional education need to be an integral part of our learners' journey.

I am happy to see the working world and different disciplines waking up to the fact that we need social and emotional learning integrated with all hard and soft skills. The well spring interpersonal issues can be traced back to unawareness or lack of applying social and emotional intelligence. Self realization coupled with intercultural competence is a great start to honing skills or building intentional curriculum. While several topics are a great immediate next step, personal and community resilience can help deepen the former know how, and allow for longevity to take hold. It is important that we start where we are, one breath at a time.

To encourage learners to persevere when they start a course and feel unsure of themselves, it can be helpful to remind them of the following point that is fundamental. What most distinguishes experts from novices is not their intelligence or their ability to work, but the degree of elaboration and sophistication of the schemas they have to approach their field of competence: they have organized their long-term memory by storing many schemas that they can call upon according to the difficulties encountered and can rely on very extensive and highly organized knowledge bases to solve the problems that come before them. It is a topic that can be the subject of collaborative reflections between learners and teachers and strengthen group spirit.

A project in my Introduction to Oral Communication course centers around conflict management. The project emphasizes learners' ability to see what faculty see in a student/instructor conflict. Learners can see in this project a sample transcript, the course progress, and the email a student sends to the instructor. The scenario has valid concerns (and flaws), helping students build empathy skills. The scenario enables learners to justify allowing a makeup option or not. Learners must also use cited evidence to reinforce their views as well as bigger course concepts. So far, learners have reported this as their favorite project. It forces self-reflection, encourages creative solutions, and challenges them to think critically.

Neuroscience has influenced the way we understand how emotions participate in learning, helping or difficulting it. If you want to learn more about it I would like to recommend the following reading from Bego?a Ibarrola López de Davalillo: "Aprendizaje emocionante. Neurociencia en el aula".

One of my favorite approaches to blended learning is the idea of the "flipped classroom". This approach centers on active learning and higher-order thinking within the classroom as opposed to the traditional style of a lecture. In many cases, facilitators in traditional classrooms spend time lecturing to students as opposed to involving students in the conversation. The flipped classroom invites students to preview information and ideas before class in an effort to free time in class for more discussion and critical thinking led by learners. In my graduate program, we used this approach in my class and we had more active learning time to engage in discussion and share ideas and experiences which keeps learners more engaged.

It takes constant effort to stay current with the latest developments in digital learning. Accept the opportunities that technology brings, and keep an eye out for fresh resources and methods to improve your education. Taking part in webinars, workshops, and conferences can also give you a wealth of information about the newest developments in digital learning.

The flipped classroom approach has pros and cons: Pros: 1) Provides flexibility for students. 2) Encourages active learning and engagement. 3) Allows for more personalized instruction. 4) Enhances student-teacher interaction. Cons: 1) Can be challenging for students who struggle with self-directed learning. 2) Requires students to have reliable internet access. 3) Assumes equal access to technology. 4) May lead to unprepared students in class. While the flipped classroom offers advantages, challenges related to technology access and student preparation should be considered.

Blended and hybrid learning is a good way to give students the best of both worlds, and can be a great way to enhance student experiences and encourage student collaboration. I have used hybrid learning in several courses that I teach, and have found that it is a great way to build student community. Students working together face-to-face have developed strong relationships, and establishing opportunities for students to work across both mediums helps to ensure that the student learning experience is centred around shared experiences.

I think the hybrid learning is a perfect way for the people with autism to learn and interact. Unfortunately we don't have this in our country and most people with autism are visual and like to learn from online materials rather than from a physical teacher.

The missing link We have focused too much on the personalised (necessary), but at the cost of the social foundations of learning and what makes us human. This is where EdTech has somewhat missed the point and has lacked insight into ‘how learning happens’ and the fundamental social fabric of education. (COVID showed us this). What an opportunity though. With new interactive potential and generative dialogue, the dynamics of learning and pedagogies need to change and can benefit from new models and modes of augmentation that technology and EdTech can offer. We need to stop looking at how things happen in classrooms now, but how, why and what augmentation of learning and teaching should be enabled with learner-centricity at its core.

We need digital platforms and environments that focus on 1) learning (how students can apply their skills and knowledge) not better “teaching ” aimed at comprehension. 2) creating communities of learners who can learn from each other by sharing solutions and pure feedback. 3) ensuring learning environments are collaborative where you are truly part of a cohort , not an isolated sequence of tasks that must be completed. Environments with those 3 elements foster a more authentic purposeful focus by creating and sharing solutions for an authentic audience ( in or out of school). If our models and platforms are limited to having “right”and “wrong” answers, graded by the instructor, or by the software, we are running the wrong race.

A pandemia veio nos capacitando para a nova realidade do aprendizado e realidade do ensino híbrido; que escancara nossa carente e necessária necessidade de trabalho com o socioemocional; seja por vestígios desta realidade pós pandemia como também como consequência do que se torna a rotina humana e sua falta de tempo e Desvaloriza??o com o que realmente é importante .

One of the biggest things holding the fields of education and training back is the language we use. This article has a lot of great suggestions, but it's not exploring digital LEARNING trends; it's exploring digital EDUCATION or digital TRAINING trends. That's not better or worse, but it is an important distinction. Digital learning should be defined via how people LEARN through digital tools, not how we teach using them.

The integration of technology in education should prompt a reevaluation of existing pedagogies. It's not just about replicating traditional classroom methods digitally, but about innovating and creating new models that enhance both individual and social learning experiences. This could involve blending synchronous and asynchronous learning, encouraging peer-to-peer interactions, and utilizing AI to facilitate group discussions and projects. While personalization remains a key trend in digital learning, there's a growing recognition of the need to balance this with the social aspects of education. EdTech has the potential to evolve and address this balance, leading to more holistic and effective learning experiences.