The digital revolution has resulted in the destruction of many of our traditional ways of working and learning. This is happening both in and inside the classroom. It is evident that a new learning paradigm must be developed. How do we achieve this? It’s not just about creating digital infrastructure to support learning but it will also be necessary to tackle the fundamental issues of what education and learning is for in the near future.

This article explores ways to make learning a part of our lives in the digital age, drawing upon the contributions of teachers and researchers from around the globe. It is written for learners (including parents and students) educators, curriculum designers tech experts as well as researchers in the field of learning sciences, and the decision-makers.

While there are many different opinions about what digital-age learning should look like, there’s an overwhelming consensus that we need to encourage the co-evolution of learning and the latest technologies for communication. This should include exploring new possibilities for completely different concepts of education as well as for the establishment of innovative ways of teaching that are supported by the latest communication technologies.

One of the major challenges is that the current use of the latest information technologies for learning remain a kind of « gift wrapping » (Fischer 1998). These technologies are used as a complement to existing frameworks like instructionism fixed curriculum, memorization and decontextualized learning. Many comparative studies employ an environment that is a face-to-face baseline. This limits the study to specific tasks and functions that can only be obtained digitally.

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