Aspects Of Digital Learning Technologies

Far out semi-mechanistic stuff!

We have been asked to comment on the idea that digital learning technologies allow for both what are known as 'ubiquitous learning' and 'individualized learning.'

Ubiquitous learning has several related meanings; it can refer to the learning the occurs in a circumstance where learning is 'built into' the environment itself (where the situations, objects and interactions which occur there are or tend to be productive of the learning). In cases like these a kind of osmosis can occur; the learning may 'seep in' via the environment on a level that is not always directly conscious.

Ubiquitous learning can also refer to the 'anytime, any place' accessibility model of learning where the learning materials can still be accessed under or despite a wide variety of circumstances on the part of the learner.

On Ubiquitous Learning's website ( http://ubi-learn.com/ ) it is stated that "ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media." It is interesting that they separate the paradigm itself from some of the resources which facilitate it.

Digital learning technologies could in the case of either of the definitions above be said to have strong potential relevance. D.L.T. can assume many - potentially unlimited, in fact - forms: visual, auditory or multimedia learning materials broadcast or projected outwardly (via video and audio setups) or accessed through a great variety of devices (desktop computers, laptops, tablets, phones and other mobile devices.

D.L.T. allows the user or participant the ability to access learning materials or opportunities within an environment structured for that purpose or from any number of remote locations, as we find in the case of what is simply called 'm (mobile) learning.' So whether sipping a martini on the beachfront or surrounded by all kinds of environmental learning paraphernalia, D.L.T. has strong relevance on the ubiquitous learning scene.

Applications Of  D.L.T. To Individualized Learning

An individual learning system has been described as "a highly flexible system of multiple materials and procedures, in which the student is given substantial responsibility for planning and carrying out his own organized program of studies, with the assistance of his teachers, and in which his progress is solely determined solely interms of those plans" (Baker, Goldberg, 1970).


Individualized learning means learning the delivery of which can allow for the individual differences of given learners (as opposed to 'mass instruction' in which the materials are delivered in the same format to all the learners). D.L.T. can be very productively used to offer the individual learner a variety of 'approaches' or forms through which to access the information. Materials can be presented, say, as: an instructive video; an audio series, perhaps with a PDF or other text transcript; as text only, in the form of a blog, newsletter series or e-book, and so on (and on).

Better still, since digital media can often be accessed and re-accessed at the learner's own pace (videos and audios, for example, can usually be stopped, rewound or fast forwarded at will, etc) individuals are able to encounter and absorb information in a flexible manner.

Additionally, individualized learning preferences and opportunities are catered to by the sheer variety of devices through which, often very conveniently, the learner can access the information he or she seeks.

Until next time!

References:
Association for Supervision and Curriculum Development. (1970). The Individualized Learning System. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197005_baker.pdf