Index of Readiness for Digital Lifelong Learning
The Centre for European Policy Studies, in partnership with Grow with Google, has just released the study «Index of Readiness for Digital Lifelong Learning – Changing How Europeans Upgrade Their Skills»
CEPS is an independent policy research institute in Brussels. Its mission is to produce sound policy research leading to constructive solutions to the challenges facing Europe. The Index of Readiness for Digital Lifelong Learning (IRDLL) is the result of a collaboration between CEPS (Centre for European Policy Studies) and Grow with Google.
This project was financed by Google, which provided initial app data and assistance in presenting the index results in an attractive and intelligible way. The research was conducted ndependently by CEPS researchers and national experts selected by CEPS. CEPS bears full responsibility for the project methodology and results.
The IRDLL study states that It has become evident that digital learning encompasses how digital technologies are integrated in teaching and learning approaches, within an organisational and institutional context, considering also users’ ability to make the best use of such technologies and embrace change.
Digital learning loosens the boundaries of formal and informal learning and creates a continuum of learning opportunities. It changes where and when one learns – eliminating or at least reducing barriers to accessibility by creating virtual spaces and the possibility to learn at any time. It increases the potential actors from and with whom one learns.
INDEX OF READINESS FOR DIGITAL LIFELONG LEARNING: CHANGING HOW EUROPEANS UPGRADE THEIR SKILLS
Digital learning changes knowledge production, assimilation, and ultimately how one learns. Through enhanced connections, learners can tackle any topic in a much more multidisciplinary manner, more easily synthesising one discipline’s approach to that of another. Connections facilitate continuous learning in interaction with peers and stimulate on demand and micro-learning of specific skills, competences and topics that learners choose more easily and more independently.
Lastly, digital learning changes how to show what one learns. Formal and non-formal institutions can issue digital certificates to validate competences that result from education and training, either online or in-person. Being digitally available, these certificates are more easily shareable and verifiable.
Moreover, digital technologies offer a new means of validation for informal learning. If approached correctly, digital learning can enhance learning in three main dimensions, which can be summarised by explaining how digitalisation can deliver more, cheaper, and better learning.
link to the document: www.ceps.eu/ceps-publications/index-of-readiness-for-digital-lifelong-learning/