Policies that adopt digital learning in the absence of this focus could take us horribly awry.
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The first trend we think of as being in the category of digital learning.
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The introduction of Hwb follows the creation of a National Digital Learning Council last year.
Competency-based, digital learning executed well is tailor made for the purpose of intrinsically motivating all students.
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The laptops were originally purchased for a Welsh government digital learning project called ILearn Wales.
Digital learning coupled with mastery-based learning is likely necessary to solve the problem at scale.
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In a world where digital learning becomes the platform for our education system, however, this whole notion should turn around.
Implementing digital learning within a competency-based learning system where a student keeps working on a concept until she masters it is key.
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My single best idea for reforming K-12 education is to transform the system into a competency-based system powered by digital learning.
Former Governors Jeb Bush and Bob Wise have recognized this and launched Digital Learning Now to create a realistic solution.
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And we need faster research that takes advantage of the massive amounts of data we can generate about education through digital learning.
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The third trend spans both digital learning, and project-based and personalized learning.
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On the other hand, several digital learning companies report to me that the budget crises seem to have driven an up-tick in their businesses.
Those benefits from scale will likely be even more pronounced in the world of digital learning, as digital learning platforms can scale in unprecedented ways.
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This is why focusing on quality at the level of each individual child and tying funding to that, as the Digital Learning Council recommends is so vital.
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The country needs a culture based on empowering parents with an abundance of choices and a deep understanding of the transformative power of digital learning.
The critical thing is to fashion a student-centric system powered by digital learning that allows each child to realize his or her fullest human potential.
Furthermore, there should be massive network effects in digital learning, where the more people use a platform, the better and more useful that platform will become.
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NIACE's research into digital learning has been able to inform the way that we have devised and delivered national programmes of staff training and organisation-wide application of technology.
And to transition successfully to a student-centric system powered by digital learning, those teachers will need to be contributing in more meaningful and rewarding ways than ever before.
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In an age where the arts, athletics, and other so-called extracurricular activities are increasingly on the chopping block in public schools, digital learning ought to change the equation.
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The digital learning system operates in 11 secondary schools across Torfaen and Monmouthshire, allowing pupils aged 14-16, parents and teachers to access lessons, coursework and classroom materials online.
As digital learning improves and becomes more adaptive, this ability to assist each individual student in finding and working on the right learning experience for her will improve.
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Digital learning should similarly be a game changer for teachers.
Digital learning for the K through 12 market has opened up a world of potential, vastly expanding our chances of truly democratizing access to quality instruction and learning opportunities worldwide.
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In many ways, an online learning mandate appears to be yet another input-based requirement in a system already overburdened with mandates and in conflict with the very spirit of digital learning.
As the United States attempts to march forward toward a student-centric education system powered by digital learning, creating geographic barriers to confine a medium the Internet that inherently knows none, is absurd.
In the future of education, digital learning should be the platform that facilitates each student having a customized learning experience for her distinct learning needs whether that experience is online or offline.
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By focusing on the wrong part of the story, it may set back our opportunity to leverage the rise of digital learning to transform our system into the student-centric one that each student deserves.
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Digital learning, I argue, provides the platform to do this at scale, but in many cases, students may learn better offline, and a system powered by digital learning should be able to accommodate that.
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