Skip main navigation

Digital learning: bringing it all together

In this video, Dr Chie Adachi discusses some of the key takeaways that you learned about in this course.
CHIE ADACHI: Congratulations on working through this course. We’ve really enjoyed working with you over the past two weeks. Your perspectives and stories have certainly enriched, challenged, and extended our understanding of digital learning as a networked practice. We started the course by meeting Susanna, Jorge, and Mei, to start thinking about digital learning through the lens of digital learners. What we discovered was that as the world becomes more digitalized and connected, the needs of our learners are evolving, too. So while the digital offers numerous opportunities, it also presents challenges for learners, and educators, professionals alike. We also saw that digital learning is not just about digital tools, but also the connections and networks that lead to learning.
This week, we built on these ideas by looking at the role of design– learning design, design thinking, and service design– which all contribute to providing holistic learning experiences. This included thinking about the teams of educators and practitioners who work together to design and create premium online learning. Even though the course is coming to an end, this is certainly not the end of your journey as a digital learning practitioner. With the professional practice plan you produced, shared, and hopefully received some constructive feedback on, you now have a roadmap for the future ahead of you. Keep in mind that, unless your plan is actioned, it’s only a piece of digital paper.
So I encourage you to put what you’ve learned into practice as soon and often as you can. Beyond this plan, though, what can you do to ensure you keep learning and developing? One approach is to involve others. Yet again, we encounter the notion of social and collaborative learning. Find your critical friends and trusted colleagues who can help challenge, develop, and transform you. None of us can do this alone. You might have already found connections and started to establish new networks from this course. It’s been truly fantastic having you here. I wish you, fellow transformative practitioners, all the very best with your future endeavours in digital learning.

We’ve come so far learning about digital learning as a community. Let’s bring it all together.

The big question we set out to answer at the beginning of this course was: ‘How can we transform the future practice of digital learning?’

By now, each of you should have come up with a very personal answer to this question that you also captured in your professional practice plan.

Hopefully the frameworks and examples we’ve worked through in this course have challenged and extended your thinking.

What we covered this week

This week, we started with looking at the concept of ‘design’ in digital education (such as design thinking and service design) as a way of approaching digital learning practices in a holistic way.

We then looked at how diverse digital learning practitioners make the services possible by crossing boundaries and doing complex knowledge work.

Finally, we then honed into transformative practices around digital learning by looking at some of the frameworks and standards available to evaluate and bring about innovation and transformation.

Final takeaways

In transforming our practices, my key takeaways from the research presented in this course are:

  • Both learners and practitioners around digital learning are increasingly becoming diverse and complex, eg their motivations and needs for digital learning.
  • What makes digital learning possible are the connections through networks that bring new opportunities for learning (eg mobile, social and life-long learning); it’s not simply about digital tools.
  • The concept of design is critical both as a way of working with empathy for others (ie learners and practitioners) to create learning experiences and iterating learning and teaching processes and products for continuous improvements.
  • In digital learning where numerous connections are possible for meaning-making (informally and formally), an educator ought to work as a curator and designer rather than dictator of learning.
  • Working with inter-disciplinary teams made up of diverse expertise can transform digital learning practices and apply life-long learning skills to continuous professional learning.
  • Evaluating and benchmarking (innovative) digital learning initiatives are a crucial part of our practice in assuring the quality of digital learning as an emerging field of inquiry.

Your task

Watch the video from Chie to find out more about the key ideas and principles that we’ve covered in this course.

In the comments, share and discuss your own key takeaways. What is the most important message you’ll take away from this course and apply into your context?

This article is from the free online

Transforming Digital Learning: Learning Design Meets Service Design

Created by
FutureLearn - Learning For Life

Our purpose is to transform access to education.

We offer a diverse selection of courses from leading universities and cultural institutions from around the world. These are delivered one step at a time, and are accessible on mobile, tablet and desktop, so you can fit learning around your life.

We believe learning should be an enjoyable, social experience, so our courses offer the opportunity to discuss what you’re learning with others as you go, helping you make fresh discoveries and form new ideas.
You can unlock new opportunities with unlimited access to hundreds of online short courses for a year by subscribing to our Unlimited package. Build your knowledge with top universities and organisations.

Learn more about how FutureLearn is transforming access to education