{"title":"Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution","authors":"C. Looi","doi":"10.1108/ijilt-06-2022-0130","DOIUrl":null,"url":null,"abstract":"PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Information and Learning Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijilt-06-2022-0130","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 1
Abstract
PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.
期刊介绍:
International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.