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Learning and working in the digital age: Advancing opportunities and identifying the risks
The rapid expansion of new technologies into every sector has contributed to the proliferation of alternative models of education, learning, and skill signaling in global labor markets. From digital badges to bootcamps to learning and employment records (LERs), a wide range of public, private, and nonprofit initiatives and platforms have emerged to address ongoing demand for education and skills among employers and workers alike. Within the next five years, 50 percent of all employees will need reskilling and 40 percent of core skills are expected to change (World Economic Forum, 2020).
Beyond simply moving existing courses and curricula into an online environment, the latest wave of educational innovation represents a more fundamental shift in how education and skills data are gathered, stored, taught, verified, accessed, and signaled in the labor market (Figure 1). Some observers refer to this shift as “Education 3.0,” (Borden, 2015) and others refer to it as “The Internet of Education” (Learning Economy Foundation, 2020).
Beyond simply moving existing courses and curricula into an online environment, the latest wave of educational innovation represents a more fundamental shift in how education and skills data are gathered, stored, taught, verified, accessed, and signaled in the labor market (Figure 1). Some observers refer to this shift as “Education 3.0,” (Borden, 2015) and others refer to it as “The Internet of Education” (Learning Economy Foundation, 2020).
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