Taking Initiative in Digital Education
In the age of digital technology and AI, taking the initiative is becoming a central issue in learning.
Between the fear of error and the desire for autonomy, it reveals a paradox: digital technology can both restrict and liberate.
Rethinking education means embracing risk and valuing the learner's audacity.
In the world of contemporary training, saturated with interfaces, platforms and algorithms, the question of taking the initiative occupies a paradoxical position.
- Institutional discourse celebrates the learner's autonomy and capacity to "become the actor" of his or her learning;
- Practices often remain constrained, marked out by evaluative frameworks, reference systems and technical systems that leave little room for the unexpected.
Digital technology, which is supposed to liberate, sometimes imprisons.
Author's summary: Initiative in digital education is a paradox.
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