As Covid-19 continues to spread, the world has gone digital on an unprecedented scale. Tens of thousands of employees are working from home, and huge conferences, like the Google I\/O and Apple WWDC software extravaganzas, plan to experiment with digital events.<\/p>\n\n\n\n
Universities too are sending students home. This might have meant an extended break from school not too long ago. But no more. As lecture halls go empty, an experiment into digital learning at scale is ramping up. In the US alone, over 100 universities<\/a>, from Harvard to Duke, are offering online classes to students to keep the semester going.<\/p>\n\n\n\n While digital learning<\/a> has been improving for some time, Covid-19 may not only tip us further into a more digitally connected reality, but also help us better appreciate its benefits. This is important because historically, digital learning has been viewed as inferior to traditional learning. But that may be changing.<\/p>\n\n\n\n We often think about digital technologies as ways to reach people without access to traditional services\u2014online learning for children who don\u2019t have schools nearby or telemedicine for patients with no access to doctors. And while these solutions have helped millions of people, they\u2019re often viewed as \u201csecond best\u201d and \u201cbetter than nothing.\u201d Even in more resource-rich environments, there\u2019s an assumption one should pay more to attend an event in person\u2014a concert, a football game, an exercise class\u2014while digital equivalents are extremely cheap or free. Why is this? And is the situation about to change?<\/p>\n\n\n\n Take the case of Dr. Sanjeev Arora, a professor of medicine at the University of New Mexico. Arora started Project Echo<\/a> because he was frustrated by how many late-stage cases of hepatitis C he encountered in rural New Mexico. He realized that if he had reached patients sooner, he could have prevented needless deaths. The solution? Digital learning for local health workers.<\/p>\n\n\n\n Project Echo connects rural healthcare practitioners to specialists at top health centers by video. The approach is collaborative: Specialists share best practices and work through cases with participants to apply them in the real world and learn from edge cases. Added to expert presentations, there are lots of opportunities to ask questions and interact with specialists.<\/p>\n\n\n\n The method forms a digital loop of learning, practice, assessment, and adjustment.<\/p>\n\n\n\n Since 2003, Project Echo has scaled to 800 locations in 39 countries<\/a> and trained over 90,000 healthcare providers. Most notably, a study in The New England Journal of Medicine<\/em><\/a> found that the outcomes of hepatitis C treatment given by Project Echo trained healthcare workers in rural and underserved areas were similar to outcomes at university medical centers. That is, digital learning in this context was equivalent to high quality in-person learning.<\/p>\n\n\n\n If that is possible today, with simple tools, will they surpass traditional medical centers and schools in the future? Can digital learning more generally follow suit and have the same success? Perhaps. Going digital brings its own special toolset to the table too.<\/p>\n\n\n\n If you\u2019re training people online, you can record the session to better understand their engagement levels\u2014or even add artificial intelligence to analyze it in real time. Ahura AI<\/a>, for example, founded by Bryan Talebi<\/a>, aims to upskill workers through online training. Early study of their method suggests they can significantly speed up learning<\/a> by analyzing users\u2019 real-time emotions\u2014like frustration or distraction\u2014and adjusting the lesson plan or difficulty on the fly.<\/p>\n\n\n\n Other benefits of digital learning include the near-instantaneous download of course materials\u2014rather than printing and shipping books\u2014and being able to more easily report grades and other results, a requirement for many schools and social services organizations. And of course, as other digitized industries show, digital learning can grow and scale further at much lower costs.<\/p>\n\n\n\n To that last point, 360ed<\/a>, a digital learning startup founded in 2016 by Hla Hla Win<\/a>, now serves millions of children in Myanmar with augmented reality lesson plans. And Global Startup Ecosystem<\/a>, founded by Christine Souffrant Ntim<\/a> and Einstein Kofi Ntim<\/a> in 2015, is the world\u2019s first and largest digital accelerator program. Their entirely online programs support over 1,000 companies in 90 countries. It\u2019s astonishing how fast both of these organizations have grown.<\/p>\n\n\n\n Notably, both examples include offline experiences too. Many of the 360ed lesson plans come with paper flashcards children use with their smartphones because the online-offline interaction improves learning. The Global Startup Ecosystem also hosts about 10 additional in-person tech summits around the world on various topics through a related initiative.<\/p>\n\n\n\n Looking further ahead, probably the most important benefit of online learning will be its potential to integrate with other digital systems in the workplace.<\/p>\n\n\n\n Imagine a medical center that has perfect information about every patient and treatment in real time and that this information is (anonymously and privately) centralized, analyzed, and shared with medical centers, research labs, pharmaceutical companies, clinical trials, policy makers, and medical students around the world. Just as self-driving cars can learn to drive better by having access to the experiences of other self-driving cars, so too can any group working to solve complex, time-sensitive challenges learn from and build on each other\u2019s experiences.<\/p>\n\n\n\n While in the long term the world will likely end up combining the best aspects of traditional and digital learning, it\u2019s important in the near term to be more aware of the assumptions we make about digital technologies. Some of the most pioneering work in education, healthcare, and other industries may not be highly visible right now because it is in a virtual setting. Most people are unaware, for example, that the busiest emergency room in rural America<\/a> is already virtual.<\/p>\n\n\n\n Once they start converging with other digital technologies, these innovations will likely become the mainstream system for all of us. Which raises more questions: What is the best business model for these virtual services? If they start delivering better healthcare and educational outcomes than traditional institutions, should they charge more? Hopefully, we will see an even bigger shift occurring, in which technology allows us to provide high quality education, healthcare, and other services to everyone at more affordable prices than today.<\/p>\n\n\n\n These are some of the topics we can consider as Covid-19 forces us into uncharted territory.<\/p>\n\n\n\n Image Credit:\u00a0Andras<\/a> Vas<\/a>\u00a0\/\u00a0Unsplash<\/a><\/em><\/p>\n\n\n\n Author:<\/strong> At Singularity University, Darlene focuses on helping people understand how exponential technologies are creating abundance in the glob…\u00a0Learn More<\/a><\/p>\n\n\n\n Original Article<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" As Covid-19 continues to spread, the world has gone digital on an unprecedented scale. 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The Benefits of Digital<\/strong><\/h3>\n\n\n\n
Why This Matters<\/strong><\/h3>\n\n\n\n
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DARLENE DAMM<\/a>Darlene Damm is faculty chair and head of social impact at Singularity University. She has spent nearly two decades working on moonshots and initiatives designed to solve our world\u2019s toughest social problems and empower people to create abundant futures.<\/p>\n\n\n\nIs Digital Learning Still Second Best?<\/a><\/blockquote>