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A revolution is a planned and conscious phenomenon for change.
The present learning revolution is a full gig upheaval burgeoning with new breed of technologies used as means to education.
As Descartes opines through his famous dictum: ‘I think therefore I am’; thus, any vital project starts with a consciousness arousal around its worth.
The gig revolution is a technological lever for educational conversion; interweaving essential dynamics, triggering a synergetic relationship between forces at work.
Therefore, the digital learning upheaval is a potential for networking, extemporal collaboration to creativity in order for humanity to overcome the evolutionary challenge.
Most to the point, the revolution is a ludic one with its innovative thinking, training and digital learning options tremendously impacting on education.
Solemnity is no longer essential to knowledge acquisition.
The invasion of gamification with ludic strategies infuses training and professional environments where people learn while playing.
The digital ludic environment harbors the potential to engage us into an educational odyssey portending happiness, creativity and cognitive development.
Rawlings and Salimata T.
Rawlings both Professeurs agrégés are keen on sociological and educational research as a way towards a better future.
They aim to foster excellence in the educational field.
Their research into the technological ludic revolution stands as a breakthrough for change in education.
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