Boundary Crossing between Formal and Informal Learning Opportunities: A Pathway for Advancing e-Learning Sustainability
In this article, third generation cultural historical activity theory (CHAT) (Engeström, 2011) will be the means for analyzing tensions and contradictions between formal and informal learning within a MOOC design. This article builds on previous work (Bradshaw, Parchoma & Lock, 2017) wherein cu...
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| Format: | Book |
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The Canadian Network for Innovation in Education (CNIE),
2021-05-01T00:00:00Z.
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| Summary: | In this article, third generation cultural historical activity theory (CHAT) (Engeström, 2011) will be the means for analyzing tensions and contradictions between formal and informal learning within a MOOC design. This article builds on previous work (Bradshaw, Parchoma & Lock, 2017) wherein cultural historical activity theory (CHAT) was used to establish formal and informal learning as activity systems. Formal and informal learning are considered in relation to designing learning for a MOOC environment. Findings from an in situ study specifically examining CHAT elements in the process of design are considered in a movement towards making visible what those tasked with designing courses normally do not see in relation to informal learning. Implications for practice are presented in a CHAT-Informed MOOC design model intended to augment typical approaches to instructional design. The outcome is an argument for CHAT-Informed MOOC design model can intentionally address both formal and informal opportunities for learning. |
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| Item Description: | 10.21432/cjlt28116 1499-6677 1499-6685 |