Literaturnachweis - Detailanzeige
| Autor/inn/en | Bradshaw, Kathlyn; Lock, Jennifer; Parchoma, Gale |
|---|---|
| Titel | Boundary Crossing Between Formal and Informal Learning Opportunities: A Pathway for Advancing e-Learning Sustainability |
| Quelle | In: Canadian Journal of Learning and Technology, 46 (2020) 3, (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1499-6677 |
| Schlagwörter | Informal Education; Online Courses; Educational Opportunities; Sustainability; Instructional Design; Foreign Countries; United States; Canada |
| Abstract | 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 et al., 2017) wherein 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 that can intentionally address both formal and informal opportunities for learning. (As Provided). |
| Anmerkungen | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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