Le dépassement des frontières entre les possibilités d'apprentissage formel et informel : Une voie pour faire progresser la durabilité du e-learning
DOI :
https://doi.org/10.21432/cjlt28116Résumé
Dans cet article, la théorie de l'activité historique culturelle de troisième génération (Engeström, 2011) sera le moyen d'analyser les tensions et les contradictions entre l'apprentissage formel et informel au sein d'une conception de MOOC. Cet article s'appuie sur des travaux antérieurs (Bradshaw et al., 2017) dans lesquels la théorie de l'activité historique culturelle a été utilisée pour établir l'apprentissage formel et informel en tant que systèmes d'activités. L'apprentissage formel et informel est considéré en relation avec la conception de l'apprentissage pour un environnement MOOC. Les résultats d'une étude in situ examinant spécifiquement les éléments de la théorie de l'activité historique culturelle dans le processus de conception sont considérés dans un mouvement visant à rendre visible ce que les personnes chargées de concevoir des cours ne voient normalement pas en ce qui concerne l'apprentissage informel. Les implications pour la pratique sont présentées dans un modèle de conception de MOOC informé par la théorie de l'activité historique culturelle destiné à augmenter les approches typiques de la conception pédagogique. Le résultat est un argument en faveur d'un modèle de conception de MOOC informé par la théorie de l'activité historique culturelle qui peut aborder intentionnellement les opportunités d'apprentissage formelles et informelles.
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© Kathlyn Bradshaw, Jennifer Lock 2021
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