Open AccessBoundary Crossing between Formal and Informal Learning Opportunities: A Pathway for Advancing e-Learning Sustainability
Author(s) -
Kathlyn Bradshaw,
Jennifer Lock,
Gale Parchoma
Publication year - 2021
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/cjlt28116
Subject(s) - informal learning , formal learning , informal education , activity theory , computer science , learning design , process (computing) , educational technology , instructional design , relation (database) , sociology , knowledge management , pedagogy , psychology , multimedia , mathematics education , higher education , political science , law , operating system , database
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.