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The study examines CHAT elements in the course design process through an in situ investigation, aiming to make visible what course designers typically do not see regarding informal learning. A CHAT-informed MOOC design model is proposed to intentionally address both formal and informal learning opportunities. Practice implications are presented alongside the argument.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/boundary-crossing-between-formal-and-informal-learning-opportunities-a-pathway-for-advancing-e-learning-sustainability/598231/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/boundary-crossing-between-formal-and-informal-learning-opportunities-a-pathway-for-advancing-e-learning-sustainability/598231.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article analyze formal and informal learning in MOOC design?","Question",{"text":112,"@type":113},"It uses third generation cultural historical activity theory (CHAT) to examine tensions and contradictions between formal and informal learning within a MOOC design context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the in situ study focus on?",{"text":117,"@type":113},"It specifically examines CHAT elements in the process of designing courses, with attention to how informal learning is treated or overlooked.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the purpose of the proposed MOOC design model?",{"text":121,"@type":113},"The model is intended to intentionally address both formal and informal opportunities for learning and to augment typical instructional design approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598231,1792192584,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Volume 46 (3) Fall/Automne 2020  \nBoundary Crossing between Formal and Informal Learning Opportunities: A Pathway for Advancing e-Learning Sustainability  \nLe dépassement des frontières entre les possibilités d'apprentissage formel et informel : Une voie pour faire progresser la durabilité du e-learning  \nKathlyn Bradshaw, Algonquin College Jennifer Lock, University of Calgary  \nGale Parchoma, University of Saskatchewan  \nAbstract  \nIn 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.  \nRésumé  \nDans 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., 20 17) 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  \nCJLT/RCAT Vol. 46 (3)  \nchargées 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  \nthéorie de l'activité historique culturelle qui peut aborder intentionnellement les opportunitésd'apprentissage formelles et informelles.  \nIntroduction  \nThis article builds on previous work (Bradshaw et al., 2017) that used cultural historical activity theory (CHAT) to establish formal and informal learning as activity systems. The current article differs from the earlier one because the focus here is on sustainable e-learning. Teaching with and through educational technologies includes pedagogical approaches that can advance sustainability via responding to social calls for broader access to higher education and for cost reductions. In the process of such approaches, learning contexts are altered. Learning contexts have sometimes been conceptualized as a dualism embedded in “the contrast between informal learning and the explicitly [formal] didactic instructional practices that have emerged in Western schooling”(Bransford et al., 2006, p. 23) .  \nMalcolm, Hodkinson, and Colley (2003) identify informal and formal learning as “essentially different,”(p. 314) yet offer opportunities for “greater combinations”(p. 314) that meet diverse learner needs. Hall (2009) contended that formal and informal learning should be connected to optimize learning, and learning is most effec","cbCair3IUuTl4lKj","https://ap.wps.com/l/cbCair3IUuTl4lKj","pdf",236697,18,"English","# Abstract\n# Introduction\n# Formal and Informal eLearning\n# Sustainability","[{\"question\":\"How does the article analyze formal and informal learning in MOOC design?\",\"answer\":\"It uses third generation cultural historical activity theory (CHAT) to examine tensions and contradictions between formal and informal learning within a MOOC design context.\"},{\"question\":\"What does the in situ study focus on?\",\"answer\":\"It specifically examines CHAT elements in the process of designing courses, with attention to how informal learning is treated or overlooked.\"},{\"question\":\"What is the purpose of the proposed MOOC design model?\",\"answer\":\"The model is intended to intentionally address both formal and informal opportunities for learning and to augment typical instructional design approaches.\"}]","Boundary Crossing between Formal and Informal Learning Opportunities - A Pathway for Advancing e-Learning Sustainability | PDF",1792086535,45]