Valorization of Non-Formal Learning Situations Using IMS-LD Specification

Authors

  • Aminata Wague Université Iba Der Thiam de Thiès
  • Mamadou Bousso Université Iba Der Thiam de Thiès
  • Laurence Capus Université Laval

DOI:

https://doi.org/10.33423/jhetp.v21i3.4149

Keywords:

higher education, formal learning situation, non-formal learning situation, autonomy, digital and social media, formalization, IMS-LD specification

Abstract

In recent years, innovative technologies that are not exclusively intended for learning have appeared and have been very well assimilated by learners who use them for a learning objective in a non-formal setting. Thus, learning is no longer limited to the LMS (Learning Management Systems) used in a formal setting but extends to various digital applications. However, the design of devices instrumented by technologies in an educational context focuses on formal learning situations describing how the learner should learn to the detriment of those that showing how the learner actually learns. Because of this, the current LMS do not fit the autonomy of the main actor in learning and therefore do not promote his/her motivation. In order to promote these different learning situations jointly, we formalize non-formal learning situations by developing their conceptual model in this paper.

Downloads

Published

2021-06-02

How to Cite

Wague, A. ., Bousso , M. ., & Capus , L. . (2021). Valorization of Non-Formal Learning Situations Using IMS-LD Specification . Journal of Higher Education Theory and Practice, 21(3). https://doi.org/10.33423/jhetp.v21i3.4149

Issue

Section

Articles