The research project explores how to incorporate teaching and learning culture’s features in elearning design. In this paper, we present the Interconnected Model for Informal and Formal eLearning Transactions (IFeLTs) and portray the emerging relationship between teaching space and learning territories. The distinction between the interactivity of the environment - as technology attributes - and interaction - as emergent social phenomena - permits an analysis that highlights the learner’s role in determining the cultural features of the learning environment. The study underlines significant change in the relationship between learners and their learning environments and shows how they are guiding the development of the educational resources. The paper discuss about the importance of representing and expressing teachers’ conception of teaching and learners’ emergent culture of learning, when we design according to elearning paradigm. The framework represented by the conceptual model is used to express some recommendations for the elearning environment design process. Referring to the IFeLTs model, we intend to exposes the main challenges facing teacher education programs with the informal learning becoming the new driven dynamic in designing learning environments.
|Keywords:||e-Learning, e-Learning Paradigm, Design Constraints, Learning Territories, Learning Space, Formal Learning, Informal Learning, e-Learning Transactions, Teacher Education Programs|
Associate researcher, Center for Interuniversity Research on Telelearning Applications, Montreal, Quebec, Canada
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