Abstract—Learning is one of the crucial fields of activity that have benefited from exponential technological development. D-learning has experienced three main generations: E-learning, M-learning and P-learning. Technology alone is not sufficient to create a higher quality of learning. In this sense, we propose to analyze and study two pedagogical approaches: active learning and situated learning. Active learning proposes to make learner at the center of learning and to consider its own knowledge, interpretations and assumptions. The second approach is situated learning which requires the implementation of learning in real contexts. We observed that, despite the advantages of both approaches, their implementation in classical learning is very difficult if not impossible.
Thus, we propose to analyze the opportunities offered by the continuum E, M and P-learning to put into practice its approaches.
Index Terms—D-learning, active learning situated learning, collaboration, engagement, real context.
Najima Daoudi and Rachida Ajoun are with the University of Ecole des Sciences de l’Information ESI, Morocco (e-mail: email@example.com).
Cite:Najima Daoudi and Rachida Ajoun, "Pedagogycenteredon Learner in E, M and P-Learning Continuum: Active and Situated Learning," International Journal of Information and Education Technology vol. 3, no. 3, pp. 358-361, 2013.