• DocumentCode
    2103786
  • Title

    The Learning Model S2P: A formal and a personal dimension

  • Author

    Bahji, Salah Eddine ; Lefdaoui, Youssef ; El Alami, Jamila

  • Author_Institution
    High Sch. of Technol.-Sale, Univ. Mohammed V-Agdal, Rabat, Morocco
  • fYear
    2012
  • fDate
    2-4 Dec. 2012
  • Firstpage
    7
  • Lastpage
    12
  • Abstract
    The S2P Learning Model was originally designed to try to understand the Game-based Learning, seen as a learning approach. He subsequently was developed to translate a conceptual framework for understanding any formal learning initiative. This model is essentially based on three complementary layers namely: Formal Learning Strategy, Learning Platform, and Learning Process. Knowing that the S2P Learning Model has focused previously on the formal dimension of learning, and knowing that this process of appropriation of knowledge includes a dominant individual dimension, it would be crucial to integrate it in this model of understanding, in order to consider both formal and personal dimensions in any educational initiative. Especially since the individual dimension is strongly present in academia, where students are becoming more independent, autonomous and demanding, this article focuses mainly on the incorporation of the individual dimension in the S2P Learning Model. Aiming to exploit optimally the two dimensions (formal and personal) to catalyze and foster the learning process.
  • Keywords
    computer aided instruction; computer games; S2P learning model; complementary layers; conceptual framework; educational initiative; formal dimension; formal learning initiative; game-based learning; learning platform; learning process; personal dimensions; Context; Electronic learning; Electronic mail; Next generation networking; Transforms; Videos; Dimensions of learning; Learning model; S2P Model;
  • fLanguage
    English
  • Publisher
    ieee
  • Conference_Titel
    Next Generation Networks and Services (NGNS), 2012
  • Conference_Location
    Faro
  • Print_ISBN
    978-1-4799-2168-3
  • Type

    conf

  • DOI
    10.1109/NGNS.2012.6656067
  • Filename
    6656067