Introduction

The evolution of the school in today’s digital society involves formal education and different
types of learning accompanied by pedagogical methods. In addition, the new information and
communication technologies in this society give rise to another form of so-called non-formal
and informal education integrating learning throughout life (Brougière and Bézille, 2007).
Marchand’s work highlights the fact of the differentiated circulation of information with
digital technologies that modifies a number of human functions (Marchand, 20010). We
associate the MyLK platform with this technological device that could bring about behavioral
changes that seem to affect these human functions. This article deals with the contribution of
the Digital Learning Action (DLE) as functionality of the MyLK , by focusing the tips
generated from its interface during a user’s activity, and base on the advice generator of
platform. How can this reflection, which is described as an advisory interface on the platform,
be used in the categorization of the formal process of recognition of informal and non-formal
learning paths? We approach it here by targeting two categorizations that we classify as
hybrids A and B.

1- Recognition process using hybrid categories

As part of this design project for the MyLK platform, we highlighted in our first article the
social and economic issues related to digital uses in the context of non-formal and informal
learning. This is done to a large extent outside the confines of formal education. We discussed
the creation of the open badge system as a complement to the traditional educational tool of
degree-granting (MacArthur, 2013).
The features of the MyLK Digital Learning Action (DLE) do not allow issuing formal system
diplomas. On the other hand they trigger a line of thought to try to articulate the interface of
the platform MyLK with the categories of the process of validation and qualification with regard to skills and the type of journey of users in informal education situation or not formal.
To further communicate path information and skill recognition, we offer a hybrid
representation that organizes the input and output actions on the MyLK communication
interface windows. The information represented accompanies the user by providing indicators
from the interface to personally organize and classify information about his or her own
educational and learning journey. We can proceed in practice by hybridizing metadata into
two categories (or classes A and B).

2- Hybrid class A

This category of class focuses on remote monitoring actions based on activity-driven uses that
define needs and pathways at the individual level.
The information provided at this level can help Europass national coordination centers and
companies.
The use of interface proposes by MyLK can help to describe the different types of learning,
skills and competences that fall within the framework of existing and new European tools
(Europass, EQF, ESCO). For example: description according to one of the 8 levels of the EQF
tool can also incorporates professional experience and actions that can be display or explain
by users through interface under two mains procedures:
a- Descriptions of users experiences and skills in the context of a MOOC with regard to
existing European tools (Europass, EQF, ESCO).
b- Actions related to the example of creativity:
– Describe learning activities in relation to their individual creations of tools (manual work,
digital, software, …).
– Describe the creation of tools exploited and made available to a network, an Enterprise etc.
(Eg video editing tool, development, program, associative activities, family, kitchen, …).
The two tables below present the framework of the possible interface functions (some
simplified examples of integration of its path) for the description.

Capture

Capture2

3- Hybrid class B

This second hybrid class integrates reflection on the validation procedure leading to the
qualification process. For the user, it is a question of first obtaining the information on the
tool generating a global plan of its course. To do this, he must specify in advance at this stage
the description of his needs in terms (future orientation of his apprenticeship, his professional
career, the type of job search, short or long term objectives, …).
The consulting tool will make it possible to use the information provided by the user (for
example by generating an intermediate or provisional opinion) and if possible put him in
touch with advisers. It may also propose one of the Europass national coordination centers according to its geographical location. At this stage, the goal is to trigger the start of the
process of evaluation and validation of informal or non-formal skills. We can define it by
involving national and formal educational structures (eg universities, formal institutional
bodies, etc.). As well as through the EU channel by tool (cdefop) in addition to job search
information. This process is necessary for some types of job sought, an interview or an
exchange in two ways: in physical presence, or online (eg videoconferencing, …) between the
user and the organization according to the plan presentation provided by the interface board. It
could be supplemented by interviews at the EU locality level in addition to the proposals
made to the user via the platform.
Finally, the user must be able to authorize the right of reading and writing on his / her / its
space by the national or international educational structures, the approved national centers and
the companies which seek to recruit.

Conclusion

It is currently recognized that in many industrialized countries in Europe, education systems
do not have the tools of the process of assessing and recognizing skills acquired in informal or
non-formal learning situations. The potential of the new European MyLK platform under
development could help kick-start this process as it provides the opportunity for users to
record and manage the traceability of their learning experiences as highlighted by Werquin
(2008). This possibility of using MyLK in the daily or weekly activities of the user can be
used, for example, to report information making it possible to identify potential knowledge
and skills acquired in a learning situation throughout life. The management of user activity
traces on MyLK is a way that could be used by companies or even recruiters and formal
education structures to establish the level equivalences in terms of validation of learning in an
informal and non-formal setting.

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