This paper interprets of formal and informal learning in MOOCs using Activity Theory-based models and argues that "contradictions that could lead to the emergence of a new activity system to reconcile formal and informal learning 'cultural historical activity theory' (CHAT) elements." These elements could be said to be a boundary-crossing bridge between the formal and informal aspects of the MOOC. For example, "when a mediating artefact, such as a LMS,is not helpful as a communication tool among a community of learners," we could predict the emergence of an intermediary activity system, and if the "contradiction become unmanageable, tensions could escalate to a point where learners abandon the LMS altogether." We've seen that sort of behavior in the past were people working with Coursera or Udacity MOOCs developed their own learning community to make up for the lack of any such activity in the platform. I think the paper could be more clearly written, and it's not obvious what couching the discussion in Activity Theory buys us, but it's still worth a look.
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