Version 1
: Received: 3 November 2023 / Approved: 6 November 2023 / Online: 6 November 2023 (18:02:17 CET)
How to cite:
González-Patiño, J.; Esteban-Guitart, M. Changing to Personalized Education at the University: Study Case of a Connected Learning Experience. Preprints2023, 2023110378. https://doi.org/10.20944/preprints202311.0378.v1
González-Patiño, J.; Esteban-Guitart, M. Changing to Personalized Education at the University: Study Case of a Connected Learning Experience. Preprints 2023, 2023110378. https://doi.org/10.20944/preprints202311.0378.v1
González-Patiño, J.; Esteban-Guitart, M. Changing to Personalized Education at the University: Study Case of a Connected Learning Experience. Preprints2023, 2023110378. https://doi.org/10.20944/preprints202311.0378.v1
APA Style
González-Patiño, J., & Esteban-Guitart, M. (2023). Changing to Personalized Education at the University: Study Case of a Connected Learning Experience. Preprints. https://doi.org/10.20944/preprints202311.0378.v1
Chicago/Turabian Style
González-Patiño, J. and Moisès Esteban-Guitart. 2023 "Changing to Personalized Education at the University: Study Case of a Connected Learning Experience" Preprints. https://doi.org/10.20944/preprints202311.0378.v1
Abstract
This paper examines the learning experience of an inter-faculty higher education course conducted in an expanded remote format, using digital space as facilitator. The study focuses on the implementation of personalized education, a pedagogical approach that emphasizes the diversification of resources, strategies, and actions to empower learners in assigning personal value and meaning to their learning journey. By presenting an action research project, this study highlights the pivotal role of personalized education in guiding the course design. To foster an engaging learning environment, the course incorporated open activities and leveraged tools and platforms of the social web. Through these means, the participants, forming a community of practice, were able to collaboratively generate knowledge before, during, and after synchronous sessions. Furthermore, the participants effectively disseminated this knowledge through networks and engaged in discussions with external stakeholders. The study underscores how personalized education facilitates situated and meaningful learning by fostering expanded, flexible, and distributed experiences. These experiences revolve around a transmedia narrative that seamlessly integrates digital culture into learning opportunities and processes, effectively naturalizing its presence. The results highlight the value of personalized education approaches in adapting to the complexities of the digital age and establishing meaningful learning experiences for students.
Keywords
Higher education; connected learning; personalized education; digital media y learning; community of practice; learning pathways; digital culture
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
