The analysis of the connections between learning in personalization proposals: a case study.

Abstract

Proposals for the personalisation of learning aim to combat the progressive loss of meaning in learning and school activities. In this paper we analyse what and how the strategy of fostering connections between learning that students carry out inside and outside the classroom is produced in an educational project in the field of social sciences in a personalising secondary school. We present a case study that includes the analysis of interactivity and teachers' discursive strategies for fostering connections during the 5-week duration of a final year ESO project on Nazism.  The results identify up to 8 types of connections between learning, as well as at which moments of the project they occur. It also presents 4 didactic strategies through which the teacher promotes the establishment of connections between learning that students carry out inside and outside the school during the project. The conclusions indicate that reflection is presented as the main educational strategy to (re)signify school educational experiences and their connection with other learning carried out by students outside the school. Specific recommendations are put forward for teachers who want to work from a perspective of personalisation of learning to promote connections between student learning that takes place at different times and in different contexts.