The COVID-19 pandemic has drastically changed the lives of people all over the world. In particular, an unprecedented educational crisis has occurred due to the circumstances of physical distancing and remote learning. This article focuses specifically on the meaningful learning experiences in the everyday lives of adolescents during the pandemic. 72 meaningful learning experiences were identified from 11 participants who recorded their specific learning experiences for a week by a means of a journal recorded by themselves. A content analysis was undertaken in order to identify the ecology (what, how, where, and who with) of the different learning experiences. The results show a prevalence of personal and conceptual learning, a presence of both formal and specifically informal, everyday activities among the meaningful learning experiences detected, the importance of peers, teacher and “learning experiences while alone,” and the use of digital technologies as learning resources; they also reveal the assistance of others in the learning process. The main contribution of this study illustrates how students in everyday life during pandemics are involved in a whole range of different activities both at school and at home.

En este artículo se describe e ilustra la personalización educativa entendida como un conjunto diverso de recursos, estrategias y actua­ciones encaminadas a facilitar que los aprendices otorguen sentido y valor personal a los aprendizajes. Se proponen y consideran seis principios o elementos de la personalización así entendida, a saber: iniciar con el reconocimiento de las identidades de los aprendices, estimular procesos de reflexión, fomentar la agencia del aprendiz, promover trayectorias de aprendizaje, establecer procesos de vincu­lación-conexión múltiple o bimodal y facilitar mecanismos y procesos de acompañamiento socio-educativo. Tras una descripción de los mismos, se ilustran a través del proyecto “¡Cápsulas! Itinerarios de aprendizaje” llevado a cabo en un instituto de secundaria de titula­ridad pública en el tercer semestre del curso académico 2019-2020, coincidiendo en el período de confinamiento debido a la pandemia Covid-19. Se concluye considerando lo que nos parecen tres retos, también oportunidades, de la enseñanza remota o educación virtual.

Within the framework of theoretical developments in so-called participatory culture and the context of funds of identity, incorporated within what is known as the funds of knowledge approach, an innovative teaching methodology is implemented that allows students to actively participate in knowledge construction. The project translates into a proposal for educational contextualization and personalization, based on the students’ funds of identity; that is, those resources (people, artifacts, places, activities, institutions) they consider to be most relevant and significant to defining themselves. Once these have been identified through identity artifacts, such as collages or self-drawings, students link some of these funds of identity to curricular content of the subject and produce a video that shows the results of this academic work. The final product is shared on a YouTube channel containing the videos of all of the students in the class. The phases of the project are described and illustrated. We argue that the proposed teaching and learning project, which is cross-disciplinary in nature, allows for principles such as educational contextualization, funds of identity and participatory culture to be incorporated into what we call here the funds of identity 2.0 approach, putting it into educational practice.

The objective of this article is to describe and illustrate the “Universities 360 project”, which has the purpose of identifying, developing and evaluating experiences in higher education that involve close collaboration with the environment. The alliance and vision of "Education 360 - full-time education" stands as a hermeneutical framework of the proposal regarding the principles of learning throughout life, as well as the need to articulate social, educational and community agents across time and settings to promote sense learning with high both personal and social values. In particular, twelve experiences are illustrated that involve the implementation of different strategies (co-teaching, co-design, service-learning, challenge-based learning) aimed at contextualizing educational practice. This proposal is discussed in the framework of recent UNESCO reports around the consideration of education as a global public and common good, in addition to the need to establish new consensus and social agreements in education. El objetivo de este artículo consiste en describir e ilustrar el proyecto Universidades 360 que tiene el propósito de identificar, desarrollar y evaluar experiencias en educación superior que supongan un estrecho trabajo de colaboración con el entorno. La alianza y visión “Educació 360 - educació a temps complet” se erige como marco hermenéutico de la propuesta a propósito de los principios de aprendizaje a lo largo y ancho de la vida, así como la necesidad de articular tiempos, espacios y actores sociales, educativos y comunitarios con el fin de fomentar aprendizajes con sentido y valor tanto personal como social. Se ilustran, en particular, doce experiencias que suponen la implementación de distintas estrategias (codocencia, codiseño, aprendizaje servicio, aprendizaje basado en retos) encaminadas a contextualizar la práctica educativa. Se discute dicha propuesta en el marco de los recientes informes de la UNESCO alrededor de la consideración de la educación como un bien público y común planetario, además de la necesidad de establecer nuevos consensos y acuerdos sociales en educación.

Within the framework of theoretical developments in so-called participatory culture and 12 the context of funds of identity, incorporated within what is known as the funds of knowledge approach, 13 an innovative teaching methodology is implemented that allows students to actively participate in 14 knowledge construction. The project translates into a proposal for educational contextualization and 15 personalization based on the students' funds of identity, that is, those resources (people, artifacts, 16 places, activities, institutions) they consider to be most relevant and significant to define themselves. 17Once these have been identified through identity artifacts, such as collages or self-drawings, 18 students link some of these funds of identity to curricular content of the subject and produce a video 19 that shows the results of this academic work. The final product is shared on a YouTube channel 20 containing the videos of all of the students in the class. The phases of the project are described and 21 illustrated. We argue that the proposed teaching and learning project, which is cross-disciplinary in 22 nature, allows for principles such as educational contextualization, funds of identity, and 23 participatory culture to be incorporated into what we call here the funds of identity 2.0 approach, 24 putting it into educational practice.25 Keywords: funds of identity; funds of knowledge; digital media; contextualization; personalized 26 learning; participatory culture; culturally sustaining pedagogy 27 28 1. Introduction 29 In recent decades, digital media have facilitated the emergence of new ways of creating, sharing 30 and organizing knowledge, often unknown and ignored by schools and the formal contexts of 31 teaching and learning [1-6]. Many of these revolve around popular youth culture and take the form of 32 affiliations in online communities such as Facebook, expressions such as creating videos, multimodal 33 and transmedial forms of writing, collaborative problem-solving to complete tasks-including certain 34 collaborative video games-or developing new shared knowledge such as Wikipedia, as well as the 35 dissemination of content in a blog, etc. [7-12]. 36Even if from a Vygotskian perspective we can consider that we are the product of the products we 37 produce [13] (p. 13), what seems to be more relevant with regard to digital devices is not their 38 incorporation into school practice nor the processes known as E-learning (learning through the use of 39 digital devices), but rather their general impact on the transformation of society and the human mind 40 [14]. In particular, the qualitative consequences they have in shaping new learning ecologies [1,15, 41 Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 15 16]; that is, new practices linked to teaching and learning processes (knowledge creation, 42 dissemination and appropriation). In relation to this, the term participatory culture refers to new ways 43 in which the "cultural product" or media and the "consumer" or user relate to...