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.

This study aims to determine how the impact of the COVID pandemic on the education system so that it changes learning patterns in daily life in the form of online and modular learning. How the attitude of parents in dealing with changes in educational normality faced by children as students is the focus of this research. In this study, parents were considered as an integral part of this survey due to their direct contact with learners. The results showed that the variables affected a parent's ability to actively participate in their child's education during the pandemic. The variables were influenced by (1) the parental role construction which is shaped by the beliefs, perception, and experiences of the parent; (2) the socioeconomic status of the parent which influences the skill, knowledge, energy, and time availability of the parent; (3) the invitation of parents by the teachers and schools to be active participants in the education of their children during the pandemic; (4) and the self-efficacy and confidence derived by the parent from being an active participant. We collected data from our respondents in the form of a survey, in which the data, through a Likert scale, were separated based on what form of modality the respondent is undertaking and they were analyzed by finding its mean and difference between the two media of education. The findings revealed that the major concern of the parents was related to children facing the problems due to sudden school closure and a complete lockdown on social gatherings. To address these challenges, schools have played a phenomenal role in flipping the conventional model of teaching and learning. However, phenomena have not been as easy as they may seem. Many teachers had to speedily overcome camera consciousness and be able to deliver 'live' classes. Moreover, parents have adapted quickly to address the learning gap that has emerged in their children’s academic lives in these challenging times. Home learning has emerged as a substitute to the conventional schooling methods, which should be made effective to provide essential learning skills to children at home using the limited available resources. The limitations remain like how parents with different educational backgrounds will follow through the instructions; therefore, online schooling to support home learning can be a go-to strategy where teachers deliver education online. This research provides parents with an overview of how their support has affected their children's academic performance so far, as well as provides them with knowledge about their shortcomings in supporting their children's education during the pandemic.

The legislative reforms in university matters driven in recent years, beyond the provoked controversies, offer to universities the possibility to develop a new model in line with INTRODUCCIÓNLa sociedad actual ha ido demandando progresivamente nuevas prestaciones y servicios a la Universidad. De las universidades se espera que promuevan el pensamiento crítico, el conocimiento humanístico y el progreso de la ciencia pero también se espera que la formación que en ellas se imparte y el conocimiento que se genera se ajuste a las demandas del mercado laboral, al entorno socioeconómico más inmediato, a las necesidades de los sectores productivos y empresariales. A su vez, se espera que sean competitivas a nivel internacional y que se situen en los puestos de vanguardia en la atracción de talento y la transferencia de conocimiento. Después de décadas de crecimiento, expansión y ajuste al entorno internacional del sistema universitario español hay que prestar especial atención a nuevos objetivos como la correcta implantación de la reforma de las enseñanzas universitarias, de acuerdo con el Espacio Europeo de Educación Superior (EEES) y el nuevo marco legislativo de la Ley Orgánica de Modificación de la Ley Orgánica de Universidades (LOMLOU, 2007), especialmente a partir de 2010 así como a la reducción de las tasas de abandono y mejora de la eficiencia en los estudios, mejorar los procesos de inserción profesional y las tasas de ocupación, impulsar la generación de nuevo conocimiento a través de la investigación y la transferencia de conocimiento y tecnología al sector productivo o fortalecer la internacionalización del sistema de educación superior en su conjunto.No todas las universidades pueden ni deben hacer lo mismo. Tenemos un sistema universitario distribuido en todo el territorio español a través de 78 universidades, 50 pú- INNOVATION AND LEARNING:A new model for university education: Why and for what? RESUMEN: Las reformas legislativas en materia universitaria impulsadas en los últimos años, más allá de las polémicas suscitadas, ofrecen a las universidades la posibilidad de desarrollo de un nuevo modelo en sintonía con el entorno europeo, centrado en objetivos de calidad como servicio público y adecuado a los retos socioeconómi-cos actuales. Un nuevo modelo educativo centrado en el estudiante, en la formación de competencias específicas y transversales, en la mejora de la empleabilidad y el acceso al empleo, en la atracción y fijación de talento, es condición indispensable para la efectiva movilidad social y para el desarrollo armónico de un modelo productivo y socioeconómico más responsable y sostenible.

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.

Evaluating quality of learning in the university AbstractThe aims of the study were to understand the criteria and decisions of university teachers in assessing what students have learnt, and to analyse how these factors affect the quality of learning. A group of teachers at the University of Girona provided us with the assessment demands they formulated in examinations and with students' written replies to these demands. The teachers taking part were also interviewed on their criteria and intentions when assessing students. The study's three main conclusions are that there is a relationship between the type of question and the demand formulated, that evaluation criteria differ widely, and that assessment of the quality of learning is complex.