In the context of higher education, multimodal 2.0 identity artefacts are emerging as a key tool for personalized learning in response to the challenges posed by digital transformation.
This study aims to analyze how students can create and use these artefacts, which include elements such as texts, images, and videos, to connect their personal interests and experiences with academic content.
The research involved 64 university students who developed identity artefacts through different phases, culminating in the creation of a video shared on a digital platform like YouTube. This process allowed for self-assessment of learning and reflection on their identity.
The study results show that identity artefacts, when created by the students, facilitate the connection between their personal experiences and academic knowledge, promoting more meaningful and personalized learning.
The artefacts produced reflect diverse themes chosen by the students, highlighting the importance of recognizing their interests and motivations in the educational process. Through rubric-based evaluation, both students and teachers perceived a positive impact on academic, personal, and procedural learning.
In conclusion, the use of multimodal 2.0 identity artefacts enhances personalized learning and fosters student engagement and the development of key competencies. This participatory approach, mediated by digital technologies, positively impacts student motivation and well-being, opening new avenues for future research on learner-centered pedagogies, evaluating their effectiveness, and their impact on personal and academic development.
YOU CAN READ THE FULL ARTICLE HERE
---
How to cite: Baig, M., Boned, P., González-Ceballos, I., & Esteban-Guitart, M. (2023). Multimodal Identity Artefacts 2.0 as a Mechanism to Promote Personalization of Learning in Higher Education. A Qualitative Study. RIED. Revista Iberoamericana de Educación a Distancia, 26(2), 27–44. https://doi.org/10.5944/ried.26.2.36227
