The study by Baig Falgueras, Boned Ribas, González-Ceballos, and Esteban-Guitart (2023) makes a significant contribution to the current discussion on personalized learning in higher education. Its originality lies in the operationalization of the concept of multimodal identity artefacts 2.0 as pedagogical mediators that connect students’ personal experiences with the academic curriculum.
The design—structured in four phases (creation of the artefact, personal–academic linkage, fieldwork, and production of a video shared on a YouTube channel)—is grounded in a robust qualitative methodology that combines self-assessment, teacher rubrics, and thematic analysis of the artefacts produced. The results, showing strong alignment between students’ and instructors’ evaluations, document learning outcomes of a conceptual, procedural, and identity-based nature, highlighting the epistemic potential of identity artefacts as true “objects-for-learning.”
From an applied perspective, the article offers a replicable and methodologically transparent model for fostering personally meaningful learning in university contexts. The clarity of the sequence of phases, the explicitness of the assessment criteria, and the articulation between personal and curricular dimensions configure a pedagogical device consistent with Coll’s (2018) framework on learning with personal value.
Moreover, the inclusion of a public publication space (the YouTube channel) adds a social and communicative dimension to the learning process, turning video production into an authentic assessment that integrates conceptual, technical, and reflective knowledge. In this sense, the study not only describes an educational experience but also provides empirical evidence of its impact on students’ engagement, self-regulation, and meaningful appropriation of knowledge.
Regarding future developments, the authors highlight two particularly relevant directions: the incorporation of a fifth phase focused on peer interaction and discussion of the artefacts produced, and the implementation of longitudinal evaluations to estimate the persistence and transfer of the learning outcomes identified.
Together with the proposal to integrate identity and affective dimensions into the curriculum, these suggestions open a fertile field for further research on digitally mediated personalized learning. Overall, the article stands as a valuable reference for those seeking to empirically ground the convergence between identity, technology, and higher education.
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How to Cite: Baig, M., Boned, P., González-Ceballos, I., & Moisès. (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
