Learning in the digital age: From the curriculum for all to the curriculum for each individual

Abstract

Digital technologies in education have been challenging us to reflect on curriculum and on learning. Within the scope of the so called educational digital technologies, specifically in non-formalized online contexts, is it still feasible and realistic to consider the curriculum as a framework of reference for learning? That is what we set out to research. Starting from a theoretical and conceptual analysis of the curriculum, understood as the conception, organization and structuring of the learning process, we analyzed the representations of different adults about online learning and their general conceptions about curriculum. Empirical data came from applying a questionnaire, distributed online, and conducting semi-structured interviews. 833 people were surveyed and seven were interviewed, all adults with different socio-demographic profiles. As a result of the research, we found that space and time, strategies and actors are the most changing curriculum components in these circunstances. The concept of personal learning curriculum is consolidated as an autonomous, flexible, individualized curriculum, the development of which the digital provides and facilitates.