Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.

This paper seeks to identify the characteristics of studies of self-regulated learning that consider the use of technology-enriched environments in higher education. To this end, a review was conducted of the scientific literature during the period 2015–2021 in various scientific databases. The analysis identified 42 research papers that met the inclusion and exclusion criteria. The results show that this topic has been gaining interest among researchers and the main strategies developed to self-regulate students in academic virtual environments. On the other hand, classical self-regulated learning models underpin most of the studies reviewed; Zimmermann’s approaches, or those derived from his work, are the most frequent. As regards the methodology adopted, the preferred focus is quantitative; the questionnaire is the most used for data collection. Most of the research was carried out with students studying for different university degrees; the most-analysed technology tools were LMS platforms.

Las tendencias metodológicas en la educación superior, basadas en la flexibilización y la participación activa de los estudiantes, requieren nuevas configuraciones tecnológicas que faciliten su implementación. En este artículo, se presenta un estudio dirigido a analizar las herramientas y funciones asociadas a los procesos de codiseño, enfocados a la construcción de itinerarios personalizados de aprendizaje en entornos virtuales en el ámbito universitario. Siguiendo una metodología de Investigación Basada en Diseño, el estudio se ha realizado en seis asignaturas de tecnología educativa en los grados de Educación Infantil, Primaria y Pedagogía de la Universidad de las Islas Baleares.  Como resultado, se ha generado una clasificación funcional de herramientas, que ha permitido elaborar una propuesta de configuración de entorno tecnológico de apoyo a procesos para codiseño en la construcción de itinerarios de aprendizaje que favorezcan la autorregulación y la agencia de los estudiantes.  Cualquier propuesta de configuración tecnológica debe responder al diseño pedagógico, decisiones institucionales, logísticas o personales.

Virtual Mobility can enhance curriculum development in Higher Education by promoting international co-design and collaborative work among students and lecturers through the use of Information and Communication Technologies (ICT). During the spread of COVID-19 pandemic, virtual forms of students’ mobility increased considerably, allowing learners to continue or start VM experience even if boarders and campuses around the world were closed. The recent outbreak in interest and activity related to VM requires educational researchers to study this learning practice in depth in order to provide data and effective indications in terms of skills promotion. During the academic year 2020-2021, a team of lecturers of Teacher Education programs from the Roma Tre University (Rome, Italy) and the University of the Balearic Islands (Balearic Islands, Spain) agreed to work in open digital environment, organising specific VM activities for 38 university students. Specifically, students were asked to meet online, design and collaboratively create, in groups from the two countries, Open Digital Resources (OERs) to be used in international online contexts with their future pupils. This paper presents the design of the learning experience together with self-assessment results of the professional and transverse competences promoted. Conclusions also reflect on the new improvements to be done for new editions of the activity.