//PERSONAE Project
PERSONAE Project2019-12-20T12:06:49+00:00

The challenge of school learning personalizing: principles, positionings and implementation in schools.

In recent years, the need to face the phenomenon of the fading of the school learning sense has become clear. This phenomenon affects increasingly large sectors of students, especially in the last years of primary education and in secondary education. One reason for it to happen might be the enormous changes that, in the two past decades, have been occurring in the human learning parameters. These changes have given rise to a new learning ecology in which the configuration of personal learning trajectories is fundamental.

The project The challenge of school learning personalizing: principles, positionings and implementation in schools has as its focus to study a set of initiatives and proposals for learning personalization aimed at reinforcing the sense that children, teenagers and young people attribute to the learning they carry out in schools and institutes.

The project The challenge of school learning personalizing: principles, positionings and implementation in schools has the support of the Ministry of Economy, Industry and Competitiveness, within the framework of the Call for R & D & I Projects of the Programa estatal de investigación, desarrollo e innovación orientada a los retos de la sociedad. Reference: EDU2017-82321-R.

Start date: January 2018

End date: December 2020

PERSONAE project has three objectives:

  1. To document and analyze the change and transformation processes experienced by a small number of primary and secondary education centers that are implementing school learning personalization proposals, selected for their relevance and interest and for the circumstances that concur in the centers in which they are being carried out.
  2. To analyze and evaluate the implementation results of the proposals for learning personalization concerning the learning experiences of the participants, the learning they claim to have made as a result of these experiences and the sense they attribute to those learnings.
  3. To identify the positioning of the participating teachers and students towards the basic principles of learning personalization, its concretion, its viability and its suitability to promote the sense of school learning, and to compare it with the positioning of a sample of teachers and students belonging to schools with similar characteristics in which personalization proposals have not been implemented yet or are being implemented.

In order to achieve the planned objectives, PERSONAE is organized in three phases. The first two are related to the follow-up of 8 learning personalization practices developed in primary and secondary education centers. The third and final phase expands the research focus to a sample of teachers and students of educational centers with similar characteristics to the centers in which the two preceding phases are carried out, except for the development of personalization practices. These stages are:

Stage 1. Selection of the learning personalization practices and of the schools where they are carried out. Monitoring of the design, planning and implementation of selected practices

  • Selection of the 8 cases, looking for the best possible balance between practices and primary education centers and practices and secondary education centers. Likewise, it will be ensured, as complementary criteria, that there are public educational centers and private supported by public funds centers among the selected cases.
  • Gathered information analysis through content analysis techniques, thematic analysis and discourse analysis.


Stage 2. Learning experiences of students participating in the personalization proposals, resulting learnings and the sense attributed to those learnings

  • Systematic and periodic data gathering through in-depth individual interviews to a sample formed by a minimum of 48 students participating in the eight cases, at a rate of 6 per case.
  • Analysis and evaluation of the gathered data related to learning experiences, their connections and associated learnings.
  • Analysis and evaluation of the gathered data about the discursive formations used to construct meanings about themselves as learners in the context of their own learning experiences.

Stage 3. Teachers´ and students´ positioning on basic of learning personalization principles, its concretion, feasibility, suitability and implementation conditions

  • Application of a questionnaire to four samples of teachers and students. The first two will be formed respectively by all students and all teachers participating in the eight practices of personalization. The next two will be built ad hoc and will be formed by teachers and students, respectively, from eight schools with similar characteristics or similar to those of the cases studied, except in what concerns to be implementing or have implemented proposals for personalization of school learning.


INS CAL GRAVAT – Manresa – Barcelona

SINS CARDENER – Sant Joan de Vilatorrada – Barcelona

INS D’AURO – Santpedor – Barcelona



ESCOLA GARBÍ PERE VERGÉS – Badalona – Barcelona

ESCOLA GARBÍ PERE VERGÉS – Esplugues – Barcelona

ESCOLA IPSI – Barcelona

IES MIGUEL CATALÁN- Coslada – Madrid

ESCOLA MIQUEL UTRILLO – Sitges – Barcelona




ESCOLA RIERA DE RIBES – Sant Pere de Ribes – Barcelona



IES VEGA DEL JARAMA – San Fernando de Henares – Madrid

César Coll, main researcher (Universidad de Barcelona)

Rubén Arriazu (Universidad de Extremadura)

Anna Engel (Universidad de Barcelona)

Mariana Largo (Universidad de Barcelona)

Elena Martín (Universidad Autónoma de Madrid)

Antonio Membrive (Universidad de Barcelona)

Iris Merino (Universidad de Barcelona)

Mara Nieto (Universidad Autónoma de Madrid)

Judith Oller (Universitat de Barcelona)

Ana Remesal (Universidad de Barcelona)

Mª José Rochera (Universidad de Barcelona)

Mariana Solari (Universidad de Extremadura)

Jaime Fauré (Universidad de Barcelona)

Camila Cáceres (student of the Interinstitutional Master of Educational Psychology, MIPE)

Catalina Lizama (PhD student Interinstitutional Doctorate of Educational Psychology, DIPE)

Natalia Silva (PhD student Interinstitutional Doctorate of Educational Psychology, DIPE)

Sofía Adanovna Varona (student of the Interinstitutional Master of Educational Psychology, MIPE)

Alexandra Villablanca (student of the Interinstitutional Master of Educational Psychology, MIPE)

María Isabel Vizquerra (student of the Interinstitutional Master of Educational Psychology, MIPE)