Designing and Representing Learning Itineraries: A Systematic Review of the Literature

Abstract

Designing learning in higher education involves developing teaching-learning strategies adapted to the individual characteristics of students. Therefore, it is necessary to create models that facilitate the creation and dissemination of learning itinerary designs. This review aims to identify characteristics of the models design for learning itineraries in higher education. The methodology used is the systematic review at the level of meta-analysis following the PRISMA protocol. The 28 articles selected for mapping and synthesis allowed the identification of characteristics of the studies, the structure and the pattern language of the designs, the personalization strategies, the elaboration methodology and strategies to evaluate the results of the implementation of learning itineraries. In conclusion, designers and teachers showed a tendency for an own design, therefore it is necessary to extend the existing knowledge about its implications in the educational practice, and the construction of knowledge is directed to the models design.