Figure 1
Tools related to learning self-regulation processes in co-design processes (Villatoro & De-Benito 2021).
Figure 2
Model construction phases.
Figure 3
Development of the expert seminar (phase II).
Table 1
Characteristics of the participants in the expert judgement.
| EXPERTS | PARTICIPATION IN THE PROJECT PHASES | THEORETICAL MODELLING OF ICTS |
|---|---|---|
| 1 | X | X |
| 2 | X | X |
| 3 | X | X |
| 4 | X | X |
| 5 | ||
| 6 | X | X |
| 7 | X | X |
| 8 | X | |
| 9 | X | X |
| 10 | X | |
| 11 | X | X |
| 12 | X | |
| 13 | X | X |
Table 2
Techniques and instruments used to collect the data in each phase.
| ITERATIVE CYCLES | TECHNIQUES AND INSTRUMENTS | TOOLS |
|---|---|---|
| Phase I | Systematic review | Rayyan. QCRIAirtableAtlas. TI statistical analysis software |
| Teacher interviews | Atlas. TI statistical analysis softwareVideoconference tools | |
| Student interviews | Atlas. TI statistical analysis softwareVideoconference tools | |
| Student questionnaires | GoogleForms | |
| Phase II | Expert Questionnaires | GoogleFormsAtlas. TI statistical analysis |
| Future workshop-focal group | GoogleFormsAtlas. TI statistical analysisCmaptoolsPaddletVideoconference tools | |
| Mapping technique | CmapTools |
Figure 4
Important points highlighted by experts to be considered in the itinerary planning process.
Figure 5
Implementation highlights.
Figure 6
Highlights of the reflection process.
Figure 7
Dimensions of the learning pathways co-design protocol model.
Figure 8
Representation of the co-design model of learning pathways for self-regulated learning.