In this contribution, we want to share the experiences we had in a project that aimed at helping students select their own learning paths. Learning paths were a specific sequence of 'edublocks' (learning activities) first-year students at the University of Barcelona could choose in a course: “Uses, possibilities and limits of information and communication technologies in social education”. Students were provided with a technology-based network of learning communities of peers, teams of teachers and tutors and a large set of learning 'edublocks'. At the center of the network we placed an App that allowed teachers and tutors to give very differentiated quantitative and qualitative feedback to their students, which turned out to be of great value for students who were confronted with the task of organizing their learning paths during their first semester. Results showed that students were very satisfied with the feedback they received while at the same time, teachers indicated that using the App did not place an additional burden on them. The strategy of individualization of learning with synchronous and asynchronous human support, managed through technological tools, encourages self-regulated learning. We start our contribution with an overview of different approaches to controlling learning paths, present some theoretical considerations concerning our Edublocks project, describe the project in detail and then offer and discuss results and our insights.
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