Today, higher education students are considered "post-20th century" (McCrindle and Wolfinger, 2011). Not only because they were born after the Internet and the WWW, in an increasingly digital world, but because they have grown up in a VICA (volatile, uncertain, complex, and ambiguous) social, political, economic, and technological context (Lemoine, Hackett, and Richardson, 2017), some are vocal in social claim movements (Seemiller & Grace, 2017, p. 22) while others are more fearful and conservative (Twenge, 2017; Lukianoff & Haidt, 2018). These young people, who are considered the first Homo Globalis or citizens of the world (Broennimann, 2017), have grown up connected to virtual environments and with access to more information than those of any other generation (Seemiller & Grace, 2017), in an era that "It's not the era of experts but the era of user-generated opinion" (McCrindle & Wolfinger, 2011, p. 102).

In this context, among some university teachers, the question arises: How can we communicate with young people if we do not speak their language, if we do not know them? A question that has prompted a good deal of research (Boyd, 2014; Erstad, 2012, 2013; Erstad & Sefton-Green, 2012; Erstad et al, 2016; Jornet & Erstad, 2018; Sefton-Green &  Erstad, 2017; Twenge, 2017). This research, conducted from the perspective of 'learning lives', shows the contextual character of learning (Phillips, 2014) and (dis)continuities in learning from the perspective of learners. Furthermore, it shifts the notion of 'learning contexts' to try to capture the "dialectical relationship between continuity and transformation that characterises life processes" (Jornet & Erstad, 2018, p. 1).

In the perspective of 'learning lives' the notion of 'learning' acquires a new meaning, insofar as the notion of context is problematised as an analytical category, so that it is no longer conceived as a 'container' or as what 'surrounds us' (Cole, 1996, p. 6), but 'life' is proposed as a context projected in all daily learning opportunities. In this way, learning is not accidental but inherent and connected to locations and occasions of use, as well as localised socio-cultural practices that are linked to different scenarios (sports practice, digital environments, social groups...). This leads to the fact that situated learning can be improvised (Lave and Wenger, 1991), and it is not part of previously formed or structured knowledge schemes in the mind, but of real situations in the present. To investigate this sense of unplanned and on-the-move learning, Jornet and Erstad (2018) introduce notions such as 'backwards' and 'forward reading', 'retrospectively and prospectively achievement'; 'polycontextuality') or 'intercontextuality'.It follows that adopting a 'learning lives' perspective implies two research challenges:

 - Theorising, capturing and describing life trajectories, if researchers really want to 'follow' students through and around their everyday life learning through (Sefton-Green & Erstad, 2017).

- To account for embodied, nomadic, and affect-linked modes of learning in the ecosystems through which they move (Erstad & Sefton-Green, 2012; Jornet & Erstad, 2018).

The field of 'learning lives' related to higher education students is not a widespread approach among researchers. However, following what Jornet and Erstad (2018, p. 6) call a "forward-looking perspective of life unfolding events" we explore 'learning lives' experiences based on interaction analysis (Jordan & Henderson, 1995) between different learning experiences and social and physical environments. The research focuses, in a first phase -on individual meetings with each of the 50 young participants, following the collaborative approach developed in Hernández-Hernández (2017). From this approach, they are invited to: 1) dialogue with the representations of young people offered by sociological research on young people attitudes; 2) make a learning map as a space for dialogue and exploration of their 'contextures' over time and in different scenarios (Jornet & Estard, 2018, p. 5); 3) make a learning diary for a week that allows them to situate experiences and meanings of learning; and 4) collaboratively build the story of their learning life. All of this with the aim of configuring a space for relationships that allows for multiple perspectives, conceptions, experiences, and ways of understanding young people's learning, including dissonant and conflicting movements. As Jornet & Erstad (2018) point out, this methodological approach makes it possible to appreciate their conceptions, strategies, use of technologies and contexts, associated with learning scenes. For the analysis of how students learn, we rely on biographical analysis, using case story techniques (Roth & Erstad, 2016). Our proposal is to identify themes in learning trajectories (Braun & Clark, 2006) such as conceptions, strategies, the role of technologies and learning contexts to relate them to learning experiences and to events that could be examined as part of individual and collective trajectories. The techniques for analysing the interviews and other materials are examined globally and in specific episodes, allowing the identification and tracking of individual student learning trajectories. The evidence presented in this paper relates to 20 young people's contributions to building and 'expanded' learning approach from exploring their learning ecosystems.

The contributions of this research go in three directions: In relation to the research dispositive. The research is conceived as an invitation to young people to participate, together with the researchers, in a research process in which they construct, using multimodal methods, their learning trajectories. This participatory process and the methods used allow for the construction of a research approach that is neither directional nor pre-determined. It is carried out based on the movements and journeys of each student, who becomes entangled with the researchers' listening. In relation to the notion of learning. The research on the learning lives of a group of young university students allows us to affirm that learning is contextual, biographical, and embodied, that it is not bound to time or space (Phillips, 2014). It is also deeply mediated by, in Barad's (1996) terms, the intra-actions between people and the materiality of the world around them. “Learning as an intra-action is thus a material-discursive process” (Ibid., p. 37). Learning does not simply take place inside institutions, but is the phenomena produced in the intra-activity taking place in-between the young person, its body, its discursive inscriptions, the discursive con¬ditions in the space of learning, the materials available, the time-space relations in a specific room of situated organisms, where people are only one of such material organisms among others (Aktinson, 2018, p. 36). In relation with some contributions and its consequences for rethinking learning at the University. In general, higher education teacher reconsider the world surrounding students and tend to place their effort in teaching their subject instead of teaching to the subject. This research can reinforce the knowledge available about “who are nowadays students”, and by considering them connect and recognise their social-cultural backgrounds, improve their engagement and learning.

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