In this chapter we argue that the study of trails can benefit from incorporating concepts and insights from curriculum studies and vice versa. Trails are often presented in the context of navigation by the learner, but we observe that this is not the only way in which trails can be used. The wider perspective of curriculum studies is introduced, with its recognition of the several levels, activities and actors that are involved in working on curriculum. We show that incorporating this perspective widens the scope from the learner navigating through learning objects to include actors such as curriculum developers, teachers and researchers, in their different activities on planning, going through and analyzing curriculum activities.
Yet, the study of trails is also important to curriculum studies. We show that curriculum is undergoing several changes, into which the study of trails fits well. Basically, the curriculum becomes more open, and less fixed for the learner. This puts an emphasis on navigation by the learner. Also, more attention is paid to reflection, and this includes learners reflecting on their own trails.
On the basis of this framework, we present a classification of trails, which incorporates elements originating from trails studies and curriculum studies. Finally, we discuss the metadata that are needed in order to work with trails.