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sMOOC: A pedagogical model for social inclusion

In this article, the results of analysing the sMOOC launched by European project E-learning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents...

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Detalles Bibliográficos
Autores principales: Marta-Lazo, Carmen, Osuna-Acedo, Sara, Gil-Quintana, Javier
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6434064/
https://www.ncbi.nlm.nih.gov/pubmed/30963116
http://dx.doi.org/10.1016/j.heliyon.2019.e01326
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author Marta-Lazo, Carmen
Osuna-Acedo, Sara
Gil-Quintana, Javier
author_facet Marta-Lazo, Carmen
Osuna-Acedo, Sara
Gil-Quintana, Javier
author_sort Marta-Lazo, Carmen
collection PubMed
description In this article, the results of analysing the sMOOC launched by European project E-learning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal's course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes.
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spelling pubmed-64340642019-04-08 sMOOC: A pedagogical model for social inclusion Marta-Lazo, Carmen Osuna-Acedo, Sara Gil-Quintana, Javier Heliyon Article In this article, the results of analysing the sMOOC launched by European project E-learning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal's course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes. Elsevier 2019-03-21 /pmc/articles/PMC6434064/ /pubmed/30963116 http://dx.doi.org/10.1016/j.heliyon.2019.e01326 Text en © 2019 The Authors http://creativecommons.org/licenses/by-nc-nd/4.0/ This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Article
Marta-Lazo, Carmen
Osuna-Acedo, Sara
Gil-Quintana, Javier
sMOOC: A pedagogical model for social inclusion
title sMOOC: A pedagogical model for social inclusion
title_full sMOOC: A pedagogical model for social inclusion
title_fullStr sMOOC: A pedagogical model for social inclusion
title_full_unstemmed sMOOC: A pedagogical model for social inclusion
title_short sMOOC: A pedagogical model for social inclusion
title_sort smooc: a pedagogical model for social inclusion
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6434064/
https://www.ncbi.nlm.nih.gov/pubmed/30963116
http://dx.doi.org/10.1016/j.heliyon.2019.e01326
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