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      sMOOC: A pedagogical model for social inclusion

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          Abstract

          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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          Most cited references 27

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          Connectivism: a learning theory for the digital age.

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            Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants

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              Co-creation and open innovation: Systematic literature review

              Open science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. Advances in this area are still emerging, and the open science, cocreation of knowledge and open innovation triangle, is presented as an opportunity to generate an original contribution from research to open educational theory and practices. The study analyzed the articles that addressed this triangle, in order to identify the contexts and challenges that arise in open innovation and the cocreation of knowledge to promote open science. The method was a systematic literature review (SLR) of 168 articles published in open access format, from January 2014 to May 2017 in the Web of Science and Scopus databases. In the validation process, the York University criteria were used: inclusion and exclusion, relevance of the pertinent studies, evaluation of the quality / validity of included studies and description of data / basic studies. The findings showed that the mostwidely publicized contexts were in the United States and Brazil, in the business and academic sectors (closely followed by the social sector), and the challenges were open to innovation, opening and research. The research concludes that the context and practices of collaboration are substantial elements for innovation and open science. La ciencia abierta, como bien común, abre posibilidades para el desarrollo de las naciones a través de innovaciones y construcciones colaborativas que ayudan a democratizar el conocimiento. Los avances en la materia aún son incipientes y el triángulo ciencia abierta, cocreación del conocimiento e innovación abierta se presenta como una oportunidad de generar un aporte original, desde la investigación, para la teoría y las prácticas educativas abiertas. En el estudio se analizaron los artículos que abordan este triángulo, con el fin de identificar los contextos y retos que se presentan en la innovación y en la cocreación de conocimiento para impulsar la ciencia abierta. El método fue una revisión sistemática de literatura (SLR) de 168 artículos publicados en acceso abierto, de enero 2014 a mayo 2017, en las bases de datos Web of Science y Scopus. La validación se dio con los criterios de la Universidad de York: inclusión y exclusión, pertinencia, evaluación de calidad / validez de los estudios y descripción de datos. Los hallazgos reflejan que los contextos de mayor publicación sobre el tema son los de Estados Unidos y Brasil, en los sectores empresariales y académicos (seguido de cerca por el sector social) y los retos se abren en las posibilidades de innovación, apertura e investigación. Se concluye que el contexto y las prácticas de colaboración son elementos sustanciales para la innovación y la ciencia abierta.
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                Author and article information

                Contributors
                Journal
                Heliyon
                Heliyon
                Heliyon
                Elsevier
                2405-8440
                21 March 2019
                March 2019
                21 March 2019
                : 5
                : 3
                Affiliations
                [a ]University of Zaragoza, Calle San Juan Bosco, 7, Zaragoza 50009, Spain
                [b ]Spanish National Distance Education University (UNED), Calle Juan del Rosal, 14, Madrid 28040, Spain
                [c ]Catholic University of Ávila, Calle de los Canteros, s/n, Ávila 05005, Spain
                Author notes
                []Corresponding author. javier.gil@ 123456ucavila.es
                Article
                S2405-8440(18)36525-3 e01326
                10.1016/j.heliyon.2019.e01326
                6434064
                © 2019 The Authors

                This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

                Categories
                Article

                sociology, information science, education, anthropology

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