This page has only limited features, please log in for full access.

Unclaimed
Sara Osuna-Acedo
Universidad Nacional de Educación a Distancia (UNED)

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 30 April 2021 in Future Internet
Reads 0
Downloads 0

This research provides a current view on post-digital learning experiences with a massive open online course (MOOC), in relation to user profiles, universal instructional design, digital resources, inclusive activities and collaborative assessment. The study is based on a mixed research methodology, creating a questionnaire aimed at people with experience in any MOOC typology, in which the learning methodology, the instructional didactic design of the MOOCs, the resources, proposed activities, and accessibility are analyzed. Additionally, interviews and focus groups were carried out with the creators of massive open online social courses alongside the students of the official Master of Communication and Education on the Internet, offered by the UNED (Universidad Nacional de Educación a Distancia—Spain), with the subject of virtual participation scenarios. The data obtained are subjected to statistical tests to determine the scientific rigor, such as Cronbach’s alpha, the Kolmogorov-Smirnov normality test, and the non-parametric tests of Spearman’s correlation coefficient and Kendall’s Tau b. In conclusion, the social massive open online course/transfer massive open online course model is evidenced as a projected approach in social networks. The sMOOC and tMOOC are online training models, which are in constant development and evolution, as a social, creative, collaborative, interactive, and inclusive learning methodology, offering new challenges for the digital distance education of the future. The research carried out is only related and linked to the experiences of different people with the sMOOC and tMOOC.

ACS Style

José Hueso-Romero; Javier Gil-Quintana; Helen Hasbun; Sara Osuna-Acedo. The Social and Transfer Massive Open Online Course: Post-Digital Learning. Future Internet 2021, 13, 119 .

AMA Style

José Hueso-Romero, Javier Gil-Quintana, Helen Hasbun, Sara Osuna-Acedo. The Social and Transfer Massive Open Online Course: Post-Digital Learning. Future Internet. 2021; 13 (5):119.

Chicago/Turabian Style

José Hueso-Romero; Javier Gil-Quintana; Helen Hasbun; Sara Osuna-Acedo. 2021. "The Social and Transfer Massive Open Online Course: Post-Digital Learning." Future Internet 13, no. 5: 119.

Chapter
Published: 18 March 2021 in MOOCs and the Participatory Challenge
Reads 0
Downloads 0

Gamification processes in education are obtaining a remarkable response from both teachers and—most of all—students, shown in increasing rates of motivation, engagement, and participation. Such success, confirmed by the extensive researching work carried out throughout the last decade, is based on two principles: the culture of participation and the principle of intercreativity. Not surprisingly, gamification applied to education contexts is developing as an essential tool to train citizens of the post-digital era. In this sense, it has become clear that the ideal format and displays to carry out gamification actions are mobile devices, closely linked to the principle of ubiquity according to which, citizens of the twenty-first century may learn where and when they wish, independently of the analogical concepts of time and space. This chapter explains the theoretical and practical grounds for the gamification strategies used at ECO European Project.

ACS Style

Sara Osuna-Acedo. Gamification and MOOCs. MOOCs and the Participatory Challenge 2021, 89 -101.

AMA Style

Sara Osuna-Acedo. Gamification and MOOCs. MOOCs and the Participatory Challenge. 2021; ():89-101.

Chicago/Turabian Style

Sara Osuna-Acedo. 2021. "Gamification and MOOCs." MOOCs and the Participatory Challenge , no. : 89-101.

Journal article
Published: 09 October 2020 in Sustainability
Reads 0
Downloads 0

SMOOCs (social massive open online courses) have revealed themselves as a remarkable opportunity to foster the culture of participation and open knowledge and sustainability. Due to their communicative potential, they make it possible for participants to interact, to create ubiquitous learning, and to build knowledge in a collective way. This educational and communicative line has set the basis for the European ECO (e-learning, communication, open data) Project, i.e., the purpose of our study, which, beyond training teachers, is decidedly betting on open life-long education. The results presented in the study have been elicited by following a quantitative methodology, through the analysis of a “sMOOC Step by Step” community, intended to become an educational gate to students’ empowerment, shared knowledge, and participation in the course. Results show that collaborative work practices organized by teachers in that virtual learning community encourage educational changes. Both the degree of satisfaction with the learning achieved and the way students perceive its direct applicability to real-life professional contexts prove the effectiveness of this training model. Our research has expanded, aiming to discover sMOOCs opportunities for teacher training and assessing the motivation shown by the virtual learning community towards such an educational reality.

ACS Style

Javier Gil-Quintana; Sara Osuna-Acedo. Citizenship Training through sMOOCs: A Participative and Intercreative Learning. Sustainability 2020, 12, 8301 .

AMA Style

Javier Gil-Quintana, Sara Osuna-Acedo. Citizenship Training through sMOOCs: A Participative and Intercreative Learning. Sustainability. 2020; 12 (20):8301.

Chicago/Turabian Style

Javier Gil-Quintana; Sara Osuna-Acedo. 2020. "Citizenship Training through sMOOCs: A Participative and Intercreative Learning." Sustainability 12, no. 20: 8301.

Journal article
Published: 01 August 2020 in Revista signos
Reads 0
Downloads 0

Este artículo tiene como objetivo llevar a cabo un análisis de la realidad representada en la construcción del discurso, a partir de un caso de estudio cualitativo netnográfico que conjunta una doble vertiente: la desaparición de un menor que terminó en tragedia y la presunta culpabilidad de una inmigrante de raza negra en un asesinato que tuvo gran repercusión mediática. Para ello, en este análisis y categorización del discurso escrito de los actantes, tratamos de dilucidar los diferentes rasgos, intencionalidad y tratamiento del mismo en los sitios oficiales de Twitter y Facebook de cuatro medios de comunicación españoles @telecincoes, @LaSextaNoticias, @noticias-cuatro y @A3Noticias, mediante el estudio de sus diferencias. Los resultados ponen de manifiesto cómo el discurso en redes sociales tiene mayor proyección si está basado en la xenofobia, presentándose como `juicio paralelo´ normalizado ante determinados hechos sociales, planteamiento que es potenciado por los propios medios de comunicación.

ACS Style

Carmen Marta-Lazo; Sara Osuna-Acedo; Javier Gil-Quintana. La producción del discurso escrito en redes sociales respecto a las desapariciones de personas y consiguientes juicios paralelos. Caso de Gabriel Cruz (España) en Twitter y Facebook. Revista signos 2020, 53, 449 -467.

AMA Style

Carmen Marta-Lazo, Sara Osuna-Acedo, Javier Gil-Quintana. La producción del discurso escrito en redes sociales respecto a las desapariciones de personas y consiguientes juicios paralelos. Caso de Gabriel Cruz (España) en Twitter y Facebook. Revista signos. 2020; 53 (103):449-467.

Chicago/Turabian Style

Carmen Marta-Lazo; Sara Osuna-Acedo; Javier Gil-Quintana. 2020. "La producción del discurso escrito en redes sociales respecto a las desapariciones de personas y consiguientes juicios paralelos. Caso de Gabriel Cruz (España) en Twitter y Facebook." Revista signos 53, no. 103: 449-467.

Journal article
Published: 04 June 2020 in Social Sciences
Reads 0
Downloads 0

Transmedia literacy is the evolution from traditional media literacy to informal learning and participatory cultures. It analyzes the media literacy processes of young people through communities of practice in participatory contexts and through the use of digital discourses that enable the creation of transmedia universes. The present study is approached from a mixed research method, whose main objective is the analysis of adolescents’ digital habits through several data-collecting tools: A survey, participative workshops, in-depth interviews, a media diary, and online observation. From that background information, the study subject has focused on Spain, and it is framed within the “Transliteracy: Transmedia skills and informal learning strategies” project, funded by Spain’s ministry of Economy, Industry, and Competitivity. The studio is based on a sample of 237 adolescents, from 12 to 14 years old, all intensive users of digital technologies. Interesting results were obtained concerning different transmedia practices that are frequent in adolescents and the informal learning collaborative strategies they currently use. This research work concludes that the use of the Internet, although occasionally lacking adequate safety measures, increases self-sufficiency in adolescents’ informal learning. They take control of their own learning, thus enhancing self-motivation and increasing the acquisition of transmedia competences.

ACS Style

Javier Gil Quintana; Sara Osuna-Acedo. Transmedia Practices and Collaborative Strategies in Informal Learning of Adolescents. Social Sciences 2020, 9, 92 .

AMA Style

Javier Gil Quintana, Sara Osuna-Acedo. Transmedia Practices and Collaborative Strategies in Informal Learning of Adolescents. Social Sciences. 2020; 9 (6):92.

Chicago/Turabian Style

Javier Gil Quintana; Sara Osuna-Acedo. 2020. "Transmedia Practices and Collaborative Strategies in Informal Learning of Adolescents." Social Sciences 9, no. 6: 92.

Features
Published: 02 January 2020 in American Journal of Distance Education
Reads 0
Downloads 0

Este artículo presenta un trabajo de investigación desarrollado en el Proyecto Europeo ECO (Elearning, Communication, Open-data). El estudio despliega un análisis de enfoque cuantitativo del sMOOC (socialMOOC) llamado “How to succeed in the English B1 Level Exam“, curso destinado a ayudar a los estudiantes a prepararse para cualquier examen de inglés, de nivel B1. El objetivo de la investigación es el análisis de las experiencias comunicativas y pedagógicas percibidas en este contexto específico, aplicadas al aprendizaje de lenguas extranjeras, en general, y al inglés como lengua extranjera, en particular. Esta línea educativa y comunicativa ha sentado las bases para el Proyecto ECO que, más allá de la formación de docentes, apuesta decididamente por una educación abierta para toda la vida. Este estudio ha sido concebido con el propósito de descubrir la valoración de los estudiantes que aprenden a través de este modelo formativo e innovador, que promueve un nuevo esquema horizontal y bidireccional de comunicación. Para reconocer esta realidad, se han analizado los datos compilados a través de la herramienta de cuestionarios incluida en el curso. Se ha llevado a cabo una investigación para la acción, ampliando el rango de innovación con nuevas prácticas pedagógicas y comunicativas en las redes sociales, consiguiendo activar una participación comprometida de los individuos como agentes culturales activos en la creación de la cibercultura del siglo XXI.

ACS Style

Sara Osuna-Acedo; Javier Gil-Quintana. sMOOC, Un Nuevo Modelo De Formación En El Aprendizaje Del Segundo Idioma. Estudio De Caso. American Journal of Distance Education 2020, 34, 69 -82.

AMA Style

Sara Osuna-Acedo, Javier Gil-Quintana. sMOOC, Un Nuevo Modelo De Formación En El Aprendizaje Del Segundo Idioma. Estudio De Caso. American Journal of Distance Education. 2020; 34 (1):69-82.

Chicago/Turabian Style

Sara Osuna-Acedo; Javier Gil-Quintana. 2020. "sMOOC, Un Nuevo Modelo De Formación En El Aprendizaje Del Segundo Idioma. Estudio De Caso." American Journal of Distance Education 34, no. 1: 69-82.

Journal article
Published: 01 January 2020 in Revista Latinoamericana de Tecnología Educativa - RELATEC
Reads 0
Downloads 0
ACS Style

Flavio Ferreira Borges; Universidade Federal de Brasília (Brasil); Janaína Angelina Teixeira; Sara Osuna Acedo; Universidade de Brasília (Brasil); Universidad Nacional De Educación A Distancia (España). Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática. Revista Latinoamericana de Tecnología Educativa - RELATEC 2020, 19, 115 -113.

AMA Style

Flavio Ferreira Borges, Universidade Federal de Brasília (Brasil), Janaína Angelina Teixeira, Sara Osuna Acedo, Universidade de Brasília (Brasil), Universidad Nacional De Educación A Distancia (España). Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática. Revista Latinoamericana de Tecnología Educativa - RELATEC. 2020; 19 (2):115-113.

Chicago/Turabian Style

Flavio Ferreira Borges; Universidade Federal de Brasília (Brasil); Janaína Angelina Teixeira; Sara Osuna Acedo; Universidade de Brasília (Brasil); Universidad Nacional De Educación A Distancia (España). 2020. "Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática." Revista Latinoamericana de Tecnología Educativa - RELATEC 19, no. 2: 115-113.

Journal article
Published: 01 July 2019 in Revista Mediterránea de Comunicación
Reads 0
Downloads 0

El libro Calidad informativa en la era de la digitalización: Fundamentos profesionales vs. Infopolución presenta el trabajo pormenorizado de reconocidos investigadores que presentan sus avances en el área de la comunicación. El libro, estructurado en un prólogo y 12 capítulos, está dirigido a los docente, investigadores y profesionales del periodismo y de la comunicación digital. Los autores se centran en la calidad de la información en la era actual, caracterizada por la infopolución, la postverdad y la manipulación informativa. En todos los capítulos se tratan cada uno de los temas que preocupan acerca del proceso de comunicación en los tiempos actuales, sin perder la perspectiva del humanismo digital. Por ello, este libro está escrito teniendo como eje central a una ciudadanía digital, participativa, intercreativa y protagonista de sus actos comunicativos en los entornos que proporcionan las Tecnologías de la Relación, la Información y la Comunicación (TRIC).

ACS Style

Sara Osuna-Acedo. Calidad informativa en la era de la digitalización: Fundamentos profesionales vs. infopolución. Revista Mediterránea de Comunicación 2019, 10, 275 -277.

AMA Style

Sara Osuna-Acedo. Calidad informativa en la era de la digitalización: Fundamentos profesionales vs. infopolución. Revista Mediterránea de Comunicación. 2019; 10 (2):275-277.

Chicago/Turabian Style

Sara Osuna-Acedo. 2019. "Calidad informativa en la era de la digitalización: Fundamentos profesionales vs. infopolución." Revista Mediterránea de Comunicación 10, no. 2: 275-277.

Original research
Published: 24 May 2019 in Technology, Knowledge and Learning
Reads 0
Downloads 0

The globally widespread instant messaging (IM) mobile applications such as WhatsApp or Telegram were not originally educational tools, but they have become platforms for peer to peer assessment (P2P). The IM applications offer “chatbots” or “virtual assistant bots” that help students by providing them a multitude of services in the form of text or voice dialogs. A new method for integrating P2P assessment using voice recordings with the help of a chatbot is proposed. By using this system we can effectively improve both the typical learning and the P2P evaluation process of a massive open on-line course (MOOC). After a 2-month experiment, with 77 students that recorded 737 voice answers with a Telegram based chatbot, we describe in detail how to use a chatbot and the way to design voice-based challenges to perform a new kind of assignment in a MOOC, with 90% of the learners encouraging us to use chatbots in future courses.

ACS Style

Juanan Pereira; María Fernández-Raga; Sara Osuna-Acedo; Margarita Roura-Redondo; Oskar Almazán-López; Alejandro Buldón-Olalla. Promoting Learners’ Voice Productions Using Chatbots as a Tool for Improving the Learning Process in a MOOC. Technology, Knowledge and Learning 2019, 24, 545 -565.

AMA Style

Juanan Pereira, María Fernández-Raga, Sara Osuna-Acedo, Margarita Roura-Redondo, Oskar Almazán-López, Alejandro Buldón-Olalla. Promoting Learners’ Voice Productions Using Chatbots as a Tool for Improving the Learning Process in a MOOC. Technology, Knowledge and Learning. 2019; 24 (4):545-565.

Chicago/Turabian Style

Juanan Pereira; María Fernández-Raga; Sara Osuna-Acedo; Margarita Roura-Redondo; Oskar Almazán-López; Alejandro Buldón-Olalla. 2019. "Promoting Learners’ Voice Productions Using Chatbots as a Tool for Improving the Learning Process in a MOOC." Technology, Knowledge and Learning 24, no. 4: 545-565.

Journal article
Published: 01 March 2019 in Heliyon
Reads 0
Downloads 0

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.

ACS Style

Carmen Marta-Lazo; Sara Osuna-Acedo; Javier Gil-Quintana. sMOOC: A pedagogical model for social inclusion. Heliyon 2019, 5, e01326 .

AMA Style

Carmen Marta-Lazo, Sara Osuna-Acedo, Javier Gil-Quintana. sMOOC: A pedagogical model for social inclusion. Heliyon. 2019; 5 (3):e01326.

Chicago/Turabian Style

Carmen Marta-Lazo; Sara Osuna-Acedo; Javier Gil-Quintana. 2019. "sMOOC: A pedagogical model for social inclusion." Heliyon 5, no. 3: e01326.

Journal article
Published: 18 February 2019 in Australasian Journal of Educational Technology
Reads 0
Downloads 0

This research analysed social MOOCs (sMOOCs), which are characterised by the involvement and the interaction of participants in a model based on intercreativity, with the final objective of transferring knowledge by an agile replicating process. The fieldwork focused on the analysis of the sMOOC “Step by Step” of the European Commission-funded Elearning, Communication and Open-data (ECO) Project, which aims to build and apply an innovative pedagogical model for the the training of e-teachers. This sMOOC reaches out to a specific academic community, providing learners with digital competences in order to transform them in e-teachers. The quantitative analysis was done via an online questionnaire. One of the most significant conclusions, which answers the research questions regarding why and how to make a successful sMOOC, is that the design of collaborative activities increases the involvement of learners with the course and the interaction between participants, independent of age but dependent on area of work. This formative process in turn generates transfer of learning together with the embedded pedagogical transformation in e-teachers. This validates the addition of the transferMOOC (tMOOC) model to the existing typologies of MOOCs.

ACS Style

Carmen Marta-Lazo; Divina Frau-Meigs; Sara Osuna-Acedo. A collaborative digital pedagogy experience in the tMOOC “Step by Step”. Australasian Journal of Educational Technology 2019, 1 .

AMA Style

Carmen Marta-Lazo, Divina Frau-Meigs, Sara Osuna-Acedo. A collaborative digital pedagogy experience in the tMOOC “Step by Step”. Australasian Journal of Educational Technology. 2019; ():1.

Chicago/Turabian Style

Carmen Marta-Lazo; Divina Frau-Meigs; Sara Osuna-Acedo. 2019. "A collaborative digital pedagogy experience in the tMOOC “Step by Step”." Australasian Journal of Educational Technology , no. : 1.

Report
Published: 15 July 2018 in La construcción de la identidad infantil en el Mundo Disney
Reads 0
Downloads 0
ACS Style

S Osuna-Acedo; J Gil-Quintana; C Cantillo Valero. La construcción de la identidad infantil en el Mundo Disney. La construcción de la identidad infantil en el Mundo Disney 2018, 1 .

AMA Style

S Osuna-Acedo, J Gil-Quintana, C Cantillo Valero. La construcción de la identidad infantil en el Mundo Disney. La construcción de la identidad infantil en el Mundo Disney. 2018; ():1.

Chicago/Turabian Style

S Osuna-Acedo; J Gil-Quintana; C Cantillo Valero. 2018. "La construcción de la identidad infantil en el Mundo Disney." La construcción de la identidad infantil en el Mundo Disney , no. : 1.

Report
Published: 15 July 2018 in Building Children's Identity in the Disney World
Reads 0
Downloads 0
ACS Style

S Osuna-Acedo; J Gil-Quintana; C Cantillo Valero. Building Children's Identity in the Disney World. Building Children's Identity in the Disney World 2018, 1 .

AMA Style

S Osuna-Acedo, J Gil-Quintana, C Cantillo Valero. Building Children's Identity in the Disney World. Building Children's Identity in the Disney World. 2018; ():1.

Chicago/Turabian Style

S Osuna-Acedo; J Gil-Quintana; C Cantillo Valero. 2018. "Building Children's Identity in the Disney World." Building Children's Identity in the Disney World , no. : 1.

Journal article
Published: 01 April 2018 in Comunicar
Reads 0
Downloads 0

The evolution of MOOCs in the last decade has been constant and dynamic. The first cMOOC and xMOOC models eventually evolved into different postMOOC modalities, such as sMOOC, which conjugates interaction among students with a participation model based on social networks. This work is focused on carrying out a systematic review of the state-of-the-art scientific literature referred to the concept of MOOC and its diverse types. Moreover, in this article, a new generation associated to sMOOC is unveiled: the tMOOC (Transfer Massive Open Online Courses). The methodology of study is based on the content analysis of those categories resulting after compiling 707 entries from Web of Science, plus an in-depth study of the 70 articles which were quoted at least 10 times. In addition, a case study has been carried out from European ECO Project’s “sMOOC Step by Step”, as an example of innovative pedagogical model based on collaborative learning to train future e-teachers. The results of the analysis show the very recent –and still scarce– research on the different types of MOOCs, as well as the finding of a new modality based on pedagogical transformation, learning transference and intercreative talent. As a conclusion, the analysis of all key factors in the configuration of tMOOC has encouraged us to propose a new taxonomy based on the 10 T’s. La evolución de los MOOC en la última década ha sido constante y dinámica. Como antecedentes, los primeros modelos de cMOOC y xMOOC se transforman en otras modalidades postMOOC, como los sMOOC, que conjugan la interacción entre los estudiantes con el modelo de participación implantado en las redes sociales. Este trabajo tiene como objetivo realizar una revisión sistemática del estado de la literatura científica sobre el concepto MOOC y sus distintas tipologías. En este artículo, se descubre una nueva generación asociada a los sMOOC, los tMOOC (Transfer Massive Open Online Courses). La metodología de estudio se basa en el análisis de contenido de las categorías resultantes en los 707 registros recogidos de Web of Science, profundizando en los 70 artículos que obtuvieron al menos diez citas. Además, se ha realizado el estudio de caso del sMOOC «Paso a paso» del Proyecto Europeo ECO, como modelo pedagógico innovador, centrado en el aprendizaje colaborativo para la formación de futuros e-teachers. Los resultados del análisis muestran la reciente y escasa investigación sobre los diferentes tipos de MOOC, así como el hallazgo de una nueva modalidad basada en la transformación pedagógica, la transferencia del aprendizaje y el talento intercreativo. Como conclusión, el análisis de todas las claves de la configuración del tMOOC nos lleva a proponer una nueva taxonomía basada en las 10 T’s.

ACS Style

Sara Osuna-Acedo; Carmen Marta-Lazo; Divina Frau-Meigs. From sMOOC to tMOOC, learning towards professional transference. ECO European Project. Comunicar 2018, 26, 105 -114.

AMA Style

Sara Osuna-Acedo, Carmen Marta-Lazo, Divina Frau-Meigs. From sMOOC to tMOOC, learning towards professional transference. ECO European Project. Comunicar. 2018; 26 (55):105-114.

Chicago/Turabian Style

Sara Osuna-Acedo; Carmen Marta-Lazo; Divina Frau-Meigs. 2018. "From sMOOC to tMOOC, learning towards professional transference. ECO European Project." Comunicar 26, no. 55: 105-114.

Original articles
Published: 20 March 2018 in Interactive Learning Environments
Reads 0
Downloads 0

This research reviews the formative model of the sMOOCs (social MOOC) characterized by the interaction and the implication of the participants who, relying on collective intelligence, look for the co-creation of knowledge in every educational action. The fieldwork focuses on the analysis of the “Step by Step” sMOOC of ECO Project (the second and third editions), that aims at the training of e-teachers and the transfer of learning to the professional field. The research methodology is mixed, with quantitative and qualitative techniques: it uses a semi-structured questionnaire, in order to compare possible bivariate correlations between the different variables; it conducts a content analysis of the fragments of messages written by the participants in the forums of the course. One of the most significant conclusions is the high degree of satisfaction of the participants with regard to the value of the course for their professional life. This form of transfer of the learning process leads to the proposal of a new modality for MOOCs, the tMOOC as “transferMOOC”.

ACS Style

Carmen Marta-Lazo; Divina Frau-Meigs; Sara Osuna-Acedo. Collaborative lifelong learning and professional transfer. Case study: ECO European Project. Interactive Learning Environments 2018, 27, 33 -45.

AMA Style

Carmen Marta-Lazo, Divina Frau-Meigs, Sara Osuna-Acedo. Collaborative lifelong learning and professional transfer. Case study: ECO European Project. Interactive Learning Environments. 2018; 27 (1):33-45.

Chicago/Turabian Style

Carmen Marta-Lazo; Divina Frau-Meigs; Sara Osuna-Acedo. 2018. "Collaborative lifelong learning and professional transfer. Case study: ECO European Project." Interactive Learning Environments 27, no. 1: 33-45.

Journal article
Published: 29 November 2017 in The International Review of Research in Open and Distributed Learning
Reads 0
Downloads 0

Today the digital divide is measured not so much by access to the internet but by people's ability to interact in cyberspace, which calls for specific digital communication skills. These skills are also required for participation in e-learning, bearing in mind that the deaf and hard of hearing have certain characteristics related to their condition. This study aims to identify inequalities in access to e-learning by those who are deaf or hard of hearing, observe how they are related to social and demographic factors, and confirm whether the accessibility of the e-learning environment has a direct influence on their satisfaction. The study has been conducted via an electronic survey in Spain with a non-probabilistic sample, in line with the characteristics of this sector of the population, recording social and demographic data, and information about the participants' experience of e-learning and their satisfaction with the experience. The representative survey sample consisted of 484 deaf and hard-of-hearing individuals in Spain, aged between 16 and 64. Using a chi-square test for independence we obtained a significant relationship between participation in online courses and the following variables: level of education, knowledge of sign language, and number of members in the household. A correspondence analysis was then carried out to detect particular relationships between classes of the related variables.

ACS Style

Emilio Ferreiro Lago; Sara Osuna Acedo. Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study. The International Review of Research in Open and Distributed Learning 2017, 18, 1 .

AMA Style

Emilio Ferreiro Lago, Sara Osuna Acedo. Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study. The International Review of Research in Open and Distributed Learning. 2017; 18 (7):1.

Chicago/Turabian Style

Emilio Ferreiro Lago; Sara Osuna Acedo. 2017. "Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study." The International Review of Research in Open and Distributed Learning 18, no. 7: 1.

Journal article
Published: 29 May 2017 in Educación XX1
Reads 0
Downloads 0
ACS Style

Sara Osuna Acedo; Javier Gil Quintana. EL PROYECTO EUROPEO ECO. ROMPIENDO BARRERAS EN EL ACCESO AL CONOCIMIENTO. Educación XX1 2017, 20, 1 .

AMA Style

Sara Osuna Acedo, Javier Gil Quintana. EL PROYECTO EUROPEO ECO. ROMPIENDO BARRERAS EN EL ACCESO AL CONOCIMIENTO. Educación XX1. 2017; 20 (2):1.

Chicago/Turabian Style

Sara Osuna Acedo; Javier Gil Quintana. 2017. "EL PROYECTO EUROPEO ECO. ROMPIENDO BARRERAS EN EL ACCESO AL CONOCIMIENTO." Educación XX1 20, no. 2: 1.

Conference paper
Published: 19 February 2017 in Transactions on Petri Nets and Other Models of Concurrency XV
Reads 0
Downloads 0

The sMOOCs (Social Massive Open Online Course) respond to a more social type of education, which boosts a greater role for users who come to this training model, thanks both to the communicative model developed and to the interactive and participatory teaching practices. One of these innovative proposals in this type of courses is the immersion of gamification practices in the same digital training environment. Therefore, the communication model is enriched through participants who motivate the rest of peers through their own interaction. Gamification arises through game simulators within the communication tools such as forums and social networks, rewarding the knowledge that has been shared with the aim of promoting collective intelligence.

ACS Style

Javier Gil-Quintana; Lucía Camarero-Cano; Carmen Cantillo Valero; Sara Osuna-Acedo. sMOOC and Gamification – A Proposed Ubiquitous Learning. Transactions on Petri Nets and Other Models of Concurrency XV 2017, 507 -513.

AMA Style

Javier Gil-Quintana, Lucía Camarero-Cano, Carmen Cantillo Valero, Sara Osuna-Acedo. sMOOC and Gamification – A Proposed Ubiquitous Learning. Transactions on Petri Nets and Other Models of Concurrency XV. 2017; ():507-513.

Chicago/Turabian Style

Javier Gil-Quintana; Lucía Camarero-Cano; Carmen Cantillo Valero; Sara Osuna-Acedo. 2017. "sMOOC and Gamification – A Proposed Ubiquitous Learning." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 507-513.

Book chapter
Published: 12 August 2016 in A Theory of Creative Thinking
Reads 0
Downloads 0

The European ECO project tests the hypothesis that intercreativity and interculturality in MOOCs (Massive Open Online Courses) are key factors for removing barriers to new teaching–learning processes. These two elements are understudied and undertheorized in most research about MOOCs. The ECO project proposes a new model named sMOOC (social MOOCs), based on constructivist and connectivist pedagogical theories that foster intercreativity and interculturality. Participants from six European countries and their attendant linguistic and cultural zones (Spanish-speaking and French-speaking world mostly) become the protagonists of their own learning, building their knowledge through collaboration and participation in different virtual platforms and social networks. The transnationally produced and shared sMOOC “Step by Step” serves as a learning practice experience which fosters interculturality in conjunction with intercreativity. It is analyzed as a case study to examine the main characteristics of online collaboration, in particular support, engagement, diversity, loss of control and internal policing. The results confirm the presence of such characteristics that are instrumental in the creation of collective intelligence in constant coordination. Additionally, strong cognitive processes are at work: interventional or accidental focus, empathy, tolerance to error, decentring, tolerance to ambiguity, presence to self and identity construction.

ACS Style

Sara Osuna-Acedo; Divina Frau-Meigs; Lucía Camarero-Cano; Adeline Bossu; Raquel Pedrosa; Darco Jansen. Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project. A Theory of Creative Thinking 2016, 161 -187.

AMA Style

Sara Osuna-Acedo, Divina Frau-Meigs, Lucía Camarero-Cano, Adeline Bossu, Raquel Pedrosa, Darco Jansen. Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project. A Theory of Creative Thinking. 2016; ():161-187.

Chicago/Turabian Style

Sara Osuna-Acedo; Divina Frau-Meigs; Lucía Camarero-Cano; Adeline Bossu; Raquel Pedrosa; Darco Jansen. 2016. "Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project." A Theory of Creative Thinking , no. : 161-187.

Journal article
Published: 01 January 2016 in Revista Mediterránea de Comunicación
Reads 0
Downloads 0
ACS Style

Sara Osuna Acedo; Carlos Escaño González. MOOC: transitando caminos educomunicativos hacia el conocimiento democratizado, abierto y común. Revista Mediterránea de Comunicación 2016, 7, 1 .

AMA Style

Sara Osuna Acedo, Carlos Escaño González. MOOC: transitando caminos educomunicativos hacia el conocimiento democratizado, abierto y común. Revista Mediterránea de Comunicación. 2016; 7 (2):1.

Chicago/Turabian Style

Sara Osuna Acedo; Carlos Escaño González. 2016. "MOOC: transitando caminos educomunicativos hacia el conocimiento democratizado, abierto y común." Revista Mediterránea de Comunicación 7, no. 2: 1.