Evolution of the Conversation and Knowledge Acquisition in Social Networks Related to a MOOC Course

  • Francisco J. García-Peñalvo
  • Juan Cruz-Benito
  • Oriol Borrás-Gené
  • Ángel Fidalgo Blanco
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9192)

Abstract

This paper presents a real case of tracking conversations and participation in social networks like Twitter and Google+ from students enrolled in a MOOC course. This real case presented is related to a MOOC course developed between January 12 and February 8, 2015, in the iMOOC platform, created as result of the collaboration by Technical University of Madrid, University of Za-ragoza and University of Salamanca. The course had more than 400 students and more than 700 interactions (publications, replies, likes, reshares, etc.) retrieved from the social both social networks (about 200 interactions in Twitter and 500 in Google+). This tracking process of students’ conversations and students’ participation in the social networks allows the MOOC managers and teachers to understand the students’ knowledge sharing and knowledge acquisition within the social networks, allowing them to unlock the possibility of use this knowledge in order to enhance the MOOC contents and results, or even close the loop between the students’ participation in a MOOC course and the parallel students´ usage of social networks to learn, by the combination of both tools using adaptive layers (and other layers like the cooperation or gamification like in the iMOOC platform) in the eLearning platforms, that could lead the students to achieve better results in the Learning process.

Keywords

MOOCs iMOOC Conversation Knowledge acquisition Social networks Informal learning Twitter Google+ 

References

  1. 1.
    Mackness, J., Mak, S., Williams, R.: The ideals and reality of participating in a MOOC. In: 7th International Conference on Networked Learning, pp. 266–275 (2010)Google Scholar
  2. 2.
    McAuley, A., Stewart, B., Siemens, G., Cormier, D.: The MOOC model for digital practice. In: SSHRC Knowledge Synthesis Grant on the Digital Economy (2010)Google Scholar
  3. 3.
    Vanbaelen, R., Harrison, J., van Dongen, G.: Lifelong learning in a fourth world setting. In: IEEE international professional communication conference (IPCC) 2014, pp. 1–9 (2014)Google Scholar
  4. 4.
    García-Peñalvo, F.J., Johnson, M., Ribeiro Alves, G., Minovic, M., Conde-González, M.A.: Informal learning recognition through a cloud ecosystem. Future Gener. Comput. Syst. 32, 282–294 (2014)CrossRefGoogle Scholar
  5. 5.
    Aramo-Immonen, H., Jussila, J., Huhtamäki, J.: Visualizing informal learning behavior from conference participants Twitter data. In: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 603–610. ACM, Salamanca, Spain (2014)Google Scholar
  6. 6.
    Siemens, G.: Connectivism: a learning theory for the digital age. Int. J. Instr. Technol. Distance Learn. 2, 3–10 (2005)Google Scholar
  7. 7.
    Zapata-Ros, M.: Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Education in the Knowledge Society 16, 69−102 (2015)Google Scholar
  8. 8.
    Evans, C.: Twitter for teaching: Can social media be used to enhance the process of learning? Br. J. Educ. Technol. 45, 902–915 (2014)CrossRefGoogle Scholar
  9. 9.
    Marsick, V.J., Watkins, K.E.: Informal and incidental learning. New Directions Adult Contin. Educ. 2001, 25–34 (2001)CrossRefGoogle Scholar
  10. 10.
    García-Peñalvo, F.J., García-Holgado, A., Cruz-Benito, J.: Formal and informal learning experiences in multicultural scopes. In: Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, pp. 523–527. ACM, Salamanca, Spain (2013)Google Scholar
  11. 11.
    Bjornavold, J.: Training, E.C.f.t.D.o.V.: Validation of non-formal and informal learning in Europe: a snapshot 2007. Office for Official Publications of the European Communities, Luxembourg (2008)Google Scholar
  12. 12.
    García-Peñalvo, F.J., Colomo-Palacios, R., Lytras, M.D.: Informal learning in work environments: training with the Social Web in the workplace. Behav. & Inf. Technol. 31, 753–755 (2012)CrossRefGoogle Scholar
  13. 13.
    Ghenname, M., Abik, M., Ajhoun, R., Subercaze, J., Gravier, C., Laforest, F.: Personalized recommendation based hashtags on e-learning systems. In: ISKO-Maghreb 2013 Concepts and Tools for Knowledge Management (KM), pp. NA, Tunisia (2013)Google Scholar
  14. 14.
  15. 15.
    West, J.: Recognition of non-formal and informal learning: the Case Against. Study prepared for the meeting of the OECD Group of Experts (2007)Google Scholar
  16. 16.
    Vosecky, J., Jiang, D., Leung, K.W.-T., Xing, K., Ng, W.: Integrating social and auxiliary semantics for multifaceted topic modeling in twitter. ACM Trans. Internet Technol. 14, 1–24 (2014)CrossRefGoogle Scholar
  17. 17.
    Fidalgo-Blanco, Á., Sein-Echaluce, M.L., García-Peñalvo, F.J., Esteban Escaño, J.: Improving the MOOC learning outcomes throughout informal learning activities. In: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 611–617. ACM, Salamanca, Spain (2014)Google Scholar
  18. 18.
    Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada G., H.A., Muñoz-Organero, M., Rodríguez-de-las-Heras, A.: Analysing the impact of built-in and external social tools in a MOOC on educational technologies. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds.) EC-TEL 2013. LNCS, vol. 8095, pp. 5–18. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  19. 19.
    Fidalgo, Á., Sein-Echaluce Lacleta, M.L., García-Peñalvo, F.J.: MOOC cooperativo. Una integración entre cMOOC y xMOOC. In: Fidalgo Blanco, Á., Sein-Echaluce Lacleta, M.L. (eds.) Actas del II Congreso Internacional sobre Aprendizaje, Innovación y Competitividad, CINAIC, Madrid, 6–8 de noviembre de 2013, pp. 481−486. Fundación General de la Universidad Politécnica de Madrid, Madrid, España (2013)Google Scholar
  20. 20.
    Borrás Gené, O., Martínez Núñez, M., Fidalgo Blanco, Á.: Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model. In: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 215–220. ACM, Salamanca, Spain (2014)Google Scholar
  21. 21.
    Technical University of Madrid (Spain), University of Zaragoza (Spain), http://gridlab.upm.es/imooc/course/view.php?id=2
  22. 22.
    Fidalgo Blanco, Á., Sein-Echaluce Lacleta, M.L., García-Peñalvo, F.J.: Methodological Approach and Technological Framework to break the current limitations of MOOC model. Journal of Universal Computer Science. In Press (2015)Google Scholar
  23. 23.
    Fidalgo Blanco, Á., García-Peñalvo, F.J., Sein-Echaluce Lacleta, M.L.: A methodology proposal for developing adaptive cMOOC. In: García-Peñalvo, F.J. (ed.) Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (TEEM 2013), pp. 553–558. ACM, New York, USA (2013)Google Scholar
  24. 24.
    Karaoglan, B., Candemir, C., Haytaoglu, E., Algin, G.B., Demirci, S.: Using Twitter as a diagnostic teaching and learning assessment tool. In: 25th Annual Conference EAEEIE 2014, pp. 73–76 (2014)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Francisco J. García-Peñalvo
    • 1
  • Juan Cruz-Benito
    • 1
  • Oriol Borrás-Gené
    • 2
  • Ángel Fidalgo Blanco
    • 3
  1. 1.GRIAL Research Group, Department of Computers and Automatics, Research Institute for Educational SciencesUniversity of SalamancaSalamancaSpain
  2. 2.GATETechnical University of MadridMadridSpain
  3. 3.Technical University of MadridMadridSpain

Personalised recommendations