There is now a wide variety of forms and communication tools and online publication, which has built and nurtured what has been called, among other designations, the social web. However, many of these ways require a considerable investment of time and attention, both regarding the preparation / production of what is published and shared, as well as regarding the interaction (reading, viewing, scanning) of what is shared by other users. Twitter launched a new way to publish and communicate online with short messages (140 characters), now known as microblogging. Since then, other "short" forms to publish and share content have appeared, such as Pinterest, Vine (6-second videos) or Tumblr. The advantage that these tools or services provide has to do, on the one hand, with the relatively low investment of time and effort in terms of production and publication, and, on the other hand, with its good integration into mobile platforms (phones and tablets). The combination of these two variables contributes to considerably lower the barriers to publishing and consumption of shared information, making both easily available and enforceable at anytime and anywhere. In terms of learning, these forms of publication and interaction expand and diversify the possibilities of content creation and interaction with these, as well as contribute to the development of a PLN (Personal Learning Network), through the connections that are established by these social tools. Thus, these "forms" or "formats" can withstand and stimulate in a very significantly way the emerging perspective of a ubiquitous learning largely based on mobile technologies.

1. Lina Morgado | Maria João Leal | Maria João Spilker | Paula Silva
Laboratory of Distance Education and eLearning | Universidade Aberta, Portugal

2.  According to Ross et al (2011), microblogging is
“a hybrid of blogging, instant messaging, social
networking and status notification.”
 Gao, Luo and Zhang (2012) identified how
microblogging has been used for teaching and
learning. They conclude that there is a potential
for “encourage participation, engagement,
reflective thinking as well as collaborative
learning under different learning settings.”

3. The case of the Portuguese iMOOC

4. Massive - an online course designed for a large number of participants
Open - accessed by almost anyone, anywhere as long as they have an internet connection
- in freedom of place, pace and time
- without entry qualification requirements
- can be completed for free
Online – course completely online
Course – unit of study (equivalent to 1 ECTS)

5. Social presence is the ability of learners to
project their personal characteristics into the
community of inquiry, thereby presenting
themselves as ‘real people.’ (Garrison et. al.,
Community of Inquiry:89)

6. Innovation| Interaction | Inclusion | Individual responsibility | Interpersonal relation

7. Affective
Expressing
Emotions
Use of
humor
Self Disclosure
Interactive
Ask/answer
questions
Complementing,
expressing
appreciation
Expressing
agreement
Ask for
help/Helping
Reference to
real life
Cohesive
Vocative
Use of
inclusive
pronouns
Phatic,
Salutations
Model and Template for Assessment of Social Presence (Rourke et al., 2001)

8. Expression of emotions
Use of Humour
Self Disclosure
Asking questions /…
Complementiong, Expressing appreciation
Expressing agreement
Ask for Help/ Helping
References to real life
Vocatives
Using inclusive pronouns
Phatics, Salutations
Phase 1 Phase 2 Phase 3
AffectiveInteractiveCohesive

9. The case of the conference myMPeL

11. Conference
Face-to-face
and online
Expand /
Amplify

12. Categories of Tweets of the Conference myMPeL
Frequency
Announcements about the Conference (organization and retweets) 90
Comments on the presentations 68
Sharing resources 99
Thematic discussion and conversation 18
Jotting down annotations 311
Establishing social and professional presence and socialization 167
Questions to the organization 58
Other (ambiguous) 2
Total 813

13. Organization
Participants
Plan Schedule Publish Announce
Plan Connect Share Interact

14. The case of Scoop.it

16. Methodology and Objectives
Share
Sense
Seek
Analyze the process
of content curation
practiced according
to “seek, sense and
share”
Determine
whether agents
involved in
teaching/trainin
g used any form
of content
curation
Determine whether
the practice of
content curation
favored personal
knowledge
management

17. Textual analyses and
observation of 35 topics of
Scoop.it users
Online questionnaire, in
English and Portuguese,
was addressed to the
international community
1
2

20. UAbertahttp://www.uab.pt
LE@D http://lead.uab.pt
Lina Morgado lina.morgado@uab.pt
Maria João Leal mleal@lead.uab.pt
Maria João Spilker mspilker@lead.uab.pt
Paula Silva mpaulasilva@gmail.com