Daniel Amo, María José Casany Guerrero and Marc Alier Forment

1. The effects of massiveness on the
participation in social technologies:
a MOOC in secondary education
Daniel Amo Filvà
María José Casany Guerrero
Marc Alier Forment

2. Objective
• Research executed in a secondary education
scenario.
• The main aim was to study how the massiveness
affects participation and interaction in social and
web 2.0 technologies.

3. Social and Web 2.0
technologies
• The impact of the emergent use of Social and Web
2.0 technologies have converged in a paradigm
change.
• In this new paradigm the student represents the
center of the learning process.
• The teacher converges to a more dynamic role as
tutor, mediator, curator or knowledge facilitator.

4. MOOCs
• There could be find two kinds of MOOCs: cMOOCs
and xMOOCs.
• cMOOCs (connectivism) are student centered
courses without a teacher that assesses the
process of learning.
• xMOOCs (behaviourism) are teacher centered
courses. Some advances in constructivist technics
approaches are balancing the center between
teachers and students.

5. (c/x)MOOCs and Social
Technologies
• The use of virtual learning environments are
needed in order to conduct MOOCs.
• Social and web 2.0 technologies are the basis of
the communication between all the participants.

6. Social and Web 2.0 technologies
in Secondary Education
• Researches show beneficial effects in the
application of social technologies in secondary
education.
• The Ivy League MOOC Universities are progressing
in the creation of MOOCs for secondary education.

7. MOOCs in Secondary
Education
• Is not as easy as in university level to achieve high
grades of enrollments.
• A high enrollment is considered 300 students,
working hard to enroll at least 1.000 students in the
last quarter of 2014.

8. Sample & Method
• 12 tutors. 1 for each participant classroom.
• Significative sample of 309 students split in two
courses.
• One course with 18% students enrolled.
Considered the control group.
• One course with the 82% of the sample onrolled.
Considered the MOOC to study.

9. MOOC Structure and Flow
• 3 course week
• A forum for reflection in all of the weeks
• Visualization of videos in the first two weeks
• Active wiki and peer reflection in the last week

10. Results
• The MOOC students read 3,88 times the messages
read by those in the control group.
• The MOOC students produced 3,56 times the
posts by those in the control group.

11. Conclusions
!
• A MOOC in secondary education:
• Foster more active users.
• Give more opportunities for participation and
interaction engagement.
• Very social students leverage their social skills.