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    The Neuro-Subject: A Living Entity with Learnability
    (Springer, 2021-07-26) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.
    In the context of an academic subject, students and teachers acquire knowledge and experience, but we must ensure that this experience will be shared and managed. In this way, the learning, acquired in the subject, remains in the subject. A proven way to manage the experience, which has been vali-dated in previous works, is based on considering two dimensions: the conver-sion of individual knowledge into organizational and the use of a knowledge management system that allows classifying, organizing and finding knowledge based on ontologies and inferences between them. The primary objective of this research work is to join the two dimensions and apply an active method to manage the experience acquired by the teaching staff and students. The com-bination of the models RT-CICLO, as an active method, and ACCI 3.0 to transform individual and organizational knowledge can be applied so that organizational knowledge and learning are produced in a subject. In this work we have identified the actions in which the students create knowledge, as well as the type of knowledge that is created in each case. Organizational knowledge can be generated from each action, which can also be used to promote individual student learning. In the experience also have been acquired a high perception of usefulness on the part of students with regard to all types of organizational knowledge created.
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    Comunidades de Aprendizaje en Redes Sociales y su Relación con los MOOC
    (2016-06) Cruz-Benito, Juan; Borrás-Gené, Oriol; García-Peñalvo, Francisco J.; Fidalgo Blanco, Á.; Therón, R.
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    Detection of Non-Formal and Informal Learning in learning communities supported by social networks in the context of a Cooperative MOOC
    (2015-11) Cruz-Benito, Juan; Borrás-Gené, Oriol; García-Peñalvo, Francisco J.; Fidalgo Blanco, Á.; Therón, R.
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    Detección de aprendizaje no formal e informal en Comunidades de Aprendizaje soportadas por Redes Sociales en el contexto de un MOOC Cooperativo
    (Instituto Politécnico de Setúbal (Portugal). Escola Superior de Educação, 2015-11-25) Cruz-Benito, Juan; Borrás-Gené, Oriol; García-Peñalvo, Francisco J.; Fidalgo Blanco, Ángel; Therón Sánchez, Roberto
    Este artículo recupera información y realiza análisis básicos sobre la participación de usuarios de entornos MOOC cooperativos en Comunidades de Aprendizaje soportadas por entornos hipermedia externos como las redes sociales. Para realizar este estudio, se ha analizado la interacción de los usuarios de un curso de la plataforma iMOOC que implementa cursos MOOC basándose en conceptos como el conectivismo, el aprendizaje colaborativo, la gamificación, o la adaptatividad, entre otros. Concretamente, en este estudio se trata de obtener información sobre las conversaciones que se desarrollan en comunidades de aprendizaje dentro de las redes sociales Google+ y Twitter de forma paralela a la plataforma iMOOC, de modo que a través de esta información sea posible establecer los tipos de aprendizaje que se produce en ellas (aprendizaje no formal e informal), así como realizar una estimación de cómo la interacción de los usuarios con los contenidos etiquetados en ellas les permite seguir conversaciones ya existentes o crear nuevas que les permitan ampliar o reforzar los contenidos que se tratan en el curso del MOOC.