<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1988-3293</journal-id>
<journal-title><![CDATA[Comunicar: Revista Científica de Comunicacíon y Educacíon]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicar]]></abbrev-journal-title>
<issn>1988-3293</issn>
<publisher>
<publisher-name><![CDATA[Grupo Comunicar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1988-32932018000200105</article-id>
<article-id pub-id-type="doi">10.3916/C55-2018-10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[De sMOOC a tMOOC, el aprendizaje hacia la transferencia profesional: El proyecto europeo ECO]]></article-title>
<article-title xml:lang="en"><![CDATA[From sMOOC to tMOOC, learning towards professional transference: ECO European Project]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osuna-Acedo]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marta-Lazo]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frau-Meigs]]></surname>
<given-names><![CDATA[Divina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia Departamento de Didáctica y Organización Escolar ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Zaragoza Departamento de Lingüística General e Hispánica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Université Paris 3 Departamento Monde Anglophone ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>França</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>55</numero>
<fpage>105</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1988-32932018000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1988-32932018000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1988-32932018000200105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La evoluci&#243;n de los MOOC en la &#250;ltima d&#233;cada ha sido constante y din&#225;mica. Como antecedentes, los primeros modelos de cMOOC y xMOOC se transforman en otras modalidades postMOOC, como los sMOOC, que conjugan la interacci&#243;n entre los estudiantes con el modelo de participaci&#243;n implantado en las redes sociales. Este trabajo tiene como objetivo realizar una revisi&#243;n sistem&#225;tica del estado de la literatura cient&#237;fica sobre el concepto MOOC y sus distintas tipolog&#237;as. En este art&#237;culo, se descubre una nueva generaci&#243;n asociada a los sMOOC, los tMOOC (Transfer Massive Open Online Courses). La metodolog&#237;a de estudio se basa en el an&#225;lisis de contenido de las categor&#237;as resultantes en los 707 registros recogidos de Web of Science, profundizando en los 70 art&#237;culos que obtuvieron al menos diez citas. Adem&#225;s, se ha realizado el estudio de caso del sMOOC &#171;Paso a paso&#187; del Proyecto Europeo ECO, como modelo pedag&#243;gico innovador, centrado en el aprendizaje colaborativo para la formaci&#243;n de futuros e-teachers. Los resultados del an&#225;lisis muestran la reciente y escasa investigaci&#243;n sobre los diferentes tipos de MOOC, as&#237; como el hallazgo de una nueva modalidad basada en la transformaci&#243;n pedag&#243;gica, la transferencia del aprendizaje y el talento intercreativo. Como conclusi&#243;n, el an&#225;lisis de todas las claves de la configuraci&#243;n del tMOOC lleva a proponer una nueva taxonom&#237;a basada en las 10 T&#8217;s.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ABSTRACT 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&#8217;s &#171;sMOOC step by step&#187;, 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 suggests a new taxonomy based on the 10 T&#8217;s.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[sMOOC]]></kwd>
<kwd lng="es"><![CDATA[tMOOC]]></kwd>
<kwd lng="es"><![CDATA[Transferencia de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Transformación Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
<kwd lng="es"><![CDATA[Transmedialidad]]></kwd>
<kwd lng="es"><![CDATA[Talento Intercreativo]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Colaborativo]]></kwd>
<kwd lng="en"><![CDATA[sMOOC]]></kwd>
<kwd lng="en"><![CDATA[tMOOC]]></kwd>
<kwd lng="en"><![CDATA[Learning Transfer]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Transformation]]></kwd>
<kwd lng="en"><![CDATA[Interaction]]></kwd>
<kwd lng="en"><![CDATA[Transmediality]]></kwd>
<kwd lng="en"><![CDATA[Intercreative Talent]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Work]]></kwd>
</kwd-group>
</article-meta>
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