Marta Lazo, CarmenOsuna Acedo, SaraGil Quintana, Javier2024-11-062024-11-062019-03Carmen Marta-Lazo, Sara Osuna-Acedo, Javier Gil-Quintana, sMOOC: A pedagogical model for social inclusion, Heliyon, Volume 5, Issue 3, 2019, e01326, ISSN 2405-8440, https://doi.org/10.1016/j.heliyon.2019.e013262405-8440Anthropology Education Information science Sociologyhttps://hdl.handle.net/20.500.14468/24265In this article, the results of analysing the sMOOC launched by European project E-learning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal's course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes.eninfo:eu-repo/semantics/openAccess53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educaciónartículoanthropologyeducationinformation sciencesociology