Abstract:

The use of social networks has positioned itself as the most recurrent activity on the Internet. In this context, the concept of disciplinary social networks was created to refer to open source social networks that allow the discussion of topics from a specific area of ​​knowledge, allowing self-moderation and self-governance. In the context of the COVID-19 pandemic, schools were closed, so it was necessary to create scenarios where online practices could be carried out. This work reports the experience carried out in a practical subject in psychology in which students completed a workshop in a high school level. The main interaction scenario were two disciplinary social networks created from the open source social network Mastodon, one for the institution to which the university student interns and the professor belong, called Iztasocial, and another for the institution to which a second professor of the high school groups belongs called Social-iespoh.

The practice consisted of three phases throughout a semester:
1) Preparation of the practice, in which the psychology students received a videoconference through Google meet, where the teacher explained the problems to be addressed through the intervention, during this phase and after the videoconference, the students made publications on the social network Iztasocial to the teacher of the high school group in order to search for data necessary for the planning of the practice. The second professor used her account on Social-iespoh.
2) Implementation of the practice, in which the students carried out their intervention with an average of 10 hours of synchronous online work using Google meet, during this phase they communicated with their university group professor to report their progress in a microblog using the Iztasocial social network.
3) Closure of the practice, in which the final work was delivered and conclusions were made through the Iztasocial social network where they talked about their difficulties and personal impressions. It is concluded that the interaction between the participants using the Iztasocial and Social-iespoh social networks was constant, promoting communication, so this kind of disciplinary social networks, created from open source networks, can be a suitable scenario for interaction between teachers and students, without the problems associated with the use of social networks that market user data such as Twitter or Facebook, allowing simultaneously the creation of their own terms and conditions of use. It is also concluded that it is possible to connect two disciplinary social networks in a transparent and easy way for users focused on the discussion of academic topics.

Keywords:

Social networks, psychology, practice, microblog.