[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-216876-en":3,"doc-seo-216876-105":30,"detail-sidebar-cat-0-en-105":97},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},216876,549758146520,"Patrick","https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470",8,"Research & Report","From Facebook - to Instagram - Adapting the “Adopt a Bacterium” project through the lens of the connectivism learning theory","Created in 2013, the “Adopt a Bacterium” project uses social media to engage students in microbiology, initially through Facebook® and later through Instagram® as preferences shifted. The study evaluates the pedagogical impact of this platform transition among Biomedical Science undergraduates at the University of São Paulo in a bacteriology course. Voluntary anonymous questionnaires were administered before the course (Q1), immediately after (Q2), and five months later (Q3) to assess knowledge gain and retention, supported by a project evaluation survey. Analysis used thematic categorization, frequency tables via Pandas in IPython, and the Shannon Diversity Index to measure discourse richness, showing improved outcomes on Instagram®.","10. 22633/rpge.v29i00 .20732  \nRevista on line de Política e Gestão Educacional Online Journal of Policy and Educational Management  \n1 Institute of Biomedical Sciences, University of São Paulo (ICB, USP), São Paulo – São Paulo (SP)– Brazil. Graduate student, Department of Microbiology.  \n2 Institute of Biomedical Sciences, University of São Paulo (ICB, USP), São Paulo – São Paulo (SP)– Brazil. Graduate student, Department of Microbiology.  \n3 Institute of Biomedical Sciences, University of São Paulo (ICB, USP), São Paulo – São Paulo (SP)– Brazil. Undergraduate student, Department of Microbiology.  \n4 Butantan Institute/ Institute of Biomedical Sciences, São Paulo – São Paulo (SP)  \n– Brazil. scientific researcher, Department of Microbiology.  \n5 Institute of Biomedical Sciences, University of São Paulo (ICB, USP), São Paulo – São Paulo (SP)– Brazil. faculty member, Department of Microbiology.  \n6 Federal University of São Paulo (UNIFESP), Diadema – São Paulo (SP)– Brazil. faculty member, Department of Biological Sciences.  \n7 Institute of Biomedical Sciences, University of São Paulo (ICB, USP), São Paulo – São Paulo (SP)– Brazil. faculty member, Department of Microbiology.  \nFROM FACEBOOK® TO INSTAGRAM®: ADAPTING THE “ADOPT A BACTERIUM”PROJECT THROUGH THE LENS OF THE CONNECTIVISM LEARNING THEORY  \nDO FACEBOOK® AO INSTAGRAM®: ADAPTANDO OPROJETO “ADOTE UMA BACTÉRIA” SOBA PERSPECTIVADATEORIA DA APRENDIZAGEM CONECTIVISTA  \nDE FACEBOOK®AINSTAGRAM®: ADAPTANDO EL PROYECTO“ADOPTAUNA BACTERIA” DESDE LAPERSPECTIVADE LATEORÍADELAPRENDIZAJECONECTIVISTA  \nBárbara R. C. ARMELLINI¹  \n[barbara.armellini@usp.br](barbara.armellini@usp.br)  \nLara Nardi BARONI2  \n[laranardibaroni@usp.br](laranardibaroni@usp.br)  \nSamantha C. Maia BRITO3  \n[sammy.maiabrito@gmail.com](sammy.maiabrito@gmail.com)[ ](sammy.maiabrito@gmail.com)Ana Carolina R. MORENO4  \n[carol@usp.br](carol@usp.br)  \nRobson [F.de](F.de) SOUZA5  \n[rfsouza@usp.br](rfsouza@usp.br)  \nCamilo LELLIS-SANTOS6  \n[lellis.camilo@unifesp.br](lellis.camilo@unifesp.br)  \nRita de C. Café FERREIRA7  \n[ritacafe@usp.br](ritacafe@usp.br)  \nHow to reference this paper:  \nArmellini, B. R. C.; Baroni, L. N.; Brito, S. C. M.; Moreno, A. C. R.; Souza, R. F.; LellisSantos, C.; Ferreira, R. C. C. (2025) . From Facebook® to Instagram®: Adapting the “Adopt a Bacterium” project through the lens of the connectivism learning theory. Revista on line de Política e Gestão Educacional, 29, e025084 . [https://doi](https://doi). org/10.22633/rpge.v29i00.20732  \nSubmitted: 08/10/2025  \nRevisions required: 10/10/2025  \nApproved: 29/10/2025  \nPublished: 30/11/2025  \nRevista on line de Política e Gestão Educacional (RPGE), e-ISSN: 1519-9029  \nAraraquara, v. 29, n. 00, e025084, 2025.  \n1  \nABSTRACT: Created in 2013, the “Adopt a Bacterium” project engages students in microbiology through social media, initially using Facebook® and later migrating to Instagram® as preferences shifted. This study examines the pedagogical impact of the transition among Biomedical Science undergraduates at the University of São Paulo enrolled in a bacteriology course. The project employed voluntary, anonymous questionnaires: before the course (Q1) to assess prior knowledge, immediately after (Q2) to measure learning, and five months later (Q3) to evaluate retention. Data were collected over three years and supported by a project evaluation survey. Analyses included thematic categorization, frequency tables generated with Pandas in IPython, and the Shannon Diversity Index to assess discourse richness. Results showed improved learning on Instagram®, with increased bacteriology terminology and higher Shannon Index values in Q2 and Q3 . Findings indicate that “Adopt a Bacterium” remains effective across platforms, promoting active learning, student engagement, and microbiology education overall impact.  \nKEYWORDS: : Active learning. Adopt a Bacterium. Microbiology education. Virtual learning environments. Social media.  \nRESUMO: Em 2013, o projeto “Ad","cbCaikRhTGjLaNwk","https://ap.wps.com/l/cbCaikRhTGjLaNwk","pdf",1294216,1,20,"English","en",105,"# Abstract\n## Methods (Q1-Q3 questionnaires and evaluation)\n## Data analysis (thematic categorization, frequency tables, Shannon Diversity Index)\n## Results and implications","[{\"question\":\"When was the “Adopt a Bacterium” project created and which platforms did it use?\",\"answer\":\"The project was created in 2013 and initially used Facebook®, later migrating to Instagram® as social-media preferences changed.\"},{\"question\":\"How was learning measured before, immediately after, and later after the course?\",\"answer\":\"Voluntary anonymous questionnaires were used: before the course (Q1) to assess prior knowledge, immediately after (Q2) to measure learning, and five months later (Q3) to evaluate retention.\"},{\"question\":\"Which analytical approaches were used to assess discourse and learning outcomes?\",\"answer\":\"The study applied thematic categorization, frequency tables generated with Pandas in IPython, and the Shannon Diversity Index to assess discourse richness.\"}]","From Facebook - to Instagram - Adapting the “Adopt a Bacterium” project through the lens of the connectivism learning theory | PDF",1788828074,50,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":92,"head_meta":94,"extra_data":96,"updated_unix":28},"from-facebook-to-instagram-adapting-the-adopt-a-bacterium-project-through-the-lens-of-the-connectivism-learning-theory","",{"@graph":36,"@context":91},[37,54,74],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/from-facebook-to-instagram-adapting-the-adopt-a-bacterium-project-through-the-lens-of-the-connectivism-learning-theory/216876/",4,{"url":52,"name":13,"@type":55,"image":56,"author":61,"headline":13,"publisher":63,"fileFormat":66,"inLanguage":23,"description":14,"dateModified":67,"datePublished":68,"encodingFormat":66,"isAccessibleForFree":69,"interactionStatistic":70},"DigitalDocument",{"url":57,"@type":58,"width":59,"height":60},"https://docshare.wps.com/thumbnails/from-facebook-to-instagram-adapting-the-adopt-a-bacterium-project-through-the-lens-of-the-connectivism-learning-theory/216876.png","ImageObject",300,407,{"name":9,"@type":62},"Person",{"url":41,"name":64,"@type":65},"DocShare","Organization","application/pdf","2026-09-11","2026-09-08",true,{"@type":71,"interactionType":72,"userInteractionCount":20},"InteractionCounter",{"@type":73},"ViewAction",{"@type":75,"mainEntity":76},"FAQPage",[77,83,87],{"name":78,"@type":79,"acceptedAnswer":80},"When was the “Adopt a Bacterium” project created and which platforms did it use?","Question",{"text":81,"@type":82},"The project was created in 2013 and initially used Facebook®, later migrating to Instagram® as social-media preferences changed.","Answer",{"name":84,"@type":79,"acceptedAnswer":85},"How was learning measured before, immediately after, and later after the course?",{"text":86,"@type":82},"Voluntary anonymous questionnaires were used: before the course (Q1) to assess prior knowledge, immediately after (Q2) to measure learning, and five months later (Q3) to evaluate retention.",{"name":88,"@type":79,"acceptedAnswer":89},"Which analytical approaches were used to assess discourse and learning outcomes?",{"text":90,"@type":82},"The study applied thematic categorization, frequency tables generated with Pandas in IPython, and the Shannon Diversity Index to assess discourse richness.","https://schema.org",{"og:url":52,"og:type":93,"og:title":13,"og:site_name":64,"og:description":14},"article",{"robots":95,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":98},[99,103,107,111,116,120,125,128,132,135,139],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":100,"show_sort_weight":101,"slug":102},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":104,"show_sort_weight":105,"slug":106},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},"Exam",70,"exam",{"id":112,"doc_module":4,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},5,"Comic",60,"comic",{"id":117,"doc_module":4,"doc_module_name":46,"category_name":118,"show_sort_weight":29,"slug":119},6,"Technology","technology",{"id":121,"doc_module":4,"doc_module_name":46,"category_name":122,"show_sort_weight":123,"slug":124},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":126,"slug":127},30,"research-report",{"id":129,"doc_module":4,"doc_module_name":46,"category_name":130,"show_sort_weight":21,"slug":131},9,"Religion & Spirituality","religion-spirituality",{"id":21,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":21,"slug":134},"World Cup","world-cup",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":136,"slug":138},10,"Lifestyle","lifestyle",{"id":140,"doc_module":4,"doc_module_name":46,"category_name":141,"show_sort_weight":112,"slug":142},19,"General","general"]