This article analyses transmissive pedagogy, characterised by its unidirectional sense, which has some common features with the media, and interactive pedagogy, characterised by participation, dialogue, co-authorship that has common features with the principles of Web 2.0. The new media put in place communication models that enable every citizen to be potentially a means of communication. This communication ecosystem makes it possible to think about a society of communicators where everyone nurture their creations and shareholdings with individual and collective knowledge. A review of the communication practices that use feed-back as an interaction strategy is carried out, although it is in fact a reinforcement proposed from the point of view of the sender, and a proposal focusing on the feeding of collective know-how known as the ‘feed feed model’, based on individual and collective participation in knowledge building. These skills, which can be organised in person or virtually, characterise the fundamental principles of interactivity, which for some sectors remains a marketing strategy. The culture of participation refers to virtual silence and its consequences in the field of education. The article concludes with the search for other pedagogical models and the analysis of the consequences of continuing to replicate the transmissive model as opposed to the possibilities offered by the pedagogy of interactivity.This paper analyses the pedagogy of transmission, with its unidirectional nature and features that have been in common with traditional media, and the pedagogy of interaction, one of participation, dialogue and co-authorisation which harmonises with the principles of Web 2.0. New media have implemented new communication models that are very popular with potential media Communicator. This Communicative ecosystem suggests a society of communicators in which everyone feeds each other with his or her creations and shares individual and collective knowledge. We review communication practices that use feedback as a strategy of interaction, when in fact practices still in favour of the perspective of the sender. We then propose a model for the collective power of knowledge deployed the feed-feed model, based on the individual and collective construction of knowledge. This knowledge, which can be organised in a virtual or real setting, characterises the fundamental principles of interactivity, even though some sectors still view as marketing strategies. We examine the virtual silence that exists in the culture of participation, and its implications for educcommunication. The article concluded with a search for other pedagogical models, and the analysis of the consequences of perpetuating the transmission model in the face of the alternatives committed by the pedagogy of interaction.