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The classes are in Catalan. Els materials de l'assignatura poden estar en català, castellà i anglès.
CB2. That students know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.
CB4. That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences.
CB5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
CE10. Recognize and understand the mechanisms of innovation and entrepreneurship and develop the entrepreneurial initiative through theoretical models that fit a business idea.
CE11. Analyze and evaluate the scientific-technological and economic environment, to look for innovative opportunities and establish necessary processes to adapt the organization.
CE12. Generate strategic skills considering the environment as a project.
CG1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge.
CG2. Be able to innovate by developing an open attitude towards change and be willing to re-evaluate old mental models that limit thinking.
CG3. Integrate the values of social justice, equality between men and women, equal opportunities for all and especially for people with disabilities, so that the studies of Business Administration and Innovation Management contribute to to train citizens for a just, democratic society based on a culture of dialogue and peace.
CT1. Communicate properly orally and in writing in the two official languages of Catalonia.
CT2. Show willingness to learn about new cultures, experiment with new methodologies and encourage international exchange.
CT3. Formulate critical and well-argued reasoning, using precise terminology, specialized resources and documentation to support these arguments.
CT5. Master the main applications of computer tools and new technologies for ordinary academic activity.
CT6. Carry out tasks autonomously with the correct organization and timing of academic work.
CT7. Develop the ability to assess inequalities due to sex and gender to design solutions.
Eines TIC is a first-year first-year subject that introduces students to the digital field from a business perspective.
Throughout the term, the main purpose of the subject is to introduce the student, in a gradual and integrated manner, to the acquisition of the competence to use and apply information and communication technologies (ICT) in the academic, personal and professional.
A second general objective is to consider and learn what are the trends in the digital world, and what is the evolution and impact of these in the field of the company from a historical perspective.
A third objective is to try to reflect on the impact of technology in the personal and work sphere. We want the student to think critically about the use of ICT to work and study in the information society; of what it means to be digital individuals and how we can learn to get the most out of it; of how ICT is used to search for information, classify it and present it; how we manage data and our privacy; of how we are connected and of the digital revolution we are experiencing.
All these aspects are applied to the field of Tourism, taking into account the stages of the trip, the value chain and the different agents involved.
The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or towards teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer prejudice from otherss
Tracking the course will require the student to attend class with their laptop.
The teaching contents and competences will be worked in sessions of three types:
1. Theoretical classes: Sessions based on the presentation of the most relevant contents of the subject. The following teaching methodologies are considered:
MD1. Master class: Expository class sessions based on the explanation of the teacher and students, where students enrolled in the subject attend.
MD2. Lectures: Face-to-face or streaming sessions, both in the university classrooms and in the framework of another institution, in which one or more specialists present their experiences or projects to the students. Visits to exhibitions and / or presentations of topics related to the contents of the subject.
MD3. Presentations: Multimedia formats that support face-to-face classes.
2. Guided learning: Sessions based on individual or group work. Students have direct teacher support in and out of the classroom. The following teaching methodologies are considered:
MD5. Seminars: Face-to-face format in small work groups (between 14 and 40). These are sessions linked to the face-to-face sessions of the subject that allow to offer a practical perspective of the subject and where the participation of the student is key.
MD6. Debates and forums: Face-to-face or online conversations, according to the objectives that the teacher responsible for the subject pursues. The debates have a start and end date and are facilitated by the teacher, who will also write the conclusions.
MD7. Case study: Dynamics that starts from the study of a case, which serves to contextualize the student in a specific situation. The teacher can propose different activities, both individually and in groups, among his students.
MD8. Role-playing games: Simulation dynamics in which each student represents a role specified by the teacher. As a "role", you will have access to specific information and "play" according to the characteristics of your role, according to the rules of the game, to solve or experience the reference situation of the dynamics.
3. Autonomous learning: Sessions planned as established and organized tasks.
MD9.Resolution of exercises and problems: Non-contact activity dedicated to the resolution of practical exercises based on the data provided by the teacher or the development of a project.
MD10.Readings, information searches.
To carry out these activities, intensive use will be made of the tools and support technologies needed to monitor each of the topics, taking into account that the main digital workspaces will be:
- Institutional platform: The virtual classroom will be the place of reference for the follow-up of the subject. It is also the space for communication and evaluation.
- Personal platform: The student will have a personal digital space from where he will manage his work throughout the term and will also allow him to work collaboratively, according to the scheduled activities.
Topic 1. Digital transformation
Topic 2. Digital presence
Topic 3. Omnichannelity
Topic 4. Trends
The activities of the subject have as objective that the student, individually or in team can experience and therefore have a critical attitude on the subjects of the subject, from an individual, collective perspective or from the point business view.
Each week we will work on two types of activities:
The evaluation of the subject is distributed in:
Keep in mind that:
SEGITTUR (2021). Manual for creating a digital destination guide. Red DTI.
SEGITTUR (2021). Catalog of technological solutions for Smart Tourist Destinations.
Andrew J.Frew and Alisha Ali. (2013). Information and Communication Technologies for Sustainable Tourism. Publisher: Routledge
Invat-tur (2015). BIG DATA: challenges and opportunities for tourism. Valencian Tourism Agency.
World Travel & Tourism Council (2020). To Recovery & Beyond: The Future of Travel & Tourism in the Wake of COVID-19.
Susskind, Richard and Susskind, Daniel (2015). The future of the professions: How Technology Will Transform the Work of Human Experts. Oxford University Press.
Navío-Marco, Julio; Ruiz-Gómez, Luis M. and Sevilla-Sevilla, Claudia (2018). Progress in information technology and tourism management: 30 years on and 20 years after the internet - Revisiting Buhalis & Law's landmark study about eTourism. Tourism Management, 69(June 2018), 460-470. https://doi.org/10.1016/j.tourman.2018.06.002
Huertas, Assumption and Marine-Roig, Estela (2016). Differential Destination Content Communication Strategies Through Multiple Social Media. In Information and Communication Technologies in Tourism 2016 (pp. 239–252). Springer International Publishing. https://doi.org/10.1007/978-3-319-28231-2_18
Comscore (2022). From airlines to hotels and travel agencies: the online behaviors of consumers that impact the travel industry.