General information

Subject type: Basic

Coordinator: Monica Juliana Oviedo León

Trimester: First term

Credits: 6

Teaching staff: 

Victor Jordan Vallverdu

Teaching languages

Els recursos docents que es proporcionen a l'assignatura o que es recomanen com a materials de treball, poden estar en qualsevol de les següents llengües: català, castellà i anglès.



Basic skills
  • B5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

Specific skills
  • E10. Analyze and evaluate the role of digital communities and social media in business.

  • E13. Identify the basic tools of e-Marketing.


  • E14. Apply the knowledge acquired to the management of digital communities.

  • E9. Apply technological tools for the use of business resources through Marketing.

General competencies
  • G1. 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.

  • G2. Be able to innovate by developing an open attitude to change and be willing to re-evaluate old mental models that limit thinking.

Transversal competences
  • T1. Communicate properly orally and in writing in the two official languages ​​of Catalonia.

  • T2. Show willingness to learn about new cultures, experiment with new methodologies and encourage international exchange.

  • T4. Master computer tools and their main applications for ordinary academic and professional activity.


Eines TIC is a first-year first-year subject that introduces students to the digital field from a business perspective. 

This subject continues the line established in the subject of innovation management in a digital context.

Throughout the term, the main purpose of the course is to initiate the student, gradually and in an integrated way, in the acquisition of the competence of use and application of information and communication technologies (ICT) in the academic, personal and professional.

A second general objective is to raise and know what are the trends in the digital world, and what is the evolution and impact of these in the field of business from a historical perspective.

A third goal is to try to reflect on the impact of technology on the personal and work environment. We seek the student to reflect critically on the use of ICT to work and study in the information society; what it means to be a digital individual and how we can learn to make the most of it; of how ICTs are used to search for information, classify it and present it; how we manage data and our privacy; of how we are connected and the digital revolution we are experiencing.


Learning outcomes

  1. Apply the main computer tools to provide the necessary information in decision making.
  2. Contextualize ICT in the company.
  3. Understand the digital transformation of companies.
  4. Understand how companies, brands and people position themselves in the digital environment.
  5. Learn about different ICT tools for self-learning and the work environment.
  6. Understand how ICTs have led management, marketing and digital communication towards omnichannelity.
  7. Know the basic principles of Cloud computing.
  8. Understand the impact of Big Data and the importance of cybersecurity.

Working methodology

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. Conferences: Face-to-face or streaming sessions, both in university classrooms and within the framework of another institution, in which one or more specialists present their experiences or projects to students. Visits to exhibitions and/or presentations of subjects 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 contemplated:

  • 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 pursued by the teacher responsible for the subject. Debates have a start and end date and are facilitated by the teacher.

  • MD7. Case study: Dynamics that start 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.

3. Autonomous learning: Sessions planned as established and organized tasks.

  • MD9. Solving exercises and problems: Non-face-to-face activity dedicated to solving 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 resources, tools and support technologies necessary to monitor each of the subjects, bearing in mind that the main digital work space will be the subject's virtual classroom.

The virtual classroom will be the point of reference for monitoring the subject. It is also the space for communication and evaluation. The main channel for inquiries is the subject's virtual classroom forum. It will be avoided as much as possible to send questions of a general nature to the teacher's email. Instead, e-mail or direct messages through the virtual classroom are appropriate for specific or personal matters.

The Tecnocampus will make available to teachers and students the digital tools necessary to carry out the subject, as well as guides and recommendations that facilitate adaptation to the non-face-to-face mode.

The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, whether towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer prejudice from others.


The contents proposed in the subject are approached from a double approach: on the one hand the impact on the person (individual or collective) and on the other from a business and economic perspective.

Topic 1. Digital transformation

  • Digital world, world 2.0 
  • Key concepts of Web 2.0

  • The digital attitude: Proconsumers, production and consumption of information.

  • Contextualize ICT in the company.

  • Understand the digital transformation of companies.

  • PLE

Topic 2. Digital presence

  1. Digital identity and privacy

  2. Digital presence: identity, branding, online reputation, employer branding, personal branding, storytelling

  3. Tools to be efficient digital individuals. 

  4. CMS: content management systems, LMS: learning management systems, PLE: Personal learning environment

Topic 3. Omnichannelity

  1. Understand the importance of ICT in digital marketing and communication.
  2. GDPR
  3. Comprehensive management systems: ERP, CRM

Topic 4. Trends

  • Internet of Things (IoT)
  • Big Data
  • Data Protection


Learning activities

The subject's activities have as their objective that the student, individually or in a team, can experience and therefore have a critical attitude about the subjects of the subject, from an individual, collective perspective and from the point from a company point of view.

We will carry out different types of activities:

AF1. Theoretical sessions
AF2. Seminars
AF3. Work in group
AF4. Individual work
AF5. Personal study



Evaluation system

The subject will be passed based on the completion of all the activities that the student will solve individually, in groups or the elaboration of a team project, as well as a final examination to validate the fundamental contents of the subject.

To pass the subject it is mandatory to carry out the project as a team.

The subject combines continuous assessment activities and work, both individual and group, and the completion of an exam. To pass the subject, you must carry out all the assessable activities and you must pass a validation exam of the fundamental contents of the subject.

Summary of the evaluation system:

  • Continuous Assessment (CA): 60%
  • Exam (EX): 40%

To pass the subject you must have an average equal to or higher than 5.

To be able to average, it is mandatory to pass the exam with a minimum grade of 5.

A student who has not appeared in the first call, cannot appear in the recovery.

Grades for continuous assessment assignments cannot be recovered.

Recovery is not used to improve grades. 



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 Español de Protección de Datos (AEPD)

National Institute of Cybersecurity (INCIBE)

Internet Security Office (OSI)

 Catalonia Cybersecurity Agency

World Wide Web Consortium (W3C)

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