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.

Check the timetables of the different groups to find out the language of the classes.


Basic skills
  • CB5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

Specific skills
  • CE9. Apply technological tools for the use of business resources through Marketing.

  • CE10. Analyze and evaluate the role of digital communities and social media in business.

  • CE13. Identify the basic tools of e-Marketing.

  • CE14. Apply the knowledge acquired to the management of digital communities.

General competencies
  • 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 to change and be willing to re-evaluate old mental models that limit thinking.

Transversal competences
  • 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.

  • CT4. 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. 

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.
  9. Know how to apply ICT to the company's internal communication.

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. 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.

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, bearing in mind that the main digital workspace will be the institutional platform: Moodle.

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.

This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

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

 The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either 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 the prejudices of 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 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 and from the point business view.

Each week we will work on two types of activities:

  • The activities that will be done in the classroom, with the accompaniment of the teacher. These activities are challenges that students must solve in class, therefore with a limited time, based on the materials they have in the classroom and the tools they have been working on before or during the session.
  • The activities that will be done outside the classroom serve the student to prepare the reference topics of the subject. 



Evaluation system

The subject will be passed from the realization of all the activities that the student will solve of individual form, group or the elaboration of a project in team, as well as a final examination of validation of the fundamental contents of the asignatura.

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

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

The following evaluation percentages are established:

Participation in activities proposed in the classroom, exhibitions, individual work 40%
Individual and / or group work 20%
Final exam 40%

 All parts that have not been passed must be retaken in the resit exam.

A student who has not applied for the first call CANNOT apply for recovery.



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Catmull, Ed. (2014). Creatividad, SA: How to take inspiration to infinity and beyond

Vivancos, J. (2008). Information processing and digital competence. Madrid: Alianza Editorial.

Juan Jose Castaño and Susana Jurado (2016). Electronic commerce. Editorial Editex, SA

Bellón, FM (2009). Creativity and new technologies in modern organizations. Madrid: Ediciones Díaz de Santos SA

Cabezas, J. d. (2015). The great opportunity: Keys to leading the digital transformation in business and the economy. Barcelona: Grupo Planeta.

Vieitres, CS (2011). Information systems: Practical tools for business management. Madrid: RA-MA Editorial

Adner, R .; Zemsky, P. (2005). "Disruptive technologies and the emergence of competition". RAND Journal of Economics

Castells, M. (1998). The information age. Spain: Mc Graw Hill

Gates, B. (2000). Business in the digital age. Spain: Plaza & James Editores, SA

Anderson, C. (2004). The Long Tail. Random House


Susskind, R; Susskind, D. (2015). The future of the professions: How Technology Will Transform the Work of Human Experts. Oxford University Press. 

Sieber, S .; Valor, J .; Porta, V. (2006). The information systems in the current company: Strategic aspects and tactical alternatives. McGraw Hill.


Meyer, C .; Jones, G. (2010). Cloud Computing: the third wave of information technology. Future Trends Forum (Bankinter Foundation).


Guitart, I. (2011). Business information system. Editorial UOC.

Meyer, C .; Rios, JI; Solchaga.M; (2007). Web 2.0. The social media business. Future Trends Forum (Bankinter Foundation).


Guill Fuster, Humi. (2011). Business cooperation systems. Editorial UOC.


Web3D Consortium:

Digital economy and society. Eurostat. European Commission

 Español de Protección de Datos (AEPD)

National Institute of Cybersecurity (INCIBE)

Internet Security Office (OSI)

 Catalonia Cybersecurity Agency

World Wide Web Consortium (W3C)