General information


Subject type: Basic

Coordinator: Núria Masferrer Llabinés

Trimester: First term

Credits: 6

Teaching staff: 

Anna Martínez Gili
Alex Araujo Batlle 
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.

Skills


Basic skills
  • B1_Students have demonstrated and understood knowledge in a field of study that is based on general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects involving knowledge from the forefront of their field of study

     

  • B5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy

Specific skills
  • E10_Recognize and understand the mechanisms of innovation and entrepreneurship and develop entrepreneurial initiative through theoretical models that fit a business idea.

  • E11_Analyze and properly assess the scientific-technological and economic environment, both to seek innovative opportunities and to establish the necessary processes to adapt the organization to this environment.

     

  • E12_Generate strategic skills by considering the operating environment as a project and establishing long-term, large-scale guidelines

     

General competencies
  • G1_Be able to work in a team, actively participating in tasks and negotiating 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
  • T2_Show willingness to learn about new cultures, experiment with new methodologies and encourage international exchange

  • T4_Domain the computer tools and their main applications for the ordinary academic and professional activity

  • T1_Communicate properly orally and in writing in the official languages ​​of Catalonia

Description


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 (physics or virtual) it is a safe, free space of attitudes sexists, racists, homophobic, transphobic i discriminatory, ja be towards the students or towards the faculty. we trust that among all and all we can create a space sure on ens can to err i to learn sense having to suffer prejudice others.

Contents


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.

  • FULL UP

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. Better quality of care
  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 completion of all the activities that the student.

These will be raised individually and in groups.

The student will also have to pass a final exam to validate the fundamental contents of the subject.

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

To pass the course you must have an average of more than 5 in each of the parts.

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.

Bibliography


Basic

Pisani, f. (2016). Creators of the future. Telefónica Foundation http://www.fundaciontelefonica.com/arte_cultura/publicaciones-listado/pagina-item-publicaciones/itempubli/502/

 

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

https://books.google.com.py/books?id=dJ1cDAAAQBAJ&lpg=PP1&hl=es&pg=PP1#v=onepage&q&f=true

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

Complementary

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: 

https://www.web3d.org/

Digital economy and society. Eurostat. European Commission 

https://ec.europa.eu/eurostat/web/digital-economy-and-society/
 

 Español de Protección de Datos (AEPD) 

https://www.aepd.es/

National Institute of Cybersecurity (INCIBE) 

https://www.incibe.es/

Internet Security Office (OSI) 

https://www.osi.es/

 Catalonia Cybersecurity Agency 

https://ciberseguretat.gencat.cat/

World Wide Web Consortium (W3C) 

https://www.w3.org/