• Description

The course Web-Based Teamwork is transversal along the university and common to all degrees in Computer Science, Multimedia and Telecommunications faculty. Its main goal is introducing students in a gradual and integrated way into the acquisition of the UOC’ general competency ‘Use and application of ICT in the academic and professional spheres’. This competency comprises the rational and critical use of ICT to work and study in the knowledge society and goes further than the instrumental knowledge of tools. This competency should be  understood aligned with the European Union definition of digital competencies as a set knowledge, abilities, attitudes, strategies and awareness needed to use ICT and digital tools to perform tasks, solve problems, communicate, manage information, collaborate, create and share contents, build knowledge in a way which is effective, efficient, suitable, critical, creative, autonomous, flexible, ethic, and reflexive, for working, leisure, participation, learning, socialisation, consumption and empowerment.

The course has 6 ECTS credits and pertains to the block of basic courses of the Bachelor’s degree and it is based on the methodology of online project-based learning and uses the Agile methodology. Developing a team digital project based on a theme related to the Bachelor’s degree area, it is expected to work in an integrated way a set of specific ICT competencies to be deepened into other courses and consolidated in the final project of the Bachelor’s degree.

• Professional fields to which it applies

The course is projected in the professional fields which are characteristics of the Bachelor’s degree.

• Prior knowledge

Basic ICT knowledge at a user level is recommended.

• Information prior to enrolment

It is recommended to take the course Web-Based Teamwork during the first semester of the Bachelor’s degree. Because the contents are focused on competencies, it is necessary to be acquired as early as possible to facilitate the learning process along the others Bachelor’s degree courses.

• Learning objectives and results

The main objective of the course is providing students with a baseline of ICT knowledge and competencies at academic and professional level. The specific competencies are:

·       Search and selection of information on the network.

·       Management and elaboration of digital information.

·       Presentation and dissemination of digital information.

·       Notions of digital technology.

·       Work planification in a virtual environment.

·       Communication strategies on the network.

·       Online Teamwork.

·       Digital attitude.

• Content

The course develops a reflexive, methodological and instrumental set of contents that facilitate the acquisition of specific ICT competencies. The more instrumental contents do not emphasize the knowledge of the tool, they are focused on the application in specific situations in the study scenario.

Reflexive contents:

·       Rational and critical use of ICT

·       ICT application in the study scenario

·       Social network

·       Digital attitude

Methodological contents:

·       Work planification in a virtual environment

·       Team digital project

·       Teamwork in virtual environments

·       Communication strategies on the network

Instrumental contents:

·       Basic notions of technology

·       Search, management, and presentation of digital information.

• View the UOC learning resources used in the subject

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model