General Sustainability plan of the 3Economy+ Project

DATES: 2020-2025

Evidence that the methods and results will be maintained after Erasmus+ funding ends, i.e. that it is sustainable over time.

The 3Economy+ project wants some of its key activities and intellectual products to be sustainable in time after the end of the funding period because of the users that we are convinced they provide to partner universities or any other universities that would like to apply the methods and products used (teachers, researchers, students and the institution's image) and to collaborating companies and institutions. Although the results will be presented to our universities in general and more specifically to departments with related areas of expertise, the aim is to try to contribute to the improvement of teaching and learning. Moreover, we do so at a time of adjustment and transition in many teaching processes and techniques due to the significant advance of ICT and accelerated by the health pandemic we are experiencing. To this end, we have already planned five key actions that can give a sense of continuity and provide the service of educational improvement, methodological innovation, and transfer to other contexts. These are the following:

    I. IO1-Handbook 3Economy+: Macroeconomic analyses depressed regions Title of the action: Macroeconomic analyses of regions with little information on their real situation (Continue to update the tables and reports on the regional macro situation)
    II. IO1-Handbook 3Economy+: Economic and financial report Title of the action: Economic and financial analysis of local companies (Calculation tool for economic and financial studies of companies)
    III. IO4-Handbook 3Economy+: Case Study depressed region Title of the action: Implementing case study development on the most depressed regions (To use these regional case studies in the teaching of these subjects as there are very few of them in our territories and to use this objective to carry out a good number of them)
    IV. IO5- e-learnig 3Economy+: Participation of companies and their professionals in the university environment Title of the action: Participation of companies and their professionals in the university environment. (Create a routine of inviting entrepreneurs or professionals from the business world to explain to students any problems that arise in business)
    V. IO5- E-learning 3Economy+: Mooc: sustainability of the dissemination of the 3economy+ project Title of the action: Mooc: Sustainability of the dissemination of the 3economy+ project

We will always have to justify the sustainability over time of some elements of the project. It is a question of ensuring that the funding does not translate into an isolated action, but instead into elements which go beyond the very existence of the project, through the continuity of activities, results, methods, the framework of the collaboration of partners, etc. This is directly linked to transferability, that is, the degree to which its main products can be generalised or transferred to other contexts or resources. The aim is to ensure that the project will continue to provide added value even after its completion. Many European programmes include an experimental component whose potential results are expected to be transferred to other areas. Hence, the assessment of the innovative character and the capacity to capitalise on projects. We will always have to justify the sustainability over time of some capitalization is a process that involves the reuse of knowledge, results and products beyond the project, to improve what already exists or to create innovative solutions based on the experiences gained. For this purpose, issues such as:

- Systematize the acquired knowledge

- Facilitate access to project products

- Promote the institutional use of findings, for example, by incorporating lessons learned into national or regional policies

- Sharing the project: with the implementers of other projects, involving the local actors of the partners' territory, etc.

The latter, in turn, indicates the importance of giving a participatory character to the projects, so that in their design, implementation and evaluation, key entities and agents participate to ensure the direct connection of the project with reality.

1) IO1-Handbook 3Economy+: Macroeconomic analyses depressed regions

Title of the action: Macroeconomic analyses of regions with little information on their real situation (Continue to update the tables and reports on the regional macro situation)

University teachers who combine their teaching and research activities in the peripheral regions of the European Union (EU) very often encounter specific difficulties in understanding and explaining the real situation in which these territories find themselves.

More specifically, we refer to three specific areas of the social sciences: the macro and microeconomic analysis and financial study of their companies, marketing and dissemination plans and regional tourism strategies.

The main objective of the creation of a manual for teachers, students and organisations and people interested in their knowledge, is to serve as a guide for carrying out their studies and analyses. For this purpose, the territories of Alto Alentejo in Portugal, Malta and the Autonomous City of Melilla chosen as study models.

These are very different regions, both culturally and linguistically, and with different difficulties and challenges but they share being in peripheral areas of the EU.

Teaching/training Manual 3Economy+ (Economy, Marketing, Tourism) based upon the integration of existent and new indicators in the three territories: Alentejo (PT), Malta (MT) and Melilla (SP).

A) Economic Analysis of the Intermunicipal Commune of Alto Alentejo, of Malta and the Autonomous City of Melilla, and Basic analysis of one of the leading companies in each place.

A1. Clear and precise delimitation of the "macroeconomic analysis of the territory," employing: the demarcation of the physical - geographical space, its temporality, economic subject-matter, interrogative formulation of its primary target, evaluation of its resources and justify its utility, and finally determining the methodology. Analyzing how they are and how the economic indicators are evident, we will use the descriptive statistics to classify information according to the relevance presented on a selection of indicators, which allow us to develop a comparative description of them. To establish the factors that explain the reasons for the results shown by statistic, it followed to a structured approach "not experimental, exploratory, descriptive and correlational," that will allow developing conclusions based on the remarks that can explain the situation.

A.2. Fundamental analysis of one of the leading companies of each location. Taking as a reference one of the most prestigious companies in each region, studying the most valuable financial ratios and the main characteristics that define their business models, and using the Business Model Canvas to know the reasons why these companies have been able to become leaders.

B) Regional marketing analysis. Market analysis is an essential part of any business plan. By analyzing the potential customer market in which the company works, it studies the purchasing habits of customers and information about companies that are competitors. Based on market research and intending to attract investors, a robust analysis will show why the business is a substantial addition to a given market and how it will earn money. These steps will be developed in the future through the process of how to make a market analysis in three regions utterly different in language, culture and economic context. The final product will be a pedagogic material and public information.

Area of instruction: Marketing studies those tools, systems, and techniques that companies use to make their products known, carry out exchanges and meet organizational objectives:

- Marketing Performance Indicators will be used when preparing scenarios.

- Marketing Communications career focuses on informing, reminding, and persuading a target audience.

- Marketing Management Pathway focuses on requiring broad, cross-functional knowledge of marketing management.

- Merchandising Pathway focuses on efficient and effective product planning, product selection, buying, licensing, and inventory control.

- Professional Selling Pathway.

- Marketing Research Pathway uses qualitative and quantitative research methods to find information, analyze and present the data, and design the processes for collecting the data that will be used to make business decisions.

- Technology & Product Marketing: Networking, Professional Services, Strategic Alliance Marketing, Cloud and Data Center, Virtualization, Channel Marketing, Content Enablement (social media, web, sales and marketing collateral), Virtual Team Development versus Placement to achieve your marketing needs.

C) Tourism is an essential part of Europe's economic, social and cultural activities. United Nations & World Bank, International Monetary Fund (IMF), Commission of the European Communities, Organization for Economic Cooperation and Development, allow national accounting records through so-called "satellite accounts.

As tourism is defined from the perspective of a visitor, the assessment of its' economic contribution is a complicated task. Tourism Satellite Account (TSA), based on the context  and methodology of the standard System of National Accounts tables (SNA), provides a setting for internationally harmonized measurements of direct macroeconomic contribution of tourism, compiling the indicators of tourism consumption and the output of tourism industries.

Statistics are used to monitor tourism policies, the regional policy context, and sustainable development. The TSA provides a measure of the importance of tourism in terms of GDP and employment in a given country. It integrates the use of tourism-related goods and services with supply, providing a measure of how tourism contributes to production and employment. It also allows comparison of tourism with other sectors, as the concepts and methods used are based on the SNA.

It must be analysed the regional tourism sector by considering sectors to promote in each regional economy since it has growth potential to become an essential source of income. Similarly, they will be analysed it key growth sectors in the regions, including food tourism, heritage tourism, arts and culture, with in-depth analysis and evaluation of the territory

in terms of Cultural Tourism, –policies key indicators, targets, primary sites, key regional specialisms, the tourist demographic, the tourist gaze, and the tourist journey.

Economic drivers relating to the tourism industry of World Tourism Organization (Compendium of Tourism Statistics and recommended Methodological Framework), OECD (Tourism Trends and Policies, guidance and practice on TSA interpretation), Eurostat (TSA-data transmission by the members), National Tourism Administrations and National Statistical Agencies are:

- The preparation of a destination to offer quality tourist services at competitive prices (level of employment in tourism according to age groups, educational level and type of contract.       

- The attractiveness of a destination, natural resources and biodiversity, cultural and creative resources, visitor satisfaction, Better Life Index, etc.

- Policy responses and economic opportunities (National Tourism Action Plan, structuring the tourism supply chain, innovative services through ICT) 

- Tourism performance and effects, market diversification and growth markets, income tourism revenues per visitor by issuer market, rooms` number, number of bed-places, daily room rate,  occupancy rate, the average length of stay.


The tasks leading to the generating production of the intellectual output and the used methodology are:

A) In order to develop this, it will be done a literature review search in databases and monographs in macroeconomic information of the territory in question, according to the determination of concepts, indicators, targets, and the temporary space. Concerning the development of the work of economic analysis, It structured in the following stages:

1) Introduction (exposition, targets, justification);

2) Theoretical background and development of the work. To prepare the theoretical background and conceptual frame of the selected indicators will be done a literature and other pertinent documents revision in order to extract and to compile the information of interest (the review can begin manually or coming from a digital data). This part of the work will be held in two phases: a) refining the target of the work, relating indicators, explaining the behavior in the interaction of these variables, and verifying that there is a relation of causality founded in the chosen theoretical approach, using operative statistical hardware. b) Phase for the proposals, guidelines, conclusions and recommendations, we will select the indicators obtained in the bibliographical research in this subject. We can compare that financial information is recorded in a manner binding in each country. It will also allow us to compare how the information is presented. With this, the pupils will know the method of accounting and the possibility of an accounting harmonization international internally.

B)  The goal is to develop and present tools to bring for the analysis vision. The project aims to implement correctly a body of knowledge based on the Economic, Marketing and Tourism, in conjunction with other subjects of the project. The program focuses on these matters and in these regions. Benefits and difficulties in environmental subjects are balanced, and a sustainability orientation is focused.

C) Disseminate findings to support the investigations conducted by other region’s participants. Likewise, it must be consolidated of crucial data and discussion and analysis of the management of economic, marketing and tourism: the issues, benefits and risks on the regions in investigation.

Regarding the indicators that aim to see if cohesion policies are improving socially and territorially to the regions, an objective identified in the EU, a treaty is an essential expression of solidarity with the poorest and weakest regions of the EU. These grouped into four lines of action (Panorama info regio nº 36. European Unión. Regional Policy):

- Smart growth: Research and development, competitiveness and business environment and education.

- Sustainable Growth: Transportation, Environment.

- Inclusive Growth: Social inclusion, poverty and health.

- Context: Population and geography area.

Let us see which there are the indicators that we consider are basic for the regional economic analysis. The descriptions of the indicators obtained from the glossaries and dictionaries of economic statistical terms: OECD, Eurostat, Office for National Statistics of the UK, IMF and Investopedia.

They can be specified:

I- indicator (20)

I-1 Regional Gross Domestic Product (RGDP)

I-2 Population and GDP Regional per capita (GDPR per capita)

I-3 Regional Gross Value Added (RGVA)

I-4 Disparity index (EU28=100)

I-5 Consumer Price Index (CPI) Inflation

I-6 Households' gross disposable income (HGDI)

I-7 Labor productivity GVA/ Employment

I-8 Unemployment, activity, occupation rates

I-9 Average compensation of employees

I-10 Mercantile Companies Statistics and Business Turnover Index

I-11 Variables of information and communication technology (ICT)

I-12 Balance Of Trade (BOT) Export-Import

I-13 Energy indicators

I-14 Tourism activity indicators

I-15 Monetary and financial sector indicators

I-16 Research and Development (R&D) indicators

I-17 Information society indicators in private households

I-18 Education indicators

I-19 Health idicators

I-20 Tax information

More information: Here (open in a new tab)

2) IO1-Handbook 3Economy+: Macroeconomic analyses depressed regions

Title of the action: Economic and financial analysis of local companies(Calculation tool for economic and financial studies of companies)



The sustainability of the 3economy+ project also has among its pillars the tool that we make available to the economic entities of these regions so that they can carry out an economic and financial analysis of the companies that have never done it before or that want to know about the tool.

The technique is similar to that of a doctor. An objective analysis will be made by determining a series of ratios or key variables to know the financial situation of the company, a diagnosis will be issued through the data provided by the analysis using this tool and a treatment will be issued to say what things to continue doing or what things to improve for the good end of the business life.


Summary: Basic analysis of one of the leading companies in each region. From each region, a leading company will be selected in order to be analysed. The Canvas model together with the financial statement analysis will be the main methodologies to analyse the top companies, so it will be possible to establish the main characteristics defining their business models and to know the main reasons for which these companies are among the leading business.

Request a simple note in mercantile registry of a significant company in the city and analyze the information from the financial statements. With that, we will be able to make a first business analysis with the financial information that is public in each country of a company. The comparative of three financial reports will be a pedagogical material and public information

In turn will be selected local companies in which to perform its economic analysis - financial, so students will learn the accounting method and the accounting harmonization International.

Output: Economic and financial report


When filling in the Intellectual outputs section, please specify the leading and the participating organisations under each output that have a significant contribution in terms of potential impact and transferability (e.g. new curricula, pedagogical materials, IT Tools, analysis and studies, etc.). This will allow for specifying the corresponding costs in the specific section of the budget.

Microeconomic analysis is related with the financial and economic analysis of specific organizations/companies. In this sense, both the macro and microeconomic analysis are closely related as the macroeconomic analysis gives a picture of the economic situation of a country or region where specific companies interact. And it is important to know the global economy to evaluate the performance of a company. In the microeconomic analysis the objective of analysis is the firm: to study its evolution, its performance and its strangeness and weaknesses. And for this purpose the financial and economic analysis is a key element. Specifically, the main objective of this analysis is studying whether an entity is stable, solvent and profitable enough to warrant a monetary investment (Rodríguez-Ariza et al., 2016). So, it is important to identify projects or companies for investment, to evaluate economic trends or to create long-term plans in companies. The microeconomic analysis is mainly based on the information coming from financial statements. The interpretation of the financial statements provides a systematic and efficient basis for the analysis of the business, since it allows to know the causes that cause the current situation of the company, to judge the policies developed by its managers, to make comparisons to show their evolution and with other companies or with the sector, and, to prepare a diagnosis on key issues of the organization in order to facilitate decision-making. In summary, it allows to the analyst to know the cause-effect relationships that have motivated the present situation, to distinguish those aspects that have been positive from those that have a negative significance, in order to detect strengths and weaknesses.

Components of the group

                  Name and surname                                  Knowledge                 Area Department

Scope of action
Subjects concerned
Name of the subject                                                        Area of Knowledge Degree/s
Public Economics,                                                          Social Sciences GAP
Business Economics,                                                   Social Sciences Business
Business Administration and Organisation              Social Sciences and Business
Financial Systems, Social Sciences,                          Business and Human

More information: Here (open in a new tab)

3) IO4-Handbook 3Economy+: Case Study depressed regions

Title of the action: Implementing case study development on the most depressed regions (To use these regional case studies in the teaching of these subjects as there are very few of them in our territories and to use this objective to carry out a good number of them))

Case study is a research method which allows a person to understand why and how to investigate questions. Here, researcher has no control over variables especially in the situations when the case is current.

Important fact – Case study research method helps in the investigation of educational settings by offering suggestions for practice to the researchers.

Most of the students are beginners rather than balanced reasoners. It results in the better learning with examples when compared with the basic principles like logical development. Therefore, the use of case studies makes it an effective classroom technique


Summary: A case study is a research method that involves a close, in-depth and detailed investigation of a study topic and its related contextual position. It often happens that in territories with little economic development or with peculiarities that are very specific and uncommon to the rest of the country, there are not many researchers who develop case studies on them. 

This is the case in the three territories of the 3economy+ project, which do not have this teaching technique available to teachers and therefore certain situations have not arisen which, when examined in a case, could allow discussions to be held that would shed light on the problems raised.

 A case study helps to understand a complicated subject or object. It can broaden experience or add strength to existing knowledge through previous research. Its contextual analysis revolves around a limited number of events or conditions and how they are related.

The case study has been used by researchers for a long time and has been applied in different disciplines. It has been widely used in the social sciences as a method of qualitative research to investigate contemporary real-life situations and has provided a basis for the application of ideas and the extension of methods.

The 3economy+ project aims to achieve sustainability of the intellectual product developed by inviting teachers from these universities or those who consider it appropriate to use the case studies developed and even to participate according to the model we propose.

Output: Case studies on regional or local issues


Case studies guidelines should be defined as a strategy or formal research method involving a detailed and concrete examination of a subject of study (the case), and that gets us to make the connections between the theory and a real-world situation.

In doing research, the "case" being studied may be an individual, organization, event, or action, existing in a specific time and place.

In some cases, they allow you to see how a certain organization puts theory into practice.

Case studies come up in most disciplines but are particularly used for studying human behaviour (e.g. in Social Sciences), human development (e.g. in Education), or professional situations (e.g. in Business).

The general purpose of a case study is to:

-     Describe in detail an individual situation (case), e.g. person, business, organization or institution.

-     Identify the key issues of the case (assignment question should tell what to focus on).

-     Analyse the case using relevant theoretical concepts from a discipline.

-      Recommend a course of action for that particular case (for problem-solving).

A case study is an in-depth study of a particular research problem rather than a sweeping statistical survey or comprehensive comparative inquiry. It is often used to narrow down a very broad field of research into one or a few easily researchable examples. The case study research design is also useful for testing whether a specific theory and model actually applies to phenomena in the real world.

The purpose of a Case Study is to develop and demonstrate an understanding of a real-life case, and make a decision about it.


Components of the group

                  Name and surname                                  Knowledge                 Area Department

Scope of action
Subjects concerned
Name of the subject                                                       Area of Knowledge Degree/s
Public Economics,                                                          Social Sciences
Business Economics,                                                    Social Sciences Business
Business Administration and Organisation              Social Sciences and Business
Financial Systems, Social Sciences,                          Business and Human

More information: Here (open in a new tab)

4) IO5- e-learnig 3Economy+: Participation of companies and their professionals in the university environment 

Title of the action: Participation of companies and their professionals in the university environment.(Create a routine of inviting entrepreneurs or professionals from the business world to explain to students any problems that arise in business)

The Europe 2020 Strategy aims to strengthen the link between education, business, research and innovation; to place creativity, innovation and entrepreneurship at the heart of the curriculum, and to adopt mobility programmes for professionals as a way of promoting entrepreneurship. Along these lines, the 3economy+ project has sought to contribute with the training structure called Education for Innovation and Entrepreneurship (EpIE), where the aim is that classes should bring the real world closer, bringing it into the classroom or taking it out. Students must put their skills into play in real conditions.

The intensive programmes (IP) developed over the three years at the three sites of the consortium have shown how important it is to listen directly to professionals in the classroom, explaining their experiences (essential to improve the training of the future). For this reason, the coordinators of each university have followed the guidelines that an essential part of the activities that favour companies and their professionals, and public administrations and their managers, should take place in the university environment. This participation is through professionals, occasional teachers and the collaboration of students in companies through internship agreements in companies, and in our case international.

Being aware of the greater attention paid by the students in those meetings they have been having with professionals, because they understand that their opinions and information are more real and practical than the messages they usually receive from university teachers, has motivated us to want to continue with our experience, once the cycle of the financed project is over.

To this end, we propose as a sustainability programme to present the variety of actions carried out and thus recommend our entities to promote this type of cooperation which is beneficial to both parties.   


Summary: There is a widespread complaint from employers in most countries that young people enter the labour market without adequate skills. In this sense, they consider that the rapprochement between business and University should be encouraged and include subjects with a more significant business focus or those so typical of these disciplines, with a more generous approach to business reality. 

The programme makes a calendar of invitations to professionals to have small meetings with students and thus receive first-hand information. We plan to present it as a teaching innovation project for students to promote non-theoretical experiences in two ways: Relationship with companies, from talks, conferences, seminars or workshops given by managers, professionals or entrepreneurs; Visits to companies; Practical work in workshops or business laboratories; Periods of stays in companies.

They improve the perception that students have of the business world and its values when they obtain information about the skills and knowledge that they will need in their working life, which will motivate them to achieve them and make the training more versatile and flexible. The relationship with external people, from the business world, serves to reinforce the messages of the teachers, providing a different and more realistic point of view and enriching the training. We have also found that this collaboration is suitable for companies as it contributes to the availability of quality employees and improves the company's reputation.

Employers would like to see students better prepared for the world of work and some of the problems they face in their day-to-day work, but the difficulty is how to integrate them into the subjects. Therefore, collaboration is needed, and we propose that this be done through sessions run by volunteers from local companies who share their experiences. The sessions include creating an elevator pitch or solving a real problem in that industry.

This is the only way to bring real life to the University. The participation of entrepreneurs in the teaching would make up for the current lack of practical experience among university professors. European higher education institutions are not sufficiently involved - nor are they significant enough - in terms of collaboration with alumni who have been successful in their entrepreneurial initiatives and who could provide expertise and funding.

Output: Case studies on regional or local issues


A proposal for a programme includes a series of actions that: allow students and their teachers to have direct contact with companies, to learn about the role and relevance of these companies in the economy and society, and their values, and to promote entrepreneurial and business vocations among the youngest.

The programme includes recommendations for inclusion in the teaching guides, talks by entrepreneurs at the university and visits by students to participating companies. A series of recommendations are explained for the practical application of the programme, definition of its objectives, connection with the academic curriculum, methodology and proposed activities. It also includes didactic resources for students and teachers. The talks will try to be developed the centres themselves and transmit to them what they do, how they do it, their challenges and values. Alternatively, if this is not possible, the students visit the facilities and production centres of the participating companies.

Components of the group
                  Name and surname                                  Knowledge                 Area Department
Scope of action
Subjects concerned
Name of the subject                                                       Area of Knowledge Degree/s
Public Economics,                                                          Social Sciences
Business Economics,                                                   Social Sciences Business
Business Administration and Organisation              Social Sciences and Business
Financial Systems, Social Sciences,                          Business and Human


More information: Here (open in a new tab)

5) IO5- E-learning 3Economy+:Mooc: sustainability of the dissemination of the 3economy+ project

 Title of the action: mooc: sustainability of the dissemination of the 3economy+ project. (From Moodle to Mooc)

The changing trends of the 21st century in education all lead to an application of information and communication technologies (ICT) in education. The 3economy+ project, which has been working in this environment for three years through its educational ICT (MOODLE), believes that in order to give sustainability to the wide range of materials produced, the formula of continuing to be offered to society is through the educational service (MOOC).

ICT has been present in the educational world for some time now, using learning support tools, and as we have said, this project uses the MOODLE platform which is a Virtual Learning Environment (VLE).

It is clear that digital competence involves the safe and critical use of information society technologies for work, leisure and communication, based on necessary skills in the use of computers to obtain, evaluate, store, produce, present and exchange information, and communicate and participate in collaborative networks over the Internet.

Such prior digital training Increase the competence and confidence of teachers in using technologies in the classroom by increasing innovation using technologies, making it essential to promote them in the teaching and learning processes.


Summary: The extensive design of training materials in line with a methodology focused on practical learning "learning by doing" (intellectual product 5) through MOODLE should have a continuity function once the project is completed. To this end, sustainability is guaranteed through the Mooc platform, whose methodology will continue to promote learning as, using virtual environments, with multicultural working groups, in more than one language and using collaborative platforms, it obtains content and practices techniques used in organizations with an international profile. 

The use of MOODLE, free software that simulates a virtual classroom, has enabled numerous functionalities:

- Different learning rates

- Organization of contents, activities and tasks

- Creation of own resources (websites, questionnaires, surveys) and links to external resources

- Online activities and exams

- Qualifications

- Interaction through forums and messages

- Forms of evaluation

- Remote use of resources (connectivity)

- Attention to diversity (personalized learning)

Martin Dougiamas designed this software. However, educational technology is evolving from a tool to service. Under this concept, the MOOC (Massive Open Online Course) has appeared, a term coined by Dave Cormier in 2008, according to which learning is a complex activity, not individual but collective, which is carried out through connections between networks.

A MOOC course is therefore based on the dissemination of content on the web, through a plan of learning activities open to collaboration, and above all, it allows free enrolment in the courses to achieve mass participation. The teacher loses his or her role as an instructor to become the facilitator of the learning activities that are carried out directly among the students.

The acquisition of skills along with evidence of learning is stored in a digital portfolio, which the owner of the portfolio can display when he or she needs to showcase them in their job search or promotion.

We will see if it is feasible to adopt this programme to new open forms that are evolving, through courses adapted to mobile platforms (iOS, Android) in the form of learning pills (EduPills), and through more autonomous training modalities in times, not subject to a start of the course on specific dates, so that each student can start the course at any time (Self Paced MOOC or SPOOC).

Output: From Moodle to Mooc


The MOOC course will have the following sections:

1) Basic data of the course: title, institution, objective and platform that hosts it.

2) Methodology: It refers to the definition of the methodological strategies used in the courses: "masterly", for those activities aimed at reproducing contents; "dialogical", for those of debate and exchange and "applied" for those in which the concretion of different devices was required (pedagogical designs, projects, etc.) from the contents worked on.

3) Resources used: Identification of the materials used, differentiating between videos, teaching guides, social networks, complementary readings, computer graphics/graphics, presentations, forums, Wikis, Hangouts and others.

4) Types of videos: The codes used were "video lessons", created ad hoc by the teaching team for the presentation of content; "process", constructed during the development to clarify doubts, develop activities, etc. and "external", not produced by the teaching team but used in the course.

5) Evaluation: This includes the revision of the evaluation strategies used: questionnaires, peer to peer activities or others.

More information: Here (open in a new tab)