The UAB Language Service offers online courses in Spanish language organized in different levels to develop students’ linguistic and intercultural skills. 

The number of hours working on the platform vary by level (A1 and A2: 80-100 hours per level; B1and B2: 120-150 hours per level).

There is no final assessment. 

**LEARNING OUTCOMES**

- Communicative approach
- Works on all communicative skills
- Specially aimed at university level students
- Stepping-stone to other Romance languages

Motivation Letter

This is a document from a Institution or University that proves that the Learner has specific knowledge and/or has taken University grade courses.

Transcript of Records

Universitat Autònoma de Barcelona

Language Studies - Spanish

Online course

Language learning, together with other transversal skills and competences are not specifically related to a particular discipline or area of knowledge, but are relevant to a broad range of occupations and sectors. They can be addressed as skills that contribute to the development of a person.

Language learning

The UAB Language Service organizes courses in Catalan language to develop foreign students’ linguistic and intercultural skills with the aim of helping them to integrate into the Catalan social and academic context.

These online courses are carried out in Parla.cat. Each level consists in 135 hours and students have 2 hours of online support from a professor of the UAB Language Service, including the correction of 2 activities.

All offered levels are based on the Common European Framework of Reference for Languages.

**LEARNING OUTCOMES**

- Communicative approach
- Works on all communicative skills
- Specially aimed at university level students
- Stepping-stone to other Romance languages

Language Studies - Catalan

## **Content**

**Package 1 : Philosophy and Law**

Conceptual introduction to the ways in which knowledge is produced and disseminated without paying attention to gender, age, race, and class differences and sexual difference as regards relations among subjects and among bodies, and, thereby, becoming what might be understood as rigid, immaterial, and disaffected knowledge. The impact of producing and disseminating knowledge in these terms will be made clear by analyzing the so-called neutrality of the Law and its effects in gender equality policy making. 

**Package 2 : Psychology and Literature**

(1) Applied critical consideration of epistemic violence, that is, of how gender differences have an effect on subjects and bodies and how they have an effect in their well being depending on the role that gender is given in Psi Disciplines.

(2) Applied critical deconstruction of gender stereotypes and of prejudices that symbolically limit the imaginary field of subjects and bodies and tie them to the immateriality of heteronormativity.  

**Package 3: Anthropology and Pedagogy**

Attention will be payed to a specific challenge in order to (1) make clear how to take into account diversity, difference, and inequality by means of situating knowledge and of feminist methodologies and feminist data analysis and how to (2) validate and make epistemically relevant different kinds of agency by gendering it (including age, class, and race differences). 

## **Learning Outcomes**

1. To identify the key concepts of feminist thought in its diversity and the methodologies therefrom derived and in relation to the ways in which knowledge is produced and disseminated and its results applied.
2. To acquire a complex understanding of how to apply a gender and queer perspective in the analysis of societal challeges.
3. To obtain a complex understanding of the role of the body and the marks of gender, age, race, and class when facing the design, the production, and the execution of social projects.
4. To grasp the mechanisms of the binary, heteronormative, and colonial system of gender in the processes of subjectivation/normalization.
5. To consider the material and affective dimension of the production and dissemination of knowledge and to share its impact in the context of challenge-based learning.

Gender as a cross-cutting tool for understanding, diagnosing, and solving challenges

Self-paced open MOOC (3rd Edition)

Critical and innovative thinking

The challenges provided in the micro-module come from the territory and may be of different nature. UAB collects the challenges from different sources, including the ECIU Challenge Platform.

During the micro-module, participants address the topics with the following agenda of 5 online sessions:

- **Session 1:** Building blocks of Citizen Science . Public engagement in Science. A challenge-based research perspective
- **Session 2:** Approaches, typology and modern trends. Multidisciplinarity of citizen science projects. Citizen social science
- **Session 3:** Designing a citizen science project: lifecycle  Crowdsourcing for citizen science. Data management, regulation and ethical dimension
- **Session 4:** Volunteer engagement, motivation, rewards, management and care. Evaluation and impact assessment of citizen science projects
- **Session 5:**Presentations of the Assignments from the Students

**LEARNING OUTCOMES**

In terms of specific competences, at a first level the participants will develop the following skills:

- Capacity to identify the components of a citizen science project.
- Capacity for analysing the diferent steps of a citizen science project
- Capacity to design  a process of citizen science.
- Capacity to have a first approach to the assessment the social impact of innovation.
- Capacity to ignite a cocreation process.
- Capacity to link the citizen science projcets with citizen-centric innovation initiatives such as living labs.

Member university

Universitat Autònoma de Barcelona

Member university

Universitat Autònoma de Barcelona

Learning opportunities of Universitat Autònoma de Barcelona