Abstract:

The experience here presented between universities in two countries , on two continents , Argentina and Spain would be an example of what we are saying . This task is not easy since there are many oddities and those balances that must be addressed when geographic, thematic and strategic dimensions of different signs so they should estarse attentive to the paradoxes of varying degrees that go as producing cross, by example, we are witnessing a globalization of our students without need for physical mobility situation that occurs from the moment we use the tools of Web 2.0 related to shared projects between Higher Education. In our case, we are using the tools we provide social networking, event facebook, twitter , blogger, or the various applications google to build ecosystems formation.

Objectives:
In this paper we present the experience of three universities developed during the 2012/2013 year, two located in the European context and the other in the Latin American context in the design, development and evaluation of a joint inter-university experience. The objectives were aimed at assessing the behavior of students in the collaborative learning activities and to assess network design an educational project that allows interaction across multiple formats and information exchange from using flexible methodologies to accommodate different situations.


Participants:
Participants were 372 students at the University of Seville (150) and the University of Oviedo (148) enrolled in the degree in Education and the University of Mar del Plata, Argentina (72) where pursuing degrees in Accounting and Bachelor in Business Administration.

Process:
The start of the project was publicly announced in Spain and in Argentina in September. In the first contact activities were presented by teachers and students in a closed facebook "COMPETEP" group, allowing acquainted with the digital work environment and to respond to the difficulties that were emerging. Subsequently , working groups (peer or peer) internally assigning roles to each team (coordinator, secretary , analyst, documentarian and evaluator) were configured :
The challenge was aimed at starting the search and contextualization of a real organization of private, public or non-governmental ...
The next challenge was to conduct a needs assessment to identify what should be a problem and find a solution for formative and innovative considering market opportunities sociopolitical context and situation .
The third challenge was to share information gathered by organizing debates and work for a shared oral presentation virtually .

Results:
Regarding the first objective , to evaluate the behavior of students in activities that build instances of collaborative learning, the data collected in COMPETET associated with about 200 publications on the net where photographs, videos, articles, and books have been the subject of a factorial analysis made emerge the following dimensions:
motivation (a)
satisfaction (B),
communication (C)
collaboration (D)
restraint (E) ,
negotiation (F) ,
discussion (G)
opinions (H).

Figure 1 . Design phases of the training . http://prezi.com/16i7rsj3eics/copy-of-competep/

Keywords:

Internalization, skill, networking, learning, entrepreneur.