P. Domínguez1, M.T. Duplá2, E.M. Polo3

1University of Barcelona, Faculty of Law (SPAIN)
2University Ramon Llull of Barcelona (SPAIN)
3University Miguel Hernández of Alicante (SPAIN)
The new educational framework designed in Spain as a result of the convergence towards the European Higher Education (hereinafter EHEA) requires, in accordance with Royal Decree 1393/2007 of 29 October (Amended by Decree 861/2010 of July 2), "a change in teaching methods," since the purpose of the new organization of university education in our country following the so-called "Bologna process" focuses on the process of student learning. In this model, the student becomes an active subject of that process and the European credit (as defined in the Royal Decree 1125/2003 of 5 September) in a unit of measurement of the total volume of student work to achieve the objectives set out in curriculum objectives to be concretized in terms of learning outcomes and skills acquisition.

An environment like the Virtual Campus is essential in an educational context based on a lower presentiality in the classroom and greater activity (federal and / or directed) by the student, hence our efforts have focused mainly on the latter years, in the design of a virtual campus, as well as the use of new technologies, which is suitable profile of our area of expertise (Roman law), the objectives are expected to achieve the student at the end of the learning process of our subject, the development of specific skills and qualifications transverse and in particular, the teaching methodology that makes it possible to achieve the above.

A view of the above, in this paper we describe two teaching experiences in the virtual design in educational practice of Roman law, on the one hand, the Faculty of Law of the University of Barcelona and, secondly, the Faculty of social and Legal Sciences, University Miguel Hernández, experiences that share its commitment to adaptation and renewal of teaching methods to the new educational model.