Abstract:

Nowadays, it is very common that professionals must collaborate with other professionals from different areas. This fact is even stronger in disciplines related to computer science, whose deep nature of interdisciplinary causes that engineers are working in most areas except the computer science itself. However, the training offered in computer science studies lacks that multidisciplinarity, focusing more on purely technical aspects.
In the other hand, most of the professionals from non-computer disciplines often must interact with computer engineers not only for solving a problem with a computer or computer tool, but also for designing a computer tool. Engineers’ terminology differs very much from non-engineers, and often communication with these professionals becomes an added problem.
The aim of the universities is to train their students in the skills demanded by companies or institutions. According to experts, students need to develop more the skills called generic in which can be found the interpersonal skills. These skills will enable students to interact in the future easily with multidisciplinary environments. However, the curriculum of most of higher studies does not take into account the development of this kind of abilities.
This paper presents a good example of joint curriculum design, where multimedia and teacher training studies find out a common ground and a realistic working environment through laboratory practices.

In particular, the work enables students of multimedia and education the development of web-based tools that could be used in the future by teachers in the classroom from different perspectives. The web-based tools developed by students of multimedia engineering will be guided by the teacher training students in order to create of simple games and/or exercises that will improve the cognitive development of children, and will enable communication between different professionals. The complexity of this task requires a very strong and closed interdisciplinary participation. The final purpose of this tool is its applicability in primary schools to increase the cognitive skills of children such as the attention, the memory or reasoning.
Meanwhile, students of teacher training incorporate their knowledge to adjust the web-based application successfully, incorporating it the qualitative and quantitative information needed for verification. As a result of this synergy, a good interdisciplinary teamwork has emerged, closer to the real world than the university and which all would be enriched. A world in which is sufficiently demonstrated that the proper evaluation and treatment education requires the participation of different professionals in order to provide particular views of behaviours to observe, modify and implement strategies for this purpose.
In this sense, this work demonstrates that it is possible to intervene in a curricular perspective, in the university, to promote the development of interpersonal skills. It is shown a methodology for interdisciplinary practices design and a guide for monitoring and evaluation.