Nowadays the production of online resources for teaching is a proven reality that has been promoted by the universities through support and financial plans, leading to the creation of multitude of videos and virtual laboratories. At the present, it has been so much development that we can find multitude of online resources repeated. In this sense, is it necessary to create online resources simply by following the current trend? Do all the created resources have good quality? These questions and the problem that suffer the students to distinguish the best resource for learning, prompted GRIPAU (Interdisciplinary group for university learning) to start working on generic skills.

From this reflection, two Projects of Innovation and improvement were born:
1) “How to incorporate transversal competences in your daily work? On-line resources on innovative experiences for professors and students”, whose objectives were:
i) identify and select existing on-line materials on generic skills,
ii) classify the materials according to the different skills and
iii) Disseminate good teaching practices at the UPV.
2) Innovative experiences in generic skills development using advanced ICT tools, whose main objective was to create an assessment template using a tool based on 3.0 environment for generic skills evaluation.

Joining both projects, online resources have been used with students of degree, master and doctorate with the aim of facilitating the development of generic skills. In addition, this development and evaluation has been carried out through the use of a 3.0 environment to facilitate the work of the professor.

Online resources were previously classified by the GRIPAU components within the Riunet institutional repository ( Each video was identified based on the transversal skill that was exposed in the resource, the level of mastery (undergraduate, master or doctoral students) and the degree of interaction. From this database, the GRIPAU’s professors chose the most appropriate online resources to work on their subjects, and uploaded them in the 3.0 environment. By this action, the student who did not know anything about this skill could be formed autonomously, and after that, develop the task.

As a main result, the teachers very positively valued the reduction of the search time of resources prepared for generic skills development and definition. In this way, the students corrected the lack of knowledge about the skill, improving their perception on this one. The differences between the initial perception about the level of acquired skill and the outcomes obtained after the task were more than 40%. As a main conclusion, it is necessary to improve this database and uses it, because we can find the best online resources necessaries to develop generic skills in our students.