In 2009 Catalan universities will be implementing the requirements of Bologna accords. In this context our research group is dealing with new learning tools to make easier the adaptation of all participants to the new environment.

The purpose of this paper is to present the experience in creation and implementation of virtual pedagogical resources. The objective of improving these tools using information and communication technologies (ICT) is double, for teachers and for students. From the teachers’ side, these tools pretend to put nearer the business reality with what is explained in class, be able to use new tools for teaching and create learning tools to ease the Bologna process. For students, the enhancement is based on improving their training and their academic performance inside and outside the class.

According to the seven typologies of innovation established by Hannan and Silver’s (2005) the present study refers to the use of technology to improve education. But ICT alone cannot improve by their self the learning process and it is necessary to go further than simply provide and create notes and references with virtual supports (Gros and Kirscher, 2006). The requirements of designing, elaborating and carrying out an autonomous learning with virtual resources can be classified into three main aspects:
1) objectives to comply with virtual environments (Honebein, 1996),
2) conditionings to design multimedia tools (Parker, 1997).
3) characteristics of multimedia materials (Herrington and Oliver, 1997).

Taking this into account and considering important aspects of communication as for example, interactivity, dynamism, synchronicity and accessibility, the virtual tools of learning created were: case studies, Webquests and supervised exercises.

Case studies provide the possibility for students to know and participate in the process of decision making in organizations. Main advantages are: the better understanding of the topic and encourage the interaction between participants. Main constraints are the impossibility to have a complete interpretation of reality and the difficulty to have access to organization information.

Webquests present real situations that students have to evaluate by consulting information provided on the website. The objective is to make students being able to propose creative solutions. Main advantages are: the increase in student’s motivation and team work creation. Main constraints are students’ initial resistance in using an unknown tool and the need to train the teacher in developing this tool.

Finally, supervised exercises consist on a system to learn how to solve an exercise step by step with explanations of each step to ease the understanding of the student. Main advantages are the facility of use and the promotion of self learning. Main constraint is the difficulty to be used in exercises that have more than one possible solution.

By now, we are creating and beginning to implement these tools at the Business Administration degree of the University of Barcelona. Therefore, at the moment we don’t have yet enough feedback from the student to assess the process learning. Next course they will be implemented in more degrees and results from the implementation and use will be collected to analyze their impact on students’ and teachers’ satisfaction as well as to measure the impact on students’ academic performance.