Oikonomics, the UOC journal on economics, business and society, has published two special issues, 14th and 15th, dedicated to the collaborative economy. The two issues analyze from different points of view the analysis of a concept that is receiving increasing attention as a new economic agent that, through digital platforms, has shown its capacity for transformation. In the two issues of Oikonomics, this phenomenon is analyzed from a theoretical perspective, but also a practical one based on the empirical analysis of the trends that are taking place in this field. In this webinar video, the two coordinators of these two issues, the lecturers of the Economics and Business Studies Department, Joan Torrent and Lluís Garay, talk about the evolution of the collaborative economy concept and the different visions and realities related around it, as well as its capacity to transform society. The moderator of the webinar is the Dean of the Economics and Business Department of the UOC, M.ª Jesús Martínez.

Oikonomics, the UOC journal on economics, business and society, has published two special issues, 14th and 15th, dedicated to the collaborative economy. The two issues analyze from different points of view the analysis of a concept that is receiving increasing attention as a new economic agent that, through digital platforms, has shown its capacity for transformation. In the two issues of Oikonomics, this phenomenon is analyzed from a theoretical perspective, but also a practical one based on the empirical analysis of the trends that are taking place in this field. In this webinar video, the two coordinators of these two issues, the lecturers of the Economics and Business Studies Department, Joan Torrent and Lluís Garay, talk about the evolution of the collaborative economy concept and the different visions and realities related around it, as well as its capacity to transform society. The moderator of the webinar is the Dean of the Economics and Business Department of the UOC, M.ª Jesús Martínez.

The recent advances in technology, and particularly artificial intelligence, are having an extremely profound effect on very diverse sectors, including that of the judiciary in its various manifestations. The work presented here analyses some of the more recent developments in artificial intelligence in the field of the application of law, with the aim of discerning the point up to which we are approaching the idea – not so utopian now  – of the AI judge and the automated application of law. The analysis is structured in three different areas, which are at the same time complimentary: firstly, there is an analysis of the conceptual aspect (what distinct elements and activities involve the judicial application of law, with the aim of determining what processes would be necessary to automate in order to be able to speak of an “AI judge”); secondly, a number of recent technologies and applications are presented which would influence in some way the application of law, with the purpose of determining at what point we would find ourselves with respect to a process of automation; and finally, there will be a brief reflection on the possible positive or negative effects an automation of the application of law would involve.

There is a high consensus in considering regulatory processes of learning as one of the key elements to ensure the knowledge attainment in distance university context, which allows students to periodically evaluate their learning process. In asynchronous learning environments, one of the normal strategies to facilitate this regulation is the use of feedback mechanisms between teacher and students. Though, in an environment with large groups of students, teacher feedback may become a tedious and unsustaianable task.

In this paper, we present the results of three pilot projects centred in the context of the Business degree from UOC, in which we have explored ICT tools (audio, video and screenshots) and differents stretagies to give feedback with the aim of improving the effectiveness and efficiency of the regulatory process of learning.