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Telecollaboration (TC) can be defined as a technique involving different groups of students in virtual projects in two types of places geographically far apart. These projects serve, on the one hand, to improve the communicative competence in a foreign language and, on the other, to develop other transversal competences. This study is framed within a telecollaboration project with online exchanges, thus relating FLE learning tutors with FLE students having a B1 level. The interaction among students with a B1 level is accomplished through tasks created and animated by their tutors. Our study questions about the transversal competences that are developed, particularly, the digital competence acquired by students while carrying out those tasks. The project RealBergame (RB) involves students from two universities in different countries in the Mediterranean surroundings: Universitá Delgi Studi di Bergamo (UNIBG) and University of Castilla-La Mancha (UCLM). Within this project, tutors have supervised those students for 6-8 weeks. These supervised sessions consisted of encouraging, in the distance, tasks for students to be done. The tutors guided them during the process of collaborative tasks and provided them with feedback about the activities done. This help could be pedagogical, disciplinary or technical. To take place, as communication was done through computers (CMO), the digital or technical competence is one of the fundamental competences in these types of projects. Therefore, we have analysed the effects these types of projects have on the acquisition of transversal competences of the students but, above all, the digital competence.

Développement des compétences transversales et surtout de la compétence numérique des apprenants dans un projet de télécollaboration entre deux universités du pourtour méditerranéen