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Student responsibility is demonstrated when students take an active role in their learning and take actions to face their educational goals. It is worth noting how inquiry learning in Sciences and Engineering provides suitable contexts in which students can build knowledge to solve problems, make decisions and find solutions to challenges in today's world (García-Medina and García Fernández, 2015; William and Otrel-Cass, 2017) In this work, we describe the practical experience of presenting the features and usefulness of innovative ICTs associated to the organisation of a workshop carried out by students of the Forest Engineering degree in the University of Cordoba (Spain).The workshop was conceived as a final work in the context of the subject "Computer tools in Forest Engineering Projects". The participation as a speaker in the workshop was a voluntary activity included in the teaching guide and was assigned with academic marks. Moreover, the participation as an author of the present contribution to the EGU Assembly 2019 was also another incentive to get involved in the activity. Firstly, teachers and students agreed on the content of the talk, which had to deal with innovative technological tools. Then, the programme of the workshop was announced on the Moodle platform. Each speaker had to explore a computer tool and prepare an English presentation with a a duration between 15 and 30 minutes. The pieces of software presented were "Genially" (https://www.genial.ly/es), "Classcraft" (https://www.classcraft.com/es/) and "Some useful Apps in Forest Engineering" In the closure, a coffee time was also scheduled in order to collect feedback about the experience in an informal way. In addition to the organisation of the workshop in terms of announcement and equipment, the teachers collected the presentations and the material prepared, recorded the session and edited a video which can be viewed on Moodle. Despite the lack of quantitative indicators about the experience, the presentations resulted excellent and the teachers observed how the students were empowered when they adopted the teaching role. It was also significant how the "camera effect" was useful to take the importance of English speaking seriously, as well as to improve student responsibility and collaborative competencies.REFERENCES:R. García-Medina, J.A.García-Fernández. 2015. Cooperar para enseñar, aprender cooperativamente REIRE: revista d'innovació i recerca en educació, Vol. 8(2), 230-241.P. J. Williams, K. Otrel-Cass. 2017. Teacher and student reflections on ICT-rich science inquiry. Research in Science & Technological Education. Vol. 358(1), 88-107. [ABSTRACT FROM AUTHOR]

1% of the world agricultural area is dedicated to olive groves. 48% of world olive oil is produced in Spain, on an area of 2,6 Mha of which, more than 60% is located in Andalusia, in the Southern region (Vilar and Pereira, 2017). Despite the economic, social and cultural relevance of olive grove in the Mediterranean Basin, some studies have highlighted the crop's susceptibility to land degradation and loss of biodiversity, in particular when climate change is considered. In this context, the analyses and monitoring of soil organic carbon (SOC) stock changes are crucial to identify risk of desertification and to fulfill environmental protection global conventions (FAO, 2018).In this work, a sensitivity analysis of the AnnAGNPS model (Bingner et al., 2018) to characterize the impact the different groups of input parameters under real scenarios of extensive olive groves in Andalusia (Spain) is going to be presented. The main aim is to evaluate and to compare the impact on carbon dynamics in an extensive olive orchard catchment where different soil types and managements were parameterized and contrasted with varying hydrological periods through AnnAGNPS simulations.Firstly, model parameters will be evaluated and grouped by soil categories, hydrological features, and management in order to quantify their impact on the sediment carbon loads at the event, monthly and annual scales. A total of 108 scenarios will be prepared in order to describe the influence of 6 soil types, 3 managements (no-till, conventional till and no till with spontaneous grass cover), 3 different rates of fertilization and 2 contrasted organic carbon life-time. On the other hand, the variations of ground carbon content will be also studied at the annual scale. A sensitivity analysis based on the Regression method (Song et al., 2015) will allow us to observe the most significant parameters and features as well as the suitability of the results when comparing bibliographical data. REFERENCESR. L. Bingner, F. Theurer, Y. Yuan, E.V. Taguas. 2018. AnnAGNPS TECHNICAL PROCESSES Documentation Version 5.5. USDA-ARS, National Sedimentation Laboratory, Oxford (MS, US). (https://www.wcc.nrcs.usda.gov/ftpref/wntsc/H&H/AGNPS/downloads/AnnAGNPS%5fTechnical%5fDocumentation.pdf)FAO- Food and Agriculture Organization of the United Nations, 2019. Global Soil Partnership. Accessed at: January 2019. http://www.fao.org/global-soil-partnership/resources/highlights/detail/en/c/1109389/X. Song, J. Zhang, C. Zhan, Y. Xuan, M. Ye, X. Chonggang. 2015. Global sensitivity analysis in hydrological modeling: Review of concepts,methods, theoretical framework, and applications. Journal of Hydrology 523, 739-757.J. Vilar, J.E. Pereira. 2017. Informe de la Caja Rural de Jaén sobre coyuntura para la olivicultura internacional. Campaña 2016-2017. Conference Expoliva, Jaén, May 2017. Accessed at: January 2019. http://www.expoliva.info/archivos/informe%5fcaja%5frural.pdfACKNOWLEDGMENT: This study was supported by the project CGL2015-64284-C2-2-R (Spanish Ministry of Economy and Competitiveness). [ABSTRACT FROM AUTHOR]