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This paper analyses the possibilities for innovation in the teaching of web journalism based on two international cooperative projects involving a convergence of programs and methodologies. This article examines how, in their most advanced stage, Brazilian, Portuguese and Basque students organized themselves in working groups to cooperate and jointly develop, in English, in-depth journalistic and multimedia coverage, some of them, even with a transmedia perspective. The results allow us to evaluate the advantages and difficulties of cooperative and virtual teachinglearning processes that seek to promote the internationalisation of media and communication students in Ibero-America. [ABSTRACT FROM AUTHOR]

Brasil e Espanha são dois países da área iberoamericana que têm mostrado maior dinamismo no âmbito do ciberjornalismo, tanto a nível profissional, como de pesquisa e formação. Diante disso e da consolidação de tendências como o jornalismo social e a convergência de mídias, este artigo investiga o estado atual do ensino de ciberjornalismo em seis das principais universidades do Brasil e da Espanha. O objetivo é refletir sobre o tipo de resposta que a universidade oferece atualmente às necessidades informativas presentes e futuras de uma sociedade crescentemente tecnológica e interconectada, ou seja, cada vez mais convergente e social. Para isso, o estudo emprega uma abordagem metodológica baseada na análise dos currículos de graduação e pós-graduação e em opiniões de professores. Os resultados enfocam questões relacionadas à denominação das disciplinas, ao modelo de formação, ao itinerário curricular ou à abordagem teórico-prática. Concluiu-se que a mudança profissional promovida em diferentes níveis pelos processos de convergência midiática e pela assimilação das rotinas produtivas 2.0 tem impulsionado uma adaptação progressiva dos currículos brasileiros e espanhóis em termos de diversificação, transversalidade e especialização. Nesses currículos, o ensino em torno do ciberjornalismo responde à necessidade que os jornalistas têm para uma formação cada vez mais ampla. Brazil and Spain are two Iberoamerican countries that have evidenced up to date one of the highest dynamisms in the online professional and scholar fields. Taking into account the consolidation in the last years of social journalism and media convergence tendencies, this article analyses how online journalism teaching is currently being developed in six of the most relevant public and private universities of Brazil and Spain. The study aims to gain a depth insight into the response that University education is giving to the current and future needs of a society increasingly interconnected and influenced by technology, and thus more and more convergent and social. With this purpose, the study uses a methodological approach based on the analysis of several teaching curriculums in Grade and Posgrade, apart from considering the opinions of teachers in charge of online journalism subjects in both countries. The results provide specific data about training models, denomination of the courses and subjects, curricular development options, current theoretical and practical approach to online journalism related subjects and future challenges and opportunities. It was concluded that the professional change promoted at different levels by the processes of media convergence and the assimilation of the 2.0 productive routines has promoted a progressive adaptation of the Brazilian and Spanish curricula in terms of diversification, transversality and specialization. In these curricula, teaching around cyberjournalism responds to the need for journalists for an increasingly broader education. [ABSTRACT FROM AUTHOR]

The current media need for employees capable of producing multiplatform content and thriving in collaborative environments. This has made digital journalism one of the fields considered to have the greatest potential today for promoting professional, research, and teaching innovation. In fact, online journalism has played a major role in the renovation of communications curricula over the past two decades. This article examines a case study on a teaching innovation project in online journalism based on the Internationalization at Home (IaH) transversal perspective. It can be considered as the first project examining this perspective in the journalism-teaching field. The examined project was carried out by teachers and researchers of five Ibero-American universities with the aim that virtual international students of the five universities collaborated for the production of multimedia in-depth news reports. The article thus analyses the teaching innovation experience and discusses it in terms of advantages and disadvantages. [ABSTRACT FROM AUTHOR]