The aim has been to try to adapt to Bologna Process before it affects the subject in order to gain experience, to apply learned lesson and to change the working method and teacher's assessment. The two pillars of this experience have been: Project-Based Learning (PBL) and Virtual Learning. These two educational methodologies have been implemented in two consecutive stages, one year for each methodology. The paper will deal with this model design presentation; the different experienced training activities; the solutions that allowed for capacities, abilities and attitudes; organization criteria and some thoughts derived from its development.

The companies from the naval sector are subject to a strong pressure from competitors and clients; this results in a high level of exigency in the execution of their projects. Within this framework, the application of the existing best practices and the use of worldwide project management standards become key pieces for these companies. This article puts forward the experiences gathered from the adaptation of the PMI methodology to a SME from Galician naval auxiliary industry. It deals with the different risk management implementation stages of a strategic project, showing the advantages and the keys to the project's success.

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The Project we are about to analyze, "Design and manufacture of eight fender davits", was a significant strategic project in 2010. It began as such at the request of a customer who manages his projects by following the guidelines of Project Management Body of Knowledge (PMBok); this project's success was a milestone, since it meant the introduction of the SME into a highly competitive new market. The authors present the "adaptation" of this SME to the Project Management Institute (PMI) standards for project management, and specifically for risk management. The risk management approach undertaken is described, with the characteristic features of a SME: stages of the process, people implied with their roles and responsibilities, implemented activities, used metrics, conducted monitoring and control,...And what the results obtained have been.

We have tried to apply the FaiTIC distance-learning platform to the Engineering Projects subject (Degree in Industrial Engineering) before it is affected by the Bologna Process. The aim was to gain experience, to apply lessons learned and to make a change in working methods and instructor's assessment. FaiTIC is based on the Claroline platform managed by the University of Vigo to reinforce traditional teaching. All available possibilities have been used to spread teaching material, to temporary link theoretical concepts and their practical application, to foster students' interest and to monitor their learning.