Active Methodologies and Didactic Techniques

University professors must continue their education throughout their working lives to apply the main developments in education to their lessons”

The main objectives of this Postgraduate Diploma in Active Methodologies and Didactic Techniques are to promote and strengthen the competencies and capabilities of university professors by incorporating the most current teaching tools in higher education. Professors will complete the program being able to provide their students with the necessary motivation to continue their studies and develop an appeal for academic research.   

Throughout the course, they will review the fundamental knowledge of education and teaching to learn the best way to guide and orient students on a daily basis. 

This training stands out for its order and distribution of theoretical material, guided practical examples in all its modules, and motivational and explanatory videos. This will allow our students to easily and clearly study teaching in higher education, with special emphasis on motivating further research. 

Therefore, the main methodologies in the field of educational research and didactic techniques will be explained to the student, since it is understood that university students are the most interested in continuing their training following the main teaching techniques and tools, regardless of their field of action. 

All this without neglecting the knowledge of the skills professors must acquire to offer quality education to their students, putting into practice the most accurate innovation tools in each case.

Moreover, as it is an online training, our students will be able to choose where and when to take on the course load, which will allow them to balance their studies with their work and family life.

Add to your skills with this Postgraduate Certificate in Active Methodologies and Didactic Techniques. You will improve your skills, give your CV a competitive edge and increase the quality of your lessons and delivery”

This Postgraduate Certificate in Active Methodologies and Didactic Techniques contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical case studies presented by experts in active methodologies and teaching techniques
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• The latest on active methodologies and teaching techniques
• Practical exercises where the self-assessment process can be carried out to improve learning
• A particular focus on active methodologies and teaching techniques
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an internet connection

This Postgraduate Certificate is the best investment you can make in selecting a refresher program to update your knowledge of Active Methodologies and Didactic Techniques”

The teaching staff includes professionals in Active Methodologies and Didactic Techniques, who contribute their work experience to this program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise throughout the program. To that end, they will be assisted by an innovative, interactive video system developed by recognized and extensively experienced experts Active Methodologies and Didactic Techniques. 

If you want to train with the best teaching methodology and multimedia, this is your best option"

This 100% online Postgraduate Certificate will allow you to balance your professional life with your private life, while expanding your knowledge in the field"

The content has been designed and structured by the best professionals in Active Methodologies and Didactic Techniques, who have extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed, studied, and diagnosed, and who are also extensively knowledgeable of new technologies applied to teaching.

We have the most complete and up-to-date program on the market. Don't hesitate to join our student community”

Module 1. Active Methodologies and Teaching Techniques 

1.1. Active Methodologies

1.1.1. What are Active Methodologies?
1.1.2. Keys for Methodological Development from the Students Activity
1.1.3. Learning and Active Methodologies
1.1.4. History of Active Methodologies

1.1.4.1. From Socrates to Pestalozzi
1.1.4.2. Dewey
1.1.4.3. Institutions Promoting Active Methodologies

1.1.4.3.1. Free Educational Institutions
1.1.4.3.2. The New School
1.1.4.3.3. The Unique Republican School

1.2. Project-Based Learning, Problems and Challenges

1.2.1. Travel Companions: Cooperation between Professors
1.2.2. Phases of PBL Design

1.2.2.1. Tasks, Activities and Exercises
1.2.2.2. Rich Socialization
1.2.2.3. Research Tasks

1.2.3. Phases of PBL Development

1.2.3.1. Benjamin Bloom’s Theories
1.2.3.2. Bloom’s Taxonomy
1.2.3.3. Bloom’s Taxonomy Revised 
1.2.3.4. Bloom’s Pyramid
1.2.3.5. David A. Kolb’s Theory: Experience Based Learning
1.2.3.6. Kolb’s Cycle

1.2.4. Final Product

1.2.4.1. Types of Final Product

1.2.5. Assessment in PBL

1.2.5.1. Assessment Techniques and Tools

1.2.5.1.1. Observation
1.2.5.1.2. Performance
1.2.5.1.3. Questions

1.2.6. Practical Examples. PBL Projects

1.3. Thought-Based Learning

1.3.1. Basic Principles

1.3.1.1. Why, How and Where to Improve Thought
1.3.1.2. Thought Organizers
1.3.1.3. Infusion with the Academic Curriculum
1.3.1.4. Attention to Skills, Processes and Disposition
1.3.1.5. The Importance of Being Explicit
1.3.1.6. Attention to Metacognition
1.3.1.7. Learning Transfer
1.3.1.8. Construct an Infused Program
1.3.1.9. The Need for Continuous Personal Development

1.3.2. Teaching to Think. Thinking-Based Learning (TBL)

1.3.2.1. Creating Mind Maps Collaboratively
1.3.2.2. Thinking Skills
1.3.2.3. Metacognition
1.3.2.4. Thought Design

1.4. Event-Based Learning

1.4.1. Approach to the Concept
1.4.2. Basis and Foundations
1.4.3. The Pedagogy of Sustainability
1.4.4. Benefits of Learning

1.5. Play-Based Learning

1.5.1. Games as Learning Resources
1.5.2. Gamification

1.5.2.1. What is Gamification?

1.5.2.1.1. Fundamentals
1.5.2.1.2. Narration
1.5.2.1.3. Dynamics
1.5.2.1.4. Mechanisms
1.5.2.1.5. Components
1.5.2.1.6. Insignias
1.5.2.1.7. Gamification Apps
1.5.2.1.8. Examples
1.5.2.1.9. Gamification: Critics, Limitations and Common Mistakes

1.5.3. Why Use Videogames in Education?
1.5.4. Types of Players According to the Richard Bartle Theory
1.5.5. Escape rooms/Breakedu, an Organizational way of Understanding Education

1.6. Flipped Classroom

1.6.1. Organizing Working Hours
1.6.2. Advantages of the Flipped Classroom

1.6.2.1. How to Effectively Use Flipped Classrooms? 

1.6.3. Disadvantages of the Flipped Classroom Approach
1.6.4. The Four Pillars of the Flipped Classroom
1.6.5. Resources and Tools
1.6.6. Practical Examples

1.7.  Other Trends in Education

1.7.1. Robotics and Programming in Education
1.7.2. E-learning, Micro-learning and Other Online Trends
1.7.3. Neuroeducation Based Learning

1.8. Free, Natural Methodologies based on Individual Development

1.8.1. Waldorf Methodology

1.8.1.1. Methodological Basis
1.8.1.2. Strengths, Opportunities and Weaknesses

1.8.2. Maria Montessori, the Pedagogy of Responsibility

1.8.2.1. Methodological Basis
1.8.2.2. Strengths, Opportunities and Weaknesses

1.8.3. Summerhill, a Radical Point of View on How to Teach

1.8.3.1. Methodological Basis
1.8.3.2. Strengths, Opportunities and Weaknesses

1.9. Educational Inclusion

1.9.1. Can There Be Innovation without Inclusion? 
1.9.2. Cooperative Learning

1.9.2.1. Principles
1.9.2.2. Group Cohesion
1.9.2.3. Simple and Complex Dynamics

1.9.3. Shared Teaching

1.9.3.1. Ratio and Attention to Students
1.9.3.2. Teaching coordination as a strategy for student improvement

1.9.4. Multilevel Teaching

1.9.4.1. Definition
1.9.4.2. Models

1.9.5. Universal Learning Design

1.9.5.1. Principles
1.9.5.2. Guidelines

1.9.6. Inclusive Experiences

1.9.6.1. Rome Project
1.9.6.2. Interactive Groups
1.9.6.3. Dialogical Gatherings
1.9.6.4. Learning Communities
1.9.6.5. Includ-ED Project

This training will be key to advance your career”