Active Methodologies and Didactic Techniques

Increase your competitiveness and improve the way you teach your lessons thanks to this Postgraduate Diploma in Active Methodologies and Didactic Techniques"

The main goals of the Expert in Active Methodologies and Didactic Techniques are to promote and strengthen the competencies and capabilities of teachers in the university environment, following the Spanish regulations and taking into account the most current tools for teaching in this area. This is done in such a way that the teacher is able to inspire his students with the necessary motivation to continue their studies and to feel drawn to scientific research.  

This Postgraduate Diploma provides teachers with an overview of the fundamental knowledge in the field of teaching and the best way to guide and orient students in their day-to-day work.  

This training is distinguished by its order and distribution of theoretical material, guided practical examples in all its modules, and motivational and explanatory videos. Allowing a simple and clarifying study on education in university educational centers.  

Therefore, the main educational projects that are being implemented in universities today will be explained to the student, taking into account the main active methodologies and techniques used, with innovation as one of the most important elements.

Take with us this Postgraduate Diploma in Active Methodologies and Didactic Techniques and increase your effectiveness at work". 

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

• Development of practical cases presented by experts in University Teaching
• The graphic, schematic, and eminently 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 Didactic Techniques
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies in educational research 
• 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 Diploma may be the best investment you can make in the selection of an updating program for two reasons: in addition to updating your knowledge in Active Methodologies and Didactic Techniques, you will obtain a degree endorsed by the first educational institution in Spain, TECH"

Its teaching staff includes professionals belonging to the field of University Teaching, who contribute their work experience to this training, as well as renowned specialists from reference 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 training programmed to train in real situations. 

This program is designed around Problem Based Learning, whereby the Teachers must try to solve the different professional practice situations that arise during the academic year. For this purpose, the teacher will be assisted by an innovative interactive video system developed by recognized experts in Active Methodologies and Didactic Techniques, with extensive teaching experience.  

If you want to train with the best teaching methodology and multimedia, this is your opportunity. Do not hesitate and join our team"

This Postgraduate Diploma will allow you to improve your daily practice, while continuing with the rest of your duties"

The structure of the content has been designed by the best professionals in the University Teaching sector, with extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed, studied, and diagnosed, and with extensive knowledge of new technologies applied to teaching.    

This Postgraduate Diploma in and Active Methodologies and Didactic Techniques contains the most complete and up-to-date scientific program scientific the market”  

Module 1. Innovation, Diversity and Equity in Education

1.1. What Do We Mean by Educational Innovation? 

1.1.1. Definition. 
1.1.2. Why is Educational Innovation Important? 
1.1.3. How Can We Be Innovative? 
1.1.4. Should We Be Innovative? 

1.2. Diversity, Equity and Equal Opportunity. 

1.2.1. Definition of Concepts.
1.2.2. Three Essential Elements in Education. 

1.3. Innovation and Educational Improvement. 

1.3.1. Innovation Process 
1.3.2. Efficiency and Educational Improvement. 

1.4. Innovation for Achieving Equality in Education. 

1.4.1. How to Explain Equality 
1.4.2. Equality in Education: A Persistent Problem. 
1.4.3. Factors for Achieving Equality in the Classroom: Examples in the Classroom. 

1.5. Non-Sexist Teaching and Language.

1.5.1. What is Non-Sexist Language? 
1.5.2. What is Sexism in Language? 
1.5.3. What is Inclusive Language? 
1.5.4. Examples of Sexist and Non-Sexist Language in Education. 

1.6. Factors that Favor and Hinder Innovation. 

1.6.1. Factors that Favor Innovation. 
1.6.2. Factors that Hinder Innovation. 

1.7. Characteristics of Innovative Schools. 

1.7.1. What is an Innovative School? 
1.7.2. Innovative Schools, a Different Education. 
1.7.3. Elements of an Innovative School. 
1.7.4. The Keys to an Innovative Classroom. 

1.8. Process of Educational Innovation. 

1.8.1. The 21st Century School. 

1.9. Resources and Innovation Teaching Programs. 

1.9.1. Distinct Innovation Programs Which Can Be Used in the Classroom. 
1.9.2. Teaching Resources for an Innovative Classroom. 

1.10. Emerging Fields in the Teaching. 

1.10.1. Emerging Pedagogies 
1.10.2. Emerging Needs of Students. 
1.10.3. ICT as an Emerging Resource in Teaching.
1.10.4. Different ICT Tools to Use in the Classroom.

Module 2. Active Methodologies and Didactic Techniques 

2.1. Active Methodologies

2.1.1. What are Active Methodologies?.
2.1.2. Keys for Methodological Development from the Students Activity.
2.1.3. Relationship Between Learning and Active Methodologies.
2.1.4. History of Active Methodologies.

2.1.4.1. From Socrates to Pestalozzi.
2.1.4.2. Dewey
2.1.4.3. Institutions Promoting Active Methodologies.

2.1.4.3.1. The Free Institution of Education.
2.1.4.3.2. The New School. 
2.1.4.3.3. The Unique Republican School.

2.2. Project Based Learning, Problems and Challenges.

2.2.1. Travel Companions Cooperation Between Teachers. 
2.2.2. Phases of PBL Design.

2.2.2.1. Tasks, Activities and Exercises.
2.2.2.2. Rich Socialization
2.2.2.3. Research Tasks 

2.2.3. Phases of PBL Development.

2.2.3.1. Benjamin Bloom’s Theories. 
2.2.3.2. Bloom’s Taxonomy. 
2.2.3.3. Bloom’s Taxonomy revised 
2.2.3.4. Bloom’s Pyramid. 
2.2.3.5. David A. Kolb’s Theory: Experience Based Learning. 
2.2.3.6. Kolb’s Cycle. 

2.2.4. The Final Product. 

2.2.4.1. Types of Final Product.

2.2.5. Evaluation in PBL.

2.2.5.1. Assessment Techniques and Instruments.

2.2.5.1.1. Observation 
2.2.5.1.2. Performance
2.2.5.1.3. Questions

2.2.6. Practical Examples PBL Projects

2.3. Thought Based Learning.

2.3.1.    Basic Principles.

2.3.1.1. Why, How and Where to Improve Thought.
2.3.1.2. The Organizers of Thought.
2.3.1.3. The Infusion with the Academic Curriculum.
2.3.1.4. Attention to Skills, Processes and Disposition.
2.3.1.5. The Importance of Being Explicit.
2.3.1.6. Attention to Metacognition.
2.3.1.7. Learning Transfer 
2.3.1.8. Construct an Infused Program. 
2.3.1.9. The Need for Continuous Personal Development.

2.3.2. Teach to Think TBL

2.3.2.1. Collaborative Creation of Thought Maps.
2.3.2.2. Thinking Skills 
2.3.2.3. Metacognition
2.3.2.4. Thought Design 

2.4. Event Based Learning. 

2.4.1. Approach to the Concept. 
2.4.2. Basis and Foundations.
2.4.3. The Pedagogy of Sustainability.
2.4.4. Benefits of Learning.

2.5. Game-based learning.

2.5.1. Games as Learning Resources. 
2.5.2. Gamification

2.5.2.1. What is Gamification?. 

2.5.2.1.1. Fundamentals. 
2.5.2.1.2. Narration
2.5.2.1.3. Dynamics
2.5.2.1.4. Mechanisms.
2.5.2.1.5. Components.  
2.5.2.1.6. Insignias 
2.5.2.1.7. Gamification Apps
2.5.2.1.8. Examples:
2.5.2.1.9. Criticisms of Gamification, Limitations and Common Errors.

2.5.3. Why use Videogames in Education?
2.5.4. Types of Players According to the Richard Bartle Theory.
2.5.5. Escape rooms/Breakedu, an Organizational way of Understanding Education.

2.6. Flipped Classroom 

2.6.1. Organization of Working Time. 
2.6.2. Advantages of the Flipped Classroom.

2.6.2.1. How can I Effectively Teach using Flipped Classrooms? 

2.6.3. Disadvantages of the Flipped Classroom Focus. 
2.6.4. The Four Pillars of the Flipped Classroom. 
2.6.5. Resources and Tools. 
2.6.6. Practical Examples 

2.7. Other Trends in Education. 

2.7.1. Robotics and Programming in Education. 
2.7.2. E-learning, Micro-learning and Other Online Trends.
2.7.3. Neuro-education Based Learning.

2.8. Free, Natural Methodologies based on Individual Development.

2.8.1. Waldorf Methodology 

2.8.1.1. Methodological Basis 
2.8.1.2. Strengths, Opportunities and Weaknesses. 

2.8.2. Maria Montessori, the Pedagogy of Responsibility. 

2.8.2.1. Methodological Basis 
2.8.2.2. Strengths, Opportunities and Weaknesses. 

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

2.8.3.1. Methodological Basis 
2.8.3.2. Strengths, Opportunities and Weaknesses. 

2.9. Educational Inclusion 

2.9.1. Is there Innovation without Inclusion? 
2.9.2. Collaborative Learning.

2.9.2.1. Principles.
2.9.2.2. Group Cohesion
2.9.2.3. Simple and Complex Dynamics.

2.9.3. Shared Teaching

2.9.3.1. Ratio and Attention to Students. 
2.9.3.2. Teaching coordination as a strategy for student improvement.

2.9.4. Multilevel Teaching

2.9.4.1. Definition.
2.9.4.2. Models.

2.9.5. Universal Learning Design.

2.9.5.1. Principles.
2.9.5.2. Guidelines

2.9.6. Inclusive Experiences

2.9.6.1. Rome Project
2.9.6.2. Interactive Groups 
2.9.6.3. Dialogical Gatherings 
2.9.6.4. Learning Communities
2.9.6.5. Includ-ED Project.

Module 3. Programming and Implementing Educational Projects

3.1. Introduction to the Types of Educational Projects.

3.1.1. What is an Educational Project? 
3.1.2. What is the Purpose of an Educational Project? 
3.1.3. Origin of an Educational Project.
3.1.4. Parties Involved in the Educational Project.
3.1.5. Target Audience of the Educational Project.
3.1.6. Factors Involved in an Educational Project.
3.1.7. Content of an Educational Project. 
3.1.8. Objectives of the Educational Project.
3.1.9. Results of an Educational Project. 
3.1.10. Conclusion of Educational Projects. 

3.2. Technological Projects

3.2.1. Virtual Reality
3.2.2. Augmented Reality.
3.2.3. Mixed Reality
3.2.4. Digital Whiteboards
3.2.5. iPad or Tablet Project. 
3.2.6. Cell phones in the Classroom.
3.2.7. Educational Robotics 
3.2.8. Artificial Intelligence 
3.2.9. E-learning and Online Education. 
3.2.10. 3D Printing.

3.3. Methodological Projects

3.3.1. Gamification.
3.3.2. Game Based Education.
3.3.3. Flipped Classroom
3.3.4. Project Based Learning.
3.3.5. Problem-Based Learning.
3.3.6. Thought Based Learning.
3.3.7. Skill Based Learning.
3.3.8. Cooperative Learning
3.3.9. DesignThinking
3.3.10. Montessori Methodology
3.3.11. Musical Pedagogy
3.3.12. Educational Coaching

3.4. Value Projects

3.4.1. Emotional Education.
3.4.2. Anti-Bullying Projects. 
3.4.3. Projects to Support Associations.
3.4.4. Projects in Favor of Peace.
3.4.5. Projects in Favor of Stopping Discrimination.
3.4.6. Solidarity Projects
3.4.7. Projects Against Gender Violence.
3.4.8. Inclusion Projects
3.4.9. Intercultural Projects 
3.4.10. Coexistence Projects

3.5. Evidence-Based Projects.

3.5.1. Introduction to Evidence Based Projects.
3.5.2. Previous Analysis
3.5.3. Determining the Objective.
3.5.4. Scientific Research
3.5.5. Choosing a Project.
3.5.6. Local or National Contextualization.
3.5.7. Viability Study
3.5.8. Implementation of Evidence Based Projects.
3.5.9. Monitoring of Evidence Based Projects.
3.5.10. Evaluation of Evidence Based Projects.
3.5.11. Publication of Results.

3.6. Artistic Projects

3.6.1. LOVA (The Opera as a Learning Vehicle).
3.6.2. Theater
3.6.3. Musical Projects
3.6.4. Choirs and Orchestras.
3.6.5. Projects on the Infrastructure of the Center.
3.6.6. Visual Art Projects.
3.6.7. Design Technology Art Projects. 
3.6.8. Decorative Art Projects. 
3.6.9. Street Projects
3.6.10. Projects Centered on Creativity.

3.7. Language Projects

3.7.1. On-site Language Immersion Projects.
3.7.2. Local Language Immersion Projects.
3.7.3. International Language Immersion Projects.
3.7.4. Phonetic Projects
3.7.5. Conversation Assistants
3.7.6. Native Teachers
3.7.7. Preparation for Official Language Exams.
3.7.8. Projects to Encourage Language Learning. 
3.7.9. Exchange Projects

3.8. Excellence Projects

3.8.1. Improving Personal Excellence.
3.8.2. Improving Institutional Excellence.
3.8.3. Improving Graduate Excellence. 
3.8.4. Collaboration with Prestigious Entities.
3.8.5. Competitions and Prizes.
3.8.6. Projects for External Evaluation. 
3.8.7. Connection with Businesses.
3.8.8. Excellence Projects in Culture and Sport.
3.8.9. Advertising.

3.9. Other Innovation Projects.

3.9.1. Outdoor Education
3.9.2. Youtubers and Influencers.
3.9.3. Mindfulness
3.9.4. Peer Tutoring
3.9.5. The RULER Method.
3.9.6. School Gardens 
3.9.7. Learning Community 
3.9.8. Democratic School
3.9.9. Early Stimulation 
3.9.10. Learning Corners 

3.10. Programming and Implementing Educational Projects.

3.10.1. Situational Analysis
3.10.2. Objective
3.10.3. DAFO Analysis.
3.10.4. Resources and Materials.
3.10.5. Programming an Educational Project.
3.10.6. Implementation of an Educational Project. 
3.10.7. Evaluation of an Educational Project.
3.10.8. Restructuring of an Educational Project. 
3.10.9. Institutionalization of an Educational Project

This will provide key training to advance your career"