Competency-Based Learning in the University Setting

Acquire the necessary tools to teach your subject based on Competency Based Learning and make your classroom a space for more global growth"

The main objectives of the Postgraduate Diploma in Competency-Based Learning in the University Environment 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.

In this manner, the main competencies that teachers must acquire in order to offer a correct training to their students will be explained to the student, as well as the competency-based learning in the university environment. In addition, the main tools and resources available to teachers to successfully carry out the teaching and learning process will be provided. 

You will be able to learn in a flexible but intensive way, with the support of the best rated online teaching resources"

This Postgraduate Diploma in Competency-Based Learning in the University Setting contains the most complete and updated educational 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.
• New developments in competency-based learning at the university level
• Practical exercises where self-assessment can be used to improve learning.
• Its special emphasis on innovative methodologies in competency-based learning at university level.
• 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 a refresher program for two reasons: in addition to updating your knowledge in Competency-Based Learning in the University Setting, you will obtain a qualification endorsed by TECH Technological University"

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.

The design of this program focuses on Problem-Based Learning, by means of which the teacher must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professor will be assisted by an innovative interactive video system developed by recognized experts in Competency-Based Learning in the University Setting and with extensive teaching experience. 

With the best multimedia methodology that will help you in the complete assimilation of the syllabus”

If you are looking for training to improve your daily practice, without giving up the rest of your obligations, this is your best option”

The structure of the contents has been designed by the best professionals in the sector in University Teaching, with a wide trajectory and recognized prestige in the profession and with a wide command of the new methodological theories applied to teaching.

This Postgraduate Diploma in Competency-Based Learning in the University Setting contains the most complete and updated Teachers program on the market” 

Module 1. Introduction to Teaching Skills

1.1. Legal Regulations for the Improvement of the Quality of Education

1.1.1. Teacher Training Plans
1.1.2. Quality Education Legislation
1.1.3. Educational Environment Analysis
1.1.4. Pedagogical Evaluation
1.1.5. Indicators to Improve the Quality of a Center

1.2. Educational Laws in the Spanish Educational System

1.2.1. Law for the Improvement of Educational Quality (LOMCE)
1.2.2. Organic Education Law (LOE)
1.2.3. Constitutional Organic Law on Education (LOC) 
1.2.4. Comparison between the Law on the Participation, Evaluation and Governance of Educational Establishments (LOPEG) and the Law on the General Organization of the Spanish Education System (LOGSE)
1.2.5. Comparison between the Law on the Participation, Evaluation and Governance of Educational Establishments (LODE) and the Law on the General Organization of the Spanish Education System (LOECE)
1.2.6. Spanish Education System

1.3. Key Skills in the Curriculum

1.3.1. Analysis of the Concept of Professional Skills
1.3.2. Analysis of the Concept of Teaching Skills
1.3.3. Differences Between General and Transversal Skills
1.3.4. Evolution of the Concept of Teaching Skills
1.3.5. Elementary School Skills
1.3.6. Middle/ High School Skills

1.4. Evaluation of Teaching Skills

1.4.1. Evaluation Techniques and Tools
1.4.2. Data Collection Techniques and Tools
1.4.3. Teacher Evaluation Performance Templates
1.4.4. Purpose and Consequences of Teacher Evaluation
1.4.5. Parties Involved in Teacher Evaluation

1.5. Teacher Self-Evaluation

1.5.1. Elements of Self-Evaluation
1.5.2. Evaluation of Educational Practice
1.5.3. Comparison Between Different Teaching Styles
1.5.4. The Teacher as an Active Agent in Evaluation
1.5.5. Self-Evaluation and Reflection in the Improvement of Teachers’ Skills

1.6. The Development of General Teaching Skills

1.6.1. Analysis of General Teaching Skills
1.6.2. Elements of General Teaching Skills
1.6.3. Relevance of General Competencies
1.6.4. Evolution of General Teaching Skills

1.7. The Development of Transversal Teaching Skills

1.7.1. Analysis of Transversal Teaching Skills
1.7.2. Elements of Transversal Teaching Skills
1.7.3. Relevance of Transversal Skills
1.7.4. Evolution of Transversal Teaching Skills

1.8. The role of Management in the Development of Skills

1.8.1. Management as an Agent in Development
1.8.2. Professional Skills in Academic Management
1.8.3. Differentiation of Basic Management Styles

1.9. Future Perspectives of Teaching Skills

1.9.1. Evolution of Teaching Skills in Higher Education 
1.9.2. New Teaching Skills of the Teaching Staff
1.9.3. New Pedagogical Skills of the Teacher

1.10. Digital Skills in Teaching

1.10.1 Key Skills and Digital Competence

 1.10.1.1.   The Digital Competence Framework for Educators 
 1.10.1.2. Definition of Digital Competence
 1.10.1.3. Areas and Competences
 1.10.1.4. Portfolio of Digital Competence for Teachers

1.10.2. Digital Resources and Learning Processes

 1.10.2.1. Digital Resources for Use in the Classroom
 1.10.2.2. Digital Resources in Elementary School Education
 1.10.2.3. Digital Resources in Middle/High School Education
 1.10.2.4. Digital Resources in Higher Education
 1.10.2.5. Open Digital Resources

1.10.3. Technological Tools in the Educational Field

 1.10.3.1. ICT in Education
 1.10.3.2. Contribution of ICT to Education
 1.10.3.3. Characteristics of ICT Tools 
 1.10.3.4. Types of ICT Tools in Education
 1.10.3.5. Gamification in the Classroom

1.10.4. Transversal and Curricular Resources

 1.10.4.1. Digital Competency in Elementary School Education
 1.10.4.2. Digital Competency in Middle/High School Education
 1.10.4.3. Curricular Integration of ICT
 1.10.4.4. Classroom Planning
 1.10.4.5. Evaluation of the Use of ICT in the Classroom

Module 2. Skill Based Learning in the University Field 

2.1. Concepts Related to Teaching: Educate- Instruct- Train

2.1.1. Relationship Between Learning and Teaching
2.1.2. Evolution of Learning from Childhood to the World of University
2.1.3. Different Educational Institutions

2.2. The Sum of Learning: Learning by Competencies

2.2.1. Learning Paths
2.2.1. 10 Types of Learning 

 2.2.1.1. Implicit and Explicit Learning
 2.2.1.2. Explicit Learning
 2.2.1.3. Associative Learning
 2.2.1.4. Rote Learning
 2.2.1.5. Experience-based / Situated Learning
 2.2.1.6. Learning by Observation
 2.2.1.7. Cooperative Learning
 2.2.1.8. Cooperative Learning
 2.2.1.9. Significant Learning
 2.2.1.10. Skill Based Learning

2.3. Competences Related to Self-Learning

2.3.1. Basic Skills
2.3.2. Concept of Self-Learning
2.3.3. Contextualization of Learning
2.3.3. Self-regulated Learning
2.3.3. Autonomous Learning

2.4. Skill Based Learning in Different Educational Levels

2.4.1. Kindergarten Skills
2.4.2. Elementary School Skills
2.4.3. Middle/High School Skills
2.4.4. Skills for within the University Environment

2.5. Skill Based Learning in Higher Education

2.5.1.  Characteristics of the University Student Body
2.5.2. Characteristics of the University Teaching Staff 
2.5.3. Skills from the Syllabus
2.5.4. Prerequisites for Skill Based Learning at University
2.5.5. Skills and the Different University Specialties

2.6. Transversality of Skills

2.6.1. Resources Management
2.6.2. Interpersonal Relations Management
2.6.3. Information Management
2.6.4. Evolution and Refreshing Knowledge in the Face of Change
2.6.5. Technological Domain

2.7. Implementation of Skills from the Curriculum

2.7.1. Levels of Curriculum Specification
2.7.2. Competencies from the Educational Administration
2.7.3. Adequacy of Teaching and Curriculum Design
2.7.4. Skills in Students with Functional Diversity

2.8. Skills evaluation

2.8.1. What and How to Evaluate Now?
2.8.2. Qualification Criteria
2.8.3. Evaluation of "Know How", "Know How to be", "Know How to do"
2.8.4. Objective and Subjective Evaluation
2.8.5. Interaction Between Skills

2.9. Skills of a University Professor 

2.9.1. Profiles of the University Teaching Staff
2.9.2. Planning the Teaching/Learning Process
2.9.3. Presenting Content to the Students
2.9.4. Ability to Integrate Resources Outside University
2.9.5. Suitability of the Teaching Practice to Meet the Demands of the Environment

2.10. Didactic Strategies for Skills Development at University

2.10.1. The Field of Communication and Expression
2.10.2. Relationship Between Skill and Subject
2.10.3. Time Management
2.10.4. Group Work and Projects
2.10.5. Information Processing and Digital Technology in the University Environment

Module 3. Innovation, Diversity and Equity in Education

3.1. What Do We Mean by Educational Innovation? 

3.1.1. Definition
3.1.2. Why is Educational Innovation Important? 
3.1.3. How Can We Be Innovative? 
3.1.4. Should We Be Innovative?

3.2. Diversity, Equity and Equal Opportunity 

3.2.1. Definition of Concepts
3.2.2. Three Essential Elements in Education 

3.3. Innovation and Educational Improvement

3.3.1. Innovation Process
3.3.2. Efficiency and Educational Improvement

3.4. Innovation for Achieving Equality in Education

3.4.1. How to Explain Equality
3.4.2. Equality in Education: A Persistent Problem
3.4.3. Factors for Achieving Equality in the Classroom: Examples in the Classroom

3.5. Non-Sexist Teaching and Language

3.5.1. What is Non-Sexist Language? 
3.5.2. What is Sexism in Language? 
3.5.3. What is Inclusive Language? 
3.5.4. Examples of Sexist and Non-Sexist Language in Education

3.6. Factors that Favor and Hinder Innovation

3.6.1. Factors that Favor Innovation
3.6.2. Factors that Hinder Innovation 

3.7. Characteristics of Innovative Schools

3.7.1. What is an Innovative School? 
3.7.2. Innovative Schools, a Different Education 
3.7.3. Elements of an Innovative School
3.7.4. The Keys to an Innovative Classroom

3.8. Process of Educational Innovation 

3.8.1. The 21st Century School

3.9. Resources and Innovation Teaching Programs

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

3.10. Emerging Fields in the Teaching

3.10.1. Emerging Pedagogies
3.10.2. Emerging Needs of Students
3.10.3. ICT as an Emerging Resource in Teaching
3.10.4. Different ICT Tools to Use in the Classroom

An intensive and comprehensive study that will give you all the keys to incorporate Competency-Based Learning into your practice as a university teacher"