Potencia el aprendizaje de tus alumnos adultos de manera constante a través de la metodología didáctica más innovadora y eficaz, la que aprenderás en esta Postgraduate diploma en Educación para Adultos de TECH” 

Esta Postgraduate diploma en Education for Adults de TECH ofrece al profesional de la pedagogía un recorrido teórico-práctico con un contenido único a través del cual aprenderá a dominar las distintas técnicas metodológicas para enseñar a este tipo de alumnado, elaborando programas educativos eficientes. Para ello, se ha diseñado un plan de estudio enfocado a conocer el proceso de aprendizaje del cerebro adulto, cuyo funcionamiento es diferente a la hora de asimilar nuevos conceptos, connotado por el conocimiento que ya tiene. 

Según la UNESCO, la Education for Adults es “el conjunto de procesos de aprendizaje formal o no, gracias al cual las personas cuyo entorno social considera adultos desarrollan sus capacidades, enriquecen sus conocimientos y mejoran sus competencias técnicas o profesionales o las reorientan a fin de atender sus propias necesidades y las de la sociedad.

La educación de adultos comprende la educación formal y la educación continua, la educación no formal y toda la gama de oportunidades de educación informal y ocasional existentes en una sociedad educativa multicultural en la que se reconocen los enfoques teóricos y los basados en la práctica.” De esta manera, la educación de adultos se concibe en el marco de un aprendizaje a lo largo de la vida. 

Por todo ello, el docente enfocado a la enseñanza de este grupo ha de contar con unos conocimientos especializados, además de dominar el uso de las tecnologías de la información como herramienta comunicativa. Asimismo, este programa incide en la educación personalizada, ya que sirve como método didáctico donde el adulto personaliza al grupo en su conjunto. 

De esta manera, el alumno se adentra en aquellas técnicas educativas que potencien el aprendizaje del individuo adulto a lo largo de su vida, siendo este un proceso constante, denominado de educación permanente. Así, el profesional logrará su meta académica y laboral, impulsando sus habilidades pedagógicas hacia el nivel más alto. 

Además, esta Postgraduate diploma es un programa 100% online, por lo que el alumno podrá cursarlo cómodamente cuando mejor le venga, a través de un dispositivo electrónico con acceso a internet. Una máxima de TECH, que aboga por la conciliación de la vida personal y laboral de sus estudiantes. 

Aprende a estructurar la información de manera adecuada, de tal forma que los alumnos asimilen los conocimientos de forma correcta” 

Esta Postgraduate diploma en Education for Adults contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son: 

• El desarrollo de casos prácticos presentados por expertos en pedagogía
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Despertar inquietudes profesionales e intelectuales para aprender a ser buenos profesionales motivará a tus alumnos adultos a la consecución de sus logros” 

El programa incluye en su cuadro docente a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio. 

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales. 

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del programa académico. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Conoce los diferentes fundamentos pedagógicos de la Educación para Adultos y aplícalos con éxito en tu labor profesional gracias al temario que TECH ha elaborado para ti"

Esta Postgraduate diploma en Educación para Adultos es 100% online, por lo que podrás cursarlo compaginándolo con tu vida personal y laboral, ¡dónde, cuándo y cómo quieras!"

The agenda of this program has been designed according to the current requirements of the field, following a theoretical-practical path through which the teacher will master the different methodological techniques to develop educational programs focused on this type of students. A curriculum has therefore been established whose modules offer a broad perspective of the existing learning processes for the adult brain, the use of information technologies as a communicative tool and the characteristics of lifelong learning. 

At the beginning, the more difficult it is, the better it will be a maxim that serves both the teacher and the adult learner in their learning, representing a didactic challenge"

Module 1. Information and Communication Technologies for Education 

1.1. ICT, Literacy, and Digital Skills

1.1.1. Introduction and Objectives
1.1.2. The School in the Knowledge Society
1.1.3. ICT in the Teaching and Learning Process
1.1.4. Digital Literacy and Competencies
1.1.5. The Role of the Teacher in the Classroom
1.1.6. The Digital Competencies of the Teacher
1.1.7. Bibliographical References
1.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones.
1.1.9. Internet as an Educational Resource: Web 2.0 and M-Learning
1.1.10.Teachers as Part of the Web 2.0: How to Build Their Digital Identity
1.1.11.Guidelines for the Creation of Teacher Profiles
1.1.12.Creating a Teacher Profile on Twitter
1.1.13.Bibliographical References

1.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom

1.2.1. Introduction and Objectives
1.2.2. Conditions for Participatory Learning
1.2.3. The Role of the Student in the Classroom with ICTs: Prosumer
1.2.4. Content Creation in Web 2.0: Digital Tools
1.2.5. The Blog as a Classroom Pedagogical Resource
1.2.6. Guidelines for the Creation of an Educational Blog
1.2.7. Elements of the Blog to Make it an Educational Resource
1.2.8. Bibliographical References

1.3. Personal Learning Environments for Teachers

1.3.1. Introduction and Objectives
1.3.2. Teacher Training for the Integration of ICTs
1.3.3. Learning Communities
1.3.4. Definition of Personal Learning Environments
1.3.5. Educational Use of PLE and NLP
1.3.6. Design and Creation of our Classroom PLE 
1.3.7. Bibliographical References

1.4. Collaborative Learning and Content Curation

1.4.1. Introduction and Objectives
1.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
1.4.3. Digital Tools for Collaborative Work
1.4.4. Content Curation
1.4.5. Content Curation as an Educational Practice in the Promotion of Students' Digital Competences
1.4.6. The Content Curator Teacher. Scoop.it 
1.4.7. Bibliographical References

1.5. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

1.5.1. Introduction and Objectives
1.5.2. Principle of Connected Learning
1.5.3. Social Networks: Tools for the Creation of Learning Communities
1.5.4. Communication On Social networks: Management of the New Communicative Codes
1.5.5. Types of Social Networks
1.5.6. How to use Social Networks in the Classroom: Content Creation
1.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
1.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
1.5.9. Digital Identity
1.5.10. Risks for Minors on the Internet
1.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
1.5.12. Platforms for Promoting Safety on the Internet
1.5.13 Internet safety as part of education: schools, families, students and teachers
1.5.14. Bibliographical References

1.6. Creation of Audiovisual Content with ICT tools. PBL and ICT

1.6.1. Introduction and Objectives
1.6.2. Bloom's Taxonomy and ICT 
1.6.3. The Educational Podcast as aTeaching Element
1.6.4. Audio Creation
1.6.5. The Image as an Educational Element
1.6.6. ICT Tools with Educational Use of Images
1.6.7. The Editing of Images with ICT: Tools for Editing
1.6.8. What Is PBL? 
1.6.9. Process of Working with PBL and ICT
1.6.10. Designing PBL with ICT
1.6.11. Educational Possibilities in Web 3.0
1.6.12. Youtubers and Instagrmamers: Informal Learning in Digital Media
1.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
1.6.14. Platforms for the Dissemination of Audiovisual Materials
1.6.15. Guidelines for the Creation of an Educational Video
1.6.16. Bibliographical References

1.7. Regulations and Legislation Applicable to ICT

1.7.1. Introduction and Objectives
1.7.2. Data Protection Laws
1.7.3. Guide of Recommendations for the Privacy of Minors on the Internet
1.7.4. The Author's Rights: Copyright and Creative Commons
1.7.5. Use of Copyrighted Material
1.7.6. Bibliographical References

1.8. Gamification: Motivation and ICT in the Classroom

1.8.1. Introduction and Objectives
1.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
1.8.3. Game-Based Learning (GBL)
1.8.4. Augmented Reality (AR) in the Classroom
1.8.5. Types of Augmented Reality and Classroom Experiences
1.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
1.8.7. Classroom Experiences
1.8.8. Bibliographical References

1.9. Media Competency in the Classroom with ICT

1.9.1. Introduction and Objectives
1.9.2. Promoting the Media Competence of Teachers
1.9.3. Mastering Communication for Motivating Teaching
1.9.4. Communicating Pedagogical Content with ICT
1.9.5. Importance of the Image as a Pedagogical Resource
1.9.6. Digital Presentations as an Educational Resource in the Classroom
1.9.7. Working in the Classroom with Images
1.9.8. Sharing Images on Web 2.0
1.9.9. Bibliographical References

1.10. Assessment for Learning Through ICT

1.10.1. Introduction and Objectives
1.10.2. Assessment for Learning Through ICT
1.10.3. Evaluation Tools: Digital Portfolio and Rubrics 
1.10.4. Building an e-Portfolio with Google Sites
1.10.5. Generating Evaluation Rubrics
1.10.6. Design Evaluations and Self-Evaluations with Google Forms
1.10.7. Bibliographical References

Module 2. Continuing Education

2.1. Nature, Origin, Evolution and Purpose of Continuing Education

2.1.1. Fundamental Aspects of Continuing Education
2.1.2. Fields and Contexts of Continuing Education
2.1.3. Contributions of Continuing Learning in International Organizations and the Digital Society

2.2. Theoretical Bases of Continuing Education

2.2.1. Origin and Evolution of Permanent Education
2.2.2. Continuing Education Models
2.2.3    Types of Teachers: Philosophical-Educational Paradigms

2.3. Continuing Education Assessment Models

2.3.1. Introduction
2.3.2. Types of Assessment in Continuing Education
2.3.3. The Importance of Continuing Education Assessment
2.3.4. Conclusions

2.4. The Teacher and Continuing Education

2.4.1. Professional Profile of the Adult Educator
2.4.2. Skills of the Adult Educator
2.4.3. Adult Teacher Training

2.5. In-Company Training. The Training Department

2.5.1. Function of Company Training. Concepts and Terminology
2.5.2. Historical View of the Training Department in the Company
2.5.3. Importance of Training in the Company

2.6. Continuous Training and Occupational Training

2.6.1. Definitions and Differences between Ongoing and Occupational Training
2.6.2. Benefits for the Company of Ongoing Training
2.6.3. Importance of Occupational Training in the Current Context

2.7. Professional Training Recognitions, Certifications and Accreditations

2.7.1. Vocational and On-the-Job Training

2.7.1.1. Human Resources in Economic Development

2.7.2. Qualification of Human Resources
2.7.3. Certifications and Accreditations in Vocational Training
2.7.4. Importance of Vocational Training

2.8. Training and Work

2.8.1. Work and Its Evolution
2.8.2. Current Labor Context
2.8.3. Skill-Based Training

2.9. Continuing Education in the European Union

2.9.1. Evolution of Continuing Education in the European Union
2.9.2. Education, Work and Employability
2.9.3. European Qualifications Framework
2.9.4. New Approach to Higher Education
2.9.5. Actions and Programs

2.10. Open and Distance Education in Digital Contexts

2.10.1. Features of Distance Education
2.10.2. Virtual Education - E-Learning
2.10.3. ICT, its Role and Importance of Distance Education
2.10.4. Distance Education and Higher Education

Module 3. Personalized Education. Theoretical, Philosophical and Anthropological Fundamentals of Education

3.1. The Human Person

3.1.1. Educating Taking Into Account The Person
3.1.2. Person and Human Nature
3.1.3. Attributes or Radical Properties of the Person
3.1.4. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
3.1.5. The Human Person as a Dynamic System
3.1.6. The Person and the Meaning That They Can Give to their Life

3.2. Pedagogical Foundations of Personalized Education

3.2.1. The Educability of the Human Being as a Capacity for Integration and Growth
3.2.2. What Is and What Is Not Personalized Education
3.2.3. Purposes of Personalized Education
3.2.4. The Personal Teacher-Student Encounter
3.2.5. Protagonists and Mediators
3.2.6. The principles of Personalized Education

3.3. Learning situations in Personalized Education

3.3.1. The Personalized Vision of the Learning Process
3.3.2. Operational and Participatory Methodologies and their General Characteristics
3.3.3. Learning Situations and their Personalization
3.3.4. Role of Materials and Resources
3.3.5. Evaluation as a Learning Situation
3.3.6. The Personalized Educational Style and its Five Manifestations
3.3.7. Promoting the Five Manifestations of the Personalized Educational Style

3.4. Motivation: A Key Aspect of Personalized Learning

3.4.1. Influence of Affectivity and Intelligence in the Learning Process
3.4.2. Definition and Types of Motivation
3.4.3. Motivation and Values
3.4.4. Strategies to Make the Learning Process More Attractive
3.4.5. The Playful Aspect of Schoolwork

3.5. Metacognitive Learning

3.5.1. What Should Students Be Taught in Personalized Education
3.5.2. Meaning of Metacognition and Metacognitive Learning
3.5.3. Metacognitive Learning Strategies
3.5.4. Consequences of Learning in a Metacognitive Way
3.5.5. The Evaluation of the Significant Learning of the Learner
3.5.6. Keys To Educate in Creativity

3.6. Personalizing the Organization of the School Center

3.6.1. Factors in the Organization of a School
3.6.2. The Personalized School Environment
3.6.3. The Student Body
3.6.4. The Teaching Staff
3.6.5. The Families
3.6.6. The School Center as an Organization and as a Unit
3.6.7. Indicators to Evaluate the Educational Personalization of a School Center

3.7. Identity and Profession

3.7.1. Personal Identity: A Personal and Collective Construction
3.7.2. Lack of Social Valuation
3.7.3. Cracking and Identity Crisis
3.7.4. Professionalization Under Debate
3.7.5. Between Vocation and Expert Knowledge
3.7.6. Teachers as Artisans
3.7.7. Fast Food Behavior
3.7.8. Unrecognized Good Guys and Unknown Bad Guys
3.7.9. Teachers Have Competitors

3.8. The Process of Becoming a Teacher

3.8.1. Initial Training Matters
3.8.2. At the Beginning, the More Difficult, the Better
3.8.3. Between Routine and Adaptation
3.8.4. Different Stages, Different Needs

3.9. Characteristics of Effective Teachers

3.9.1. The Literature on Effective Teachers
3.9.2. Value-Added Methods
3.9.3. Classroom Observation and Ethnographic Approaches
3.9.4. The Dream of Having Countries with Good Teachers

3.10. Beliefs and Change

3.10.1. Analysis of Beliefs in the Teaching Profession
3.10.2. Many Actions and Little Impact
3.10.3. The Search for Models in the Teaching Profession

Master strategies to encourage the unfolding of the radical attributes or properties of the adult person, motivating them to aspire to excellence”