With the support of TECH, you will master the most innovative teaching methodologies to enhance active learning and the motivation of university students”

Higher education is a dynamic field that requires university educators to have a deep mastery of innovative methodologies and digital tools that enhance learning.  In a context where technology and globalization are constantly transforming education, education professionals must be prepared to face new pedagogical challenges. Additionally, they must know how to navigate different learning environments and foster critical thinking, autonomy, and creativity in their students.

According to the Ministry of Universities, in recent years, there has been an increasing demand for teaching strategies that promote active and personalized learning, driving educators to update their competencies and consolidate a highly qualified profile.

With this in mind, TECH presents this Professional master’s degree in University Teaching, a university program designed to provide sector professionals with comprehensive knowledge about the most advanced methodologies in higher education teaching. Throughout the academic journey, innovative assessment techniques, project-based learning strategies, hybrid teaching, and the use of digital tools that optimize the educational experience will be explored. Additionally, academic leadership approaches and educational management will be analyzed, enabling professionals to increase their impact within university institutions.

This high-level specialization is delivered in a 100% online format, allowing graduates to access the content from any device with an internet connection and adapt their study schedule to their needs. This academic experience utilizes the Relearning learning system, an innovative strategy that facilitates the progressive assimilation of knowledge through the repetition of key concepts. With a practical and up-to-date approach, TECH represents a unique opportunity for university educators to advance their careers and become leaders in contemporary higher education.

You will be able to design, develop, and evaluate training proposals tailored to the context of higher education" 

This Professional master’s degree in University Teaching contains the most complete and up-to-date program on the market. Its most notable features are:

• Development of practical cases presented by experts in University Teaching
• 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
• Practical exercises where the self-assessment process can be carried out to improve learning
• A special emphasis on innovative methodologies in University Teaching
• 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

Thanks to the revolutionary Relearning methodology, you will optimally absorb all the key knowledge of the syllabus”

The teaching staff includes professionals from the field of University Teaching, who bring their work experience to this program, along with 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 an immersive learning experience designed to prepare for real-life situations.

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

Specialized readings will allow you to further extend the rigorous information provided in this academic option"

You will drive the integration of digital technologies as a resource for university teaching and learning"

Through the syllabus of this university program, education professionals will develop key competencies in active methodologies, competency-based learning, and educational assessment.  Additionally, they will deepen their knowledge in thesis supervision and research project management, as well as the implementation of innovative strategies that promote equity and diversity in the classroom. With a practical and technological focus, this academic experience aims to provide advanced tools for teaching, solidifying graduates as leaders in 21st-century higher education.

You will implement innovative educational projects that promote equity and diversity in the classroom, with the rigorous and up-to-date approach of TECH”

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 Student’s Activity
1.1.3. Relationship Between 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. The Free Institution of Education
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 Teachers
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. The Final Product

1.2.4.1. Types of Final Product

1.2.5. Evaluation in PBL

1.2.5.1. Evaluation Techniques and Instruments

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. The 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. TBL

1.3.2.1. Collaborative Creation of Thought Maps
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. Criticisms of Gamification, Limitations and Common Errors

1.5.3. Why Use Video Games in Education?
1.5.4. Types of Players According to the Richard Bartle Theory
1.5.5. Escape Room/Breakout Edu: An Organizational Way to Understand Education

1.6. Flipped Classroom

1.6.1. Organization of Working Time
1.6.2. Advantages of the Flipped Classroom

1.6.2.1. How Can I Effectively Teach Using Flipped Classrooms?

1.6.3. Disadvantages of the Flipped Classroom Focus
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, Microlearning, and Other Networked Methodological Trends
1.7.3. Neuro-education 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. Is There 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. Dialogue Talks
1.9.6.4. Learning Communities
1.9.6.5. INCLUD-ED Project

Module 2. Higher Education

2.1. Historical Summary of the Development of Universities

2.1.1. The First Universities
2.1.2. Cardenal Newman
2.1.3. The Cultural and Educational Contribution of the Middle Ages
2.1.4. The Knowledge of the Faculties: The Cathedral and Monastic Schools
2.1.5. The University of the 20th Century
2.1.6. Adoption of the Notion of Networking in the Academic Field

2.2. The Concept of University

2.2.1. What do you do at University?
2.2.2. Knowledge
2.2.3. What is Taught and How is it Taught?
2.2.4. Research and Support Services
2.2.5. The Critical Role of University
2.2.6. The Intellectual Role of University
2.2.7. Autonomous Universities
2.2.8. Academic Freedom
2.2.9. The University Community
2.2.10. Evaluation Processes

2.3. Higher Education Spaces Worldwide

2.3.1. Globalization: Towards a Change in Higher Education
2.3.2. Social Changes and Higher Education Spaces
2.3.3. GUNI Networks
2.3.4. European Space for Higher Education
2.3.5. Higher Education in Latin America
2.3.6. Higher Education in Africa
2.3.7. Higher Education in Asia and the Pacific
2.3.8. Tempus Project

2.4. The Bologna Process: European Space for Higher Education (ESHE)

2.4.1. Origin of ESHE
2.4.2. The Soborna Declaration
2.4.3. The Salamanca Convention and the Bologna Process
2.4.4. Materialization of the Tuning Project Proposal in Europe
2.4.5. Redefining the Syllabus
2.4.6. New Credit Transfer and Accumulation System
2.4.7. The Concept of Competence
2.4.8. Student Exchange and Mobility
2.4.9. ESHE within the Process of Globalization of Higher Education
2.4.10. Experiences and Research in ESHE

2.5. Ibero-American Knowledge Space

2.5.1. Ibero-American University Cooperation in the Field of Higher Education
2.5.2. Launching of the Ibero-American Higher Education Area
2.5.3. Opportunities, Initiatives and Detected Obstacles
2.5.4. Institutions and Entities Involved
2.5.5. Materialization of the Tuning Project Proposal in Ibero-America
2.5.6. Ibero-American Initiative for Social Communication and Scientific Culture
2.5.7. Science and Technology for Development (CYTED) Program
2.5.8. Pablo Neruda Mobility Program
2.5.9. Ibero-American Program for Industrial Property and Promotion of Development (IBEPI)
2.5.10. Euro-American Cooperation in Higher Education

2.6. Education Models in Higher Education

2.6.1. The Concept of the Education Model
2.6.2. Influence of the Education Model on the University Academic Model
2.6.3. Coherence of the Education Model with the Vision and Mission of the University
2.6.4. The Pedagogical Foundation of Education Models
2.6.5. Educational Psychologist Theories Which Support the Education Model
2.6.6. Ken Robinson Education Model
2.6.7. John Taylor Gatto Education Model
2.6.8. Towards a New Integral Model
2.6.9. The Education Model Based on Skills
2.6.10. The Internet in the Pedagogical Paradigm of Higher Education

2.7. The University Organization

2.7.1. The Structure of a University as an Organization
2.7.2. Coordination of Work in an Organization
2.7.3. Constituent Parts of an Organization
2.7.4. Core Members of a University
2.7.5. Fields of Action in the University Organization
2.7.6. Role of a University Professor
2.7.7. Skills Training: Object of University Teaching
2.7.8. The Transmission of Knowledge
2.7.9. University Organization, Governance and Leadership
2.7.10. University Management

2.8. The Virtual Campus in Higher Education

2.8.1. E-Learning Scenarios and Elements
2.8.2. E-Learning Platforms
2.8.3. B-Learning
2.8.4. Mentoring
2.8.5. Blended learning
2.8.6. Flipped Classroom
2.8.7. Mastery learning
2.8.8. TPACK Model
2.8.9. MOOCs
2.8.10. Mobile learning

2.9. Scientific Dissemination and Popularization on the Internet

2.9.1. How to Diffuse Scientific Information on the Internet?
2.9.2. Scientific Dissemination in the Academic Environment
2.9.3. Dissemination vs. Disclosure
2.9.4. Visibility and Accessibility in Scientific Work
2.9.5. Tools for Increasing Visibility
2.9.6. Open Access
2.9.7. Public Profile of Research Personnel
2.9.8. General Social Networks and their Application in Scientific Dissemination
2.9.9. Scientific Social Networks
2.9.10. Dissemination Through Blogs

2.10. Self-management of Academic Writing

2.10.1. Epistemic and Pedagogical Function of Writing
2.10.2. Academic and Communicative Function of Writing
2.10.3. Cognitive Focus of Learning
2.10.4. The Technique of Writing a Text
2.10.5. Organization of an Argument
2.10.6. Coherence and Cohesion Mechanisms of a Text
2.10.7. Academic Work
2.10.8. Research Articles

Module 3. Quality Models and Quality Assessment in Education

3.1. Nature and Evolution of the Concept of Quality

3.1.1. Conceptual Introduction
3.1.2. Dimensions of the Concept of Quality
3.1.3. Evolution of the Concept of Quality

3.1.3.1. Craft Stage
3.1.3.2. Industrial Revolution
3.1.3.3. Movement for Quality

3.1.4. Basic Principles of Quality
3.1.5. Total Quality and Excellence
3.1.6. Concept of Quality Management
3.1.7. Quality Management Approaches: Classification and Basic Characteristics

3.2. Quality in Education:  Dimensions and Components

3.2.1. Analysis of the Term Quality in Education
3.2.2. Quality Assessment
3.2.3. Dimensions and Components of a Quality Plan in Education

3.2.3.1. Context
3.2.3.2. Educational Concept
3.2.3.3. Methods
3.2.3.4. Results

3.2.4. Quality Models Applied to the Evaluation of Organizations

3.2.4.1. The Malcolm Baldridge Model
3.2.4.2. The Excellence Model of the European Foundation for Quality Management
3.2.4.3. The Ibero-American Model of Excellence Management
3.2.4.4. Comparison Between the Excellence Models and the ISO 9000 Criteria
3.2.4.5. Systemic Nature of the Principles and Practices of Total Quality Management (TQM)

3.2.5. Total Quality Management as a Process: Degree of Adoption

3.3. Design and Development of the Educational Process

3.3.1. Educational Nature of the Objectives
3.3.2. Validation and Process Changes
3.3.3. Processes Related to Stakeholders
3.3.4. Management Responsibility
3.3.5. Promotion of Participation
3.3.6. Systemic Evaluation as a Base for Continuing Improvement

3.4. Measurement, Analysis and Improvement

3.4.1. General Guidelines
3.4.2. Monitoring and Measurement
3.4.3. Data Analysis
3.4.4. Continuing Improvement
3.4.5. Classic Management and Quality Control Tools

3.4.5.1. Data Collection Sheet
3.4.5.2. Histogram
3.4.5.3. Pareto Chart
3.4.5.4. Fishbone / Ishikawa Diagram
3.4.5.5. Correlation Diagram
3.4.5.6. Control Charts

3.4.6. New Management and Quality Control Tools

3.4.6.1. Affinity Diagram
3.4.6.2. Entity Relationship Diagram
3.4.6.3. Tree Diagram

3.4.7. Other Tools

3.4.7.1. Modal and Failure Analysis
3.4.7.2. Design of Experiments
3.4.7.3. Flow Chart

3.5. Quality Management Systems: ISO 9000 Standards

3.5.1. Normative Models of Quality Management
3.5.2. The Familiar ISO 9000 Standards
3.5.3. Structure of Quality Management Systems according to ISO 9001 Standards
3.5.4. The Process of Implementation and Certification of Quality Management Systems

3.5.4.1. Management's Decision and Commitment
3.5.4.2. Planning and Organization of the Project
3.5.4.3. Preliminary Self-Diagnosis
3.5.4.4. Information, Awareness and Training
3.5.4.5. Preparation of Documentation
3.5.4.6. Implementation
3.5.4.7. Monitoring and Improvement of the System
3.5.4.8. Key Factors in the Process

3.5.5. Organization of Work to Achieve Certification
3.5.6. Certificate Retention and Periodic Audits

3.6. EFQM Excellence Model - European Model of Excellence and Quality

3.6.1. The Model and the European Quality Award
3.6.2. Fundamental Concepts
3.6.3. Structure and Criteria
3.6.4. Evaluation Processes: REDER Logic
3.6.5. Framework and Benefits of its Application

3.7. Ibero-American Foundation for Quality Management (FUNDIBEQ) Model of Excellence

3.7.1. The Model and the Ibero-American Award for Quality
3.7.2. Fundamental Concepts
3.7.3. Structure and Criteria
3.7.4. Evaluation Processes
3.7.5. Framework and Benefits of its Application

3.8. Application of Quality Management Models to University Tutoring

3.8.1. Contextualization of Quality Management Models in University Tutoring
3.8.2. Added Value for Recipients
3.8.3. Sustainable Guidance
3.8.4. Organizational Skills
3.8.5. Management Agility
3.8.6. Creativity and Innovation
3.8.7. Leadership with Vision and Integrity
3.8.8. Achieve Success Through Human Talent
3.8.9. Maintain Outstanding Results
3.8.10. Process Based Focus

3.9. Evaluation of Teaching Staff in the Plans for Quality Improvement in Universities

3.9.1. Contextualization of the Evaluation of University Teaching Staff
3.9.2. Student evaluation of Teaching Staff
3.9.3. Integration of Teaching Staff Evaluations in Improvement Plans
3.9.4. Questionnaires to Assess University Teaching Staff
3.9.5. Enquiries and Dissemination of Results

3.10. Self-Evaluation Plans and Improvement

3.10.1. Contextualization and Previous Considerations
3.10.2. Designing and Development of an Improvement Plan

3.10.2.1. Constitution of an Improvement team
3.10.2.2. Choosing Areas for Improvement
3.10.2.3. Creating Objectives
3.10.2.4. Analysis of Areas for Improvement
3.10.2.5. Execution and Monitoring of the Plan
3.10.2.6. Conclusions and Suggestions
3.10.2.7. Monitoring and Accountability

3.10.3. Development and Analysis of the Areas
3.10.4. Elaboration of Improvement Plan
3.10.5. Creating a Report

Module 4. Educational Project Planning and Implementation

4.1. Introduction to the Types of Educational Projects

4.1.1. What is an Educational Project?
4.1.2. What is the Purpose of an Educational Project?
4.1.3. Origin of an Educational Project
4.1.4. Parties Involved in the Educational Project
4.1.5. Target Audience of the Educational Project
4.1.6. Factors Involved in an Educational Project
4.1.7. Content of an Educational Project
4.1.8. Objectives of the Educational Project
4.1.9. Results of an Educational Project
4.1.10. Conclusion of Educational Projects

4.2. Technological Projects

4.2.1. Virtual Reality
4.2.2. Augmented Reality
4.2.3. Mixed Reality
4.2.4. Digital Whiteboards
4.2.5. iPad or Tablet Project
4.2.6. Cell Phones in the Classroom
4.2.7. Educational Robotics
4.2.8. Artificial Intelligence
4.2.9. E-learning and Online Education
4.2.10. 3D Printers

4.3. Methodological Projects

4.3.1. Gamification
4.3.2. Game Based Education
4.3.3. Flipped Classroom
4.3.4. Project-Based Learning
4.3.5. Problem-Based Learning
4.3.6. Thought Based Learning
4.3.7. Skill Based Learning
4.3.8. Cooperative Learning
4.3.9. Design Thinking
4.3.10. Montessori Methodology
4.3.11. Musical Pedagogy
4.3.12. Educational Coaching

4.4. Value Projects

4.4.1. Emotional Education
4.4.2. Anti-Bullying Projects
4.4.3. Projects to Support Associations
4.4.4. Projects in Favor of Peace
4.4.5. Projects in Favor of Stopping Discrimination
4.4.6. Solidarity Projects
4.4.7. Projects Against Gender Violence
4.4.8. Inclusion Projects
4.4.9. Intercultural Projects
4.4.10. Coexistence Projects

4.5. Evidence-Based Projects

4.5.1. Introduction to Evidence Based Projects
4.5.2. Previous Analysis
4.5.3. Determining the Objective
4.5.4. Scientific Research
4.5.5. Choosing a Project
4.5.6. Local or National Contextualization
4.5.7. Feasibility Study
4.5.8. Implementation of Evidence-Based Projects
4.5.9. Monitoring of Evidence-Based Projects
4.5.10. Evaluation of Evidence-Based Projects
4.5.11. Publication of Results

4.6. Artistic Projects

4.6.1. LOVA (The Opera as a Learning Vehicle)
4.6.2. Theater
4.6.3. Musical Projects
4.6.4. Choirs and Orchestras
4.6.5. Projects on the Infrastructure of the Center
4.6.6. Visual Art Projects
4.6.7. Design Technology Art Projects
4.6.8. Decorative Art Projects
4.6.9. Street Projects
4.6.10. Projects Centered on Creativity

4.7. Language Projects

4.7.1. On-site Language Immersion Projects
4.7.2. Local Language Immersion Projects
4.7.3. International Language Immersion Projects
4.7.4. Phonetic Projects
4.7.5. Conversation Assistants
4.7.6. Native Teachers
4.7.7. Preparation for Official Language Exams
4.7.8. Projects to Encourage Language Learning
4.7.9. Exchange Projects

4.8. Excellence Projects

4.8.1. Improving Personal Excellence
4.8.2. Improving Institutional Excellence
4.8.3. Improving Graduate Excellence
4.8.4. Collaboration with Prestigious Entities
4.8.5. Competitions and Prizes
4.8.6. Projects for External Evaluation
4.8.7. Connection with Businesses
4.8.8. Excellence Projects in Culture and Sport
4.8.9. Advertisement

4.9. Other Innovation Projects

4.9.1. Outdoor Education
4.9.2. Youtubers and Influencers
4.9.3. Mindfulness
4.9.4. Peer Tutoring
4.9.5. RULER Method
4.9.6. School Gardens
4.9.7. Learning Community
4.9.8. Democratic School
4.9.9. Early Stimulation
4.9.10. Learning Corners

4.10. Programming and Implementation of Educational Projects

4.10.1. Situational Analysis
4.10.2. Objective
4.10.3. SWOT Analysis
4.10.4. Resources and Materials
4.10.5. Programming an Educational Project
4.10.6. Implementation of an Educational Project
4.10.7. Evaluation of an Educational Project
4.10.8. Restructuring of an Educational Project
4.10.9. Institutionalization of an Educational Project
4.10.10. Dissemination of an Educational Project

Module 5. Teaching Tools and Resources for Teaching and Learning

5.1. The Teaching Process

5.1.1. Definition of the Concept of Teaching
5.1.2. Different Theories on the Concept of Teaching
5.1.3. Modalities of Teaching
5.1.4. Educational Levels Throughout Development

5.2. The Learning Process

5.2.1. Definition of the Concept of Learning
5.2.2. Evolution of the Concept of Learning
5.2.3. Different Theories on the Concept of Learning
5.2.4. Learning in Different Educational Stages

5.3. Teaching- Learning Process

5.3.1. The Relationship Between Learning and Teaching
5.3.2. The Teacher’s Role in the Teaching- Learning Process
5.3.3. The student in the teaching- learning process.
5.3.4. Elements of the teaching- learning process.
5.3.5. Reflection on the Teaching- Learning Process.

5.4. Current Strategies for Teaching and Learning

5.4.1. Types of Teaching Strategies
5.4.2. Types of Learning Strategies
5.4.3. Inverted Teaching: Flipped Classroom

5.5. Inclusive Learning: Learning for Everyone

5.5.1. Inclusive Education. UNESCO
5.5.2. From Integration to Inclusion
5.5.3. Design of an Inclusive Learning Program
5.5.4. People with Functional Diversity and Learning

5.6. Guidance vs. Self-Learning

5.6.1. Academic Guidance
5.6.2. Tutorial Action Plan
5.6.3. Elements Involved in the Process
5.6.4. Self-Learning and Decision Making

5.7. Emotional Learning in the Digital Era

5.7.1. Emotional Learning
5.7.2. Stage Types and Methods in Emotional Learning
5.7.3. The Digital Divide between Teachers and Students
5.7.4. Teaching in the Era of Digital Connectivity

5.8. Methodologies for future teaching

5.8.1. Evolution of Teaching Methods
5.8.2. Importance of Context
5.8.3. Role of the Teacher in the Education of the Future
5.8.4. Teaching with Tutorials. Learning Communities
5.8.5. Classroom Organization: Flexible Times and New Spaces

5.9. Teaching Resources and Tools

5.9.1. Differences Between Didactic Resources and Tools
5.9.2. Didactic Resources Types
5.9.3. Choosing Resources and their Tools
5.9.4. Design and Use of Conventional Resources
5.9.5. Families as an Educational Resource

5.10. Training the Trainers

5.10.1. Access to Teaching
5.10.2. Continuing Training and Teacher Refresher Courses
5.10.3. Teacher Action Research
5.10.4. Project, Method and Didactic Material Exchange
5.10.5. Didactic Resource Banks

Module 6. Introduction to Teaching Competencies

6.1. Key Competencies in the Curriculum

6.1.1. Analysis of the Concept of Professional Competencies
6.1.2. Analysis of the Concept of Teaching Competencies
6.1.3. Differences Between General and Transversal Competencies
6.1.4. Evolution of the Concept of Teaching Competencies
6.1.5. Primary School Competencies
6.1.6. Secondary/High School Competencies

6.2. Evaluation of Teaching Competencies

6.2.1. Evaluation Techniques and Tools
6.2.2. Data Collection Techniques and Tools
6.2.3. Teacher Evaluation Performance Templates
6.2.4. Purpose and Consequences of Teacher Evaluation
6.2.5. Parties Involved in Teacher Evaluation

6.3. Teacher Self-Evaluation

6.3.1. Elements of Self-Evaluation
6.3.2. Evaluation of Educational Practice
6.3.3. Comparison Between Different Teaching Styles
6.3.4. The Teacher as an Active Agent in Evaluation
6.3.5. Self-Evaluation and Reflection in the Improvement of Teachers’ Competencies

6.4. The Development of General Teaching Competencies

6.4.1. Analysis of General Teaching Competencies
6.4.2. Elements of General Teaching Competencies
6.4.3. Relevance of General Competencies
6.4.4. Evolution of General Teaching Competencies

6.5. The Development of Transversal Teaching Competencies

6.5.1. Analysis of Transversal Teaching Competencies
6.5.2. Elements of Transversal Teaching Competencies
6.5.3. Relevance of Transversal Competencies
6.5.4. Evolution of Transversal Teaching Competencies

6.6. The role of Management in the Development of Competencies

6.6.1. Management as an Agent in Development
6.6.2. Professional Competencies in Academic Management
6.6.3. Differentiation of Basic Management Styles

6.7. Future Perspectives of Teaching Competencies

6.7.1. Evolution of Teaching Competencies in Higher Education
6.7.2. New Teaching Competencies of the Teaching Staff
6.7.3. New Pedagogical Competencies of the Teacher

6.8. Digital Competencies in Teaching

6.8.1. Key Competences and Digital Competences

6.8.1.1. The Common Framework for Digital Teaching Competence
6.8.1.2. Definition of Digital Competence
6.8.1.3. Areas and Competences
6.8.1.4. Digital Competence Teacher Portfolio

6.8.2. Digital Resources and Learning Processes

6.8.2.1. Digital Resources for Use in the Classroom
6.8.2.2. Digital Resources in Primary School Education
6.8.2.3. Digital Resources in Secondary/High School Education
6.8.2.4. Digital Resources in Higher Education
6.8.2.5. Open Digital Resources

6.8.3. Technological Tools in the Educational Field

6.8.3.1. ICT in Education
6.8.3.2. Contribution of ICT to Education
6.8.3.3. Characteristics of ICT Tools
6.8.3.4. Types of ICT Tools in Education
6.8.3.5. Gamification in the Classroom

6.8.4. Transversal and Curricular Resources

6.8.4.1. Digital Competency in Primary School Education
6.8.4.2. Digital Competency in Secondary/High School Education
6.8.4.3. Curricular Integration of ICT
6.8.4.4. Classroom Planning
6.8.4.5. Evaluation of the Use of ICT in the Classroom

Module 7. Competency-Based Learning in University Education

7.1. Learning Theories

7.1.1. Concept of Learning
7.1.2. Concepts Related to Teaching

7.1.2.1. Educate
7.1.2.2. Teach
7.1.2.3. Instruct

7.1.3. Relationship Between Learning and Teaching
7.1.4. The Evolution of Learning from Childhood to the University World
7.1.5. Different Educational Institutions

7.2. The Sum of Learning: Competency-Based Learning

7.2.1. Learning Paths
7.2.2. 10 Types of Learning

7.2.2.1. Implicit and Explicit Learning
7.2.2.2. Explicit Learning
7.2.2.3. Associative Learning
7.2.2.4. Rote Learning
7.2.2.5. Experience-based / Situated Learning
7.2.2.6. Learning by Observation
7.2.2.7. Cooperative Learning
7.2.2.8. Cooperative Learning
7.2.2.9. Significant Learning
7.2.2.10. Skill Based Learning

7.3. Competences Related to Self-Learning

7.3.1. Basic Competencies
7.3.2. Concept of Self-Learning
7.3.3. Contextualization of Learning
7.3.4. Self-regulated Learning
7.3.5. Autonomous Learning

7.4. Competency-Based Learning at Different Educational Levels

7.4.1. Competencies in Pre-School Education
7.4.2. Competencies in Primary Education
7.4.3. Competencies in High School Education
7.4.4. Competencies in the University Environment

7.5. Competency-Based Learning in Higher Education

7.5.1. Characteristics of the University Student Body
7.5.2. Characteristics of the University Teaching Staff
7.5.3. Competencies from the Curriculum
7.5.4. Prerequisites for Skill Based Learning at University
7.5.5. Competencies and the Different University Specialties

7.6. Transversality of Competencies

7.6.1. Resource Management
7.6.2. Interpersonal Relations Management
7.6.3. Information Management
7.6.4. Evolution and Refreshing Knowledge in the Face of Change
7.6.5. Technological Domain

7.7. Implementation of Competencies from the Curriculum

7.7.1. Levels of Curricular Specification
7.7.2. Competencies in Educational Administration
7.7.3. Adequacy of Teaching and Curriculum Design
7.7.4. Competencies in Students with Functional Diversity

7.8. Competency-Based Assessment

7.8.1. What and How to Evaluate Now?
7.8.2. Qualification Criteria
7.8.3. Assessment of Knowledge, Attitudes, and Skills
7.8.4. Objective and Subjective Assessment
7.8.5. Interaction Between Skills

7.9. Skills of a University Professor

7.9.1. Profiles of the University Teaching Staff
7.9.2. Planning the Teaching- Learning Process
7.9.3. Presenting Content to the Students
7.9.4. Ability to Integrate Resources Outside University
7.9.5. Suitability of the Teaching Practice to Meet the Demands of the Environment

7.10. Didactic Strategies for Competencies Development at University

7.10.1. The Field of Communication and Expression
7.10.2. Relationship Between Skill and Subject
7.10.3. Time Management
7.10.4. Group Work and Projects
7.10.5. Information Processing and Digital Technology in the University Environment

Module 8. Thesis and Scientific Research Project Supervision, University Student Guidance

8.1. Motivating University Students to Get Involved in Research

8.1.1. Introduction to Investigative Practice
8.1.2. Gnoseology or Theory of Knowledge
8.1.3. Scientific Research and Foundations
8.1.4. Research-Oriented Motivation

8.2. Basic Student Training for Research Activity

8.2.1. Initiation in Research Methods and Techniques
8.2.2. Elaboration of Quotes and Bibliographic References
8.2.3. The Use of New Technologies in Information Searching and Management
8.2.4. Research Reports: Structure, Characteristics and Standards of Development

8.3. Requirements for the Management of Research Projects

8.3.1. Initial Guidance for Research Practice
8.3.2. Responsibilities in the Supervision of Theses and Research Projects
8.3.3. Introduction to Scientific Literature

8.4. The Approach to the Topic and the Study of the Theoretical Framework

8.4.1. The Research Topic
8.4.2. Objectives of the Research
8.4.3. Document Sources and Research Techniques
8.4.4. Structure and Boundaries of a Theoretical Framework

8.5. Research Designs and Hypothesis System

8.5.1. Types of Studies in Research
8.5.2. Research Designs
8.5.3. Hypothesis: Types and Characteristics
8.5.4. Variables in Research

8.6. Research Methods, Techniques and Instruments

8.6.1. Population and Sample
8.6.2. Sampling
8.6.3. Methods, Techniques and Instruments

8.7. Planning and Supervision of Student Activity

8.7.1. Research Plan Development
8.7.2. Research Activity Document
8.7.3. Schedule of Activities
8.7.4. Tracking and Monitoring of Students

8.8. Supervision of Scientific Research Projects

8.8.1. Promoting Research Activity
8.8.2. Encouragement and Creation of Opportunities for Enrichment
8.8.3. Resources and Presentation Techniques

8.9. Supervision of Master's Final Projects and Doctoral Dissertations

8.9.1. Supervision of Master’s Final Projects and Doctoral Dissertations as a Pedagogical Practice
8.9.2. Mentoring and Career Planning
8.9.3. Characteristics and Structure of Master’s Final Projects
8.9.4. Characteristics and Structure of Doctoral Dissertations

8.10. Commitment to the Dissemination of Research Results: The True Impact of Scientific Research

8.10.1. Instrumentalization of Research Work
8.10.2. Toward a Meaningful Impact of Research Activity
8.10.3. Byproducts of Research Projects
8.10.4. Dissemination and Communication of Knowledge

Module 9. Educational Research Methodology

9.1. Basic Notions about Research: Science and the Scientific Method

9.1.1. Definition of the Scientific Method
9.1.2. Analytical Method
9.1.3. Synthetic Method
9.1.4. Inductive Method
9.1.5. Cartesian Thought
9.1.6. Rules of the Cartesian Method
9.1.7. Methodical Doubt
9.1.8. The First Cartesian Principle
9.1.9. Induction Procedures According to J. Mill Stuart

9.2. The General Process of Research: Quantitative and Qualitative Focus

9.2.1. Epistemological Assumptions
9.2.2. Approach to Reality and the Object of Study
9.2.3. Subject-Object Relationship
9.2.4. Objectivity
9.2.5. Methodological Processes
9.2.6. Integration of Methods

9.3. Research Paradigms and Methods Derived from These

9.3.1. How Do Research Ideas Arise?
9.3.2. What to Research in Education?
9.3.3. Research Problem Statement
9.3.4. Background, Justification and Research Objectives
9.3.5. Theoretical Foundation
9.3.6. Hypotheses, Variables and Definition of Operational Concepts
9.3.7. Choosing a Research Design
9.3.8. Sampling in Quantitative and Qualitative Studies

9.4. Phases and Stages of Qualitative Research

9.4.1. Phase 1: Conceptual Phase
9.4.2. Phase 2: Planning and Design Phase
9.4.3. Phase 3: Empirical Phase
9.4.4. Phase 4: Analytical Phase
9.4.5. Phase 5: Diffusion Phase

9.5. Types of Quantitative Research

9.5.1. Historical Research
9.5.2. Correlation Research
9.5.3. Case Studies
9.5.4. "Ex Post Facto" After-the-Fact Research
9.5.5. Quasi-Experimental Research
9.5.6. Experimental Research

9.6. Phases and Stages of Qualitative Research

9.6.1. Phase 1: Preparation Phase
9.6.2. Phase 2: Field Phase
9.6.3. Phase 3: Analytical Phase
9.6.4. Phase 4: Informative Phase

9.7. Types of Qualitative Research

9.7.1. Ethnography
9.7.2. Grounded Theory
9.7.3. Phenomenology
9.7.4. The Biographical Method and Life History
9.7.5. The Case Study
9.7.6. Content Analysis
9.7.7. Examination of Speech
9.7.8. Participatory Action Research

9.8. Techniques and Instruments for Collecting Quantitative Data

9.8.1. The Structured Interview
9.8.2. The Structured Questionnaire
9.8.3. Systematic Observation
9.8.4. Attitude Scales
9.8.5. Statistics
9.8.6. Secondary Sources of Information

9.9. Techniques and Instruments for Collecting Qualitative Data

9.9.1. Unstructured Interview
9.9.2. In Depth Interview
9.9.3. Focus Groups
9.9.4. Simple, Unregulated and Participant Observation
9.9.5. Life Stories
9.9.6. Diaries
9.9.7. Content Analysis
9.9.8. The Ethnographic Method

9.10. Data Quality Control

9.10.1. Requirements for a Measuring Instrument
9.10.2. Processing and Analysis of Quantitative Data

9.10.2.1. Validation of Quantitative Data
9.10.2.2. Statistics for Data Analysis
9.10.2.3. Descriptive Statistics
9.10.2.4. Inferential Statistics

9.10.3. Processing and Analysis of Qualitative Data

9.10.3.1. Reduction and Characterization
9.10.3.2. Clarify, Refine and Compare
9.10.3.3. Programs for Qualitative Analysis of Textual Data

Module 10. Innovation, Diversity and Equity in Education

10.1. What Do We Mean by Educational Innovation?

10.1.1. Definition
10.1.2. Why is Educational Innovation Important?
10.1.3. How Can We Be Innovative?
10.1.4. Should We Be Innovative?

10.2. Diversity, Equity and Equal Opportunity

10.2.1. Definition of Concepts
10.2.2. Three Indispensable Elements in Education

10.3. Innovation and Educational Improvement

10.3.1. Innovation Process
10.3.2. Efficiency and Educational Improvement

10.4. Innovation for Achieving Equality in Education

10.4.1. How to Explain Equality
10.4.2. Equality in Education: A Persistent Issue
10.4.3. Factors for Achieving Equality in the Classroom: Examples in the Classroom

10.5. Non-Sexist Teaching and Language

10.5.1. What is Non-Sexist Language?
10.5.2. What is Sexism in Language?
10.5.3. What is Inclusive Language?
10.5.4. Examples of Sexist and Non-Sexist Language in Education

10.6. Factors that Favor and Hinder Innovation

10.6.1. Factors that Favor Innovation
10.6.2. Factors that Hinder Innovation

10.7. Characteristics of Innovative Schools

10.7.1. What is an Innovative School?
10.7.2. Innovative Schools, a Different Education
10.7.3. Elements of an Innovative School
10.7.4. The Keys to an Innovative Classroom

10.8. Process of Educational Innovation

10.8.1. The 21st Century School

10.9. Resources and Innovation Teaching Programs

10.9.1. Distinct Innovation Programs for the Classroom
10.9.2. Teaching Resources for an Innovative Classroom

10.10. Emerging Fields in the Teaching

10.10.1. Emerging Pedagogies
10.10.2. Emerging Needs of Students
10.10.3. ICT as an Emerging Resource in Teaching
10.10.4. Different ICT Tools to Use in the Classroom

Understand the structure and current challenges of higher education so you can implement educational projects that improve teaching in university environments”