This Postgraduate certificate will give you the keys to master the history and evolution of learning theories in just 6 weeks"

Famous thinkers, such as Pavlov, developed theories that investigated behavior in the learning process. This group of philosophers maintained that behavior can be predicted and controlled with different tools. At present, understanding the development of young people in schools requires professionals capable of analyzing the global conceptions of discovery, trial and error, social, vicarious and meaningful learning, among others. For this reason, TECH has designed a program that meets the requirements of graduates in Psychology, to project their careers Communication Management towards the most modern pedagogy of the current educational framework.

This program delves into the macro theories of learning, psychoeducational paradigms and the main authors such as Watson, Piaget and Brunner, among many other issues. All this, with a 100% online program, supported by a teaching team versed in the psycho-educational field. In addition, thanks to the Relearning methodology applied by TECH, students are exempted from long hours of study and are given the opportunity to learn in a progressive and continuous way for a more effective assimilation of concepts.

Likewise, this Postgraduate certificate is developed in only 6 weeks in order to speed up the academic process and provide students with skills through theoretical and practical exercises and the simulation of real cases that prepare them for their practical application in the classroom. This is a unique opportunity for those specialists who wish to acquire a quality university program at their fingertips, with just one click.

A 100% online program, which gives you all the possibilities so that you can carry it out together with the rest of your personal life responsibilities"

This Postgraduate certificate in Psycho-Educational Macro Theories and Paradigms, Methods, Strategies and Resources contains the most complete and up-to-date program on the market. The most important features include: 

• The development of case studies presented by experts in psychology and education
• The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice
• Practical exercises where the process of self-assessment can be used to 
  improve learning
• Its special emphasis on innovative methodologies
• 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

Get theoretical and practical materials to understand the global conceptions of learning in a dynamic way and with the schedules of your choice"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational 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 the professional must try to solve the different professional practice situations that arise during the academic year For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.

Update your knowledge about Contemporary reinforcement strategies and count on the support of a teaching team versed in psychology"

Classical authors have developed teaching models so that neuropsychologists like you have a basis from which to detect different cases of AD"

The content of this Postgraduate certificate proposes a study focused on psychoeducational paradigms in order to expand and update the knowledge of Psychology graduates. In order to achieve this, TECH has been equipped with theoretical and practical materials for students to delve into the macro theories of learning, psycho-educational paradigms, the main authors, such as Pavlov, Piaget and Brunner, among many other issues. In addition, the Relearning system, based on content reiteration, exempts psychologists from long hours of memorization and allows them to follow a progressive and easy study, balancing it with other aspects of their life.

Chose the pace of your studies to your needs and balance your university studies with the rest of your life, thanks to TECH"

Module 1. Psycho-Educational Macro Theories and Paradigms, Methods, Strategies and Resources

1.1. Historical Framework and Learning Theory Development

1.1.1. Learning Theory History and Evolution
1.1.2. First Approaches
1.1.3. Current Understanding of Learning Difficulties

1.2. Introduction to Learning Theories and Main Authors

1.2.1. Global Concepts of Learning and Types of Learning

1.2.1.1. Discovery Learning
1.2.1.2. Trial and Error Learning
1.2.1.3. Innovative Learning
1.2.1.4. Latent Learning
1.2.1.5. Reader Learning
1.2.1.6. Learning Maintenance
1.2.1.7. Social Learning
1.2.1.8. Vicarious Learning
1.2.1.9. Continuous-Vertical Learning
1.2.1.10. Significant Learning

1.2.2. Main Authors

1.2.2.1. Pavlov. Conditioned Learning
1.2.2.2. Piaget. Cognitive Development Stages
1.2.2.3. Brunner. Scaffolding Theory
1.2.2.4. Ausubel. Significant Learning Theory
1.2.2.5. Bandura. Social Learning Theory
1.2.2.6. Gagné's Learning Theory

1.3. Behavioral Teaching Models

1.3.1. Pavlov and Watson's Classical Model
1.3.2. Skinner's Radical Model
1.3.3. Tolman's Intentional Model
1.3.4. Hull's Deductive Model

1.4. Cognitive Learning Models I

1.4.1. Brunner. Scaffolding Theory Discovery Learning
1.4.2. Ausubel. Significant Learning Theory. Expository Teaching Method
1.4.3. Gagné's Instructional Hierarchy Model

1.5. Cognitive Learning Models II

1.5.1. Introduction to the Sociocultural Approach to Learning
1.5.2. Relationship between Language and Mind
1.5.3. Vygotsky's Sociocultural Theory of Cognitive Development
1.5.4. Proximal Development Zone Concept
1.5.5. Information Processing Theory (Gestalt, Multichannel Learning)
1.5.6. Social Cognitive Perspective (Tolman, Bandura)

1.6. Constructivist Teaching Models

1.6.1. Piaget and Vygotsky
1.6.2. Other Constructivist Models (Social Environment, , Thinking and Language, Action Theory)
1.6.3. Constructivist Instructional Design Theories

1.7. Connectivism Teaching Model

1.7.1. Connectivism Principles
1.7.2. Learning Network
1.7.3. Pedagogical Proposals
1.7.4. Instructional Design According to Connectivism

1.8. Emotional Learning and Personalized Teaching (Cognitive-, Emotional and Humanistic Approaches)

1.8.1. Historical Review and Relevant Authors
1.8.2. Emotional Intelligence and its Impact on Learning
1.8.3. Personalized and Customized Education
1.8.4. Personalized Education: Techniques and Resources
1.8.5. Personalized Education and ICT Challenges

1.9. Experiential Learning

1.9.1. Experiential Learning Concept
1.9.2. Experiential Learning Implications for Learning
1.9.3. Techniques and Resources from an Experiential Learning Perspective
1.9.4. Practices Based on Experiential Learning. Case Descriptions

1.10. Psycho-Educational Challenges and Diversity Attention

1.10.1. Diversity Attention at School
1.10.2. Diversity Attention in Specialized Centers
1.10.3. Psycho-Educational Challenges in Students with Curricular Adaptations in the Classroom
1.10.4. Psycho-Educational Challenges Towards Universal Educational Design. Diversity and Soc

Become a specialist in learning theories, taking into account the global conceptions of learning and its main authors”