Prepárate para asumir un puesto de responsabilidad: conviértete en un experto en Gestión de la Formación conociendo los distintos niveles de planificación posibles para el diseño educativo gracias a este programa”

Esta Postgraduate diploma en Professional Training Management de TECH pretende impulsar la carrera de los profesionales de la Pedagogía que quieren ir un paso más allá y asumir un puesto de responsabilidad, enfocado a la dirección y administración de proyectos de capacitación profesional. Esta modalidad educativa requiere un conocimiento profundo del programa educativo y el desarrollo de capacidades organizativas de alto nivel.

En este sentido, se trata de un programa que destaca por el alcance de su contenido, ya que comprende un temario actualizado y de calidad, centrado en potenciar las capacidades del profesional del ámbito de la enseñanza, siguiendo un recorrido teórico práctico con el que dominar las distintas herramientas para que prospere en su trayectoria académica y profesional.

Así, se ha establecido un plan de estudios que ofrece el panorama actual del funcionamiento del sistema educativo, con especial hincapié en las tecnologías de la información y la comunicación para la Educación y las distintas técnicas de comunicación y expresión oral para el docente. Asimismo, potencia las habilidades pedagógicas del alumno y le instruye en las buenas prácticas de su profesión, abriéndose a un entorno diverso y virtual que le otorga el conocimiento para diseñar y gestionar programas educativos de tipo bilingüe, de enseñanza reglada o Educación Permanente, entre otros.

Además, al tratarse de un programa 100% online, TECH permite al alumno compaginar su estudio con su vida personal y actividad profesional, abogando por la excelencia sin requerimientos presenciales ni largos trayectos que impiden el aprovechamiento del tiempo para su empleo en horas de estudio fructíferas, todo a través de un dispositivo electrónico con acceso a internet.

Ábrete hacia un campo de posibilidades con la combinación de las diferentes TIC en la escuela como herramienta educativa”

Esta Postgraduate diploma en Professional Training Management contiene el programa educativo más completo y actualizado del mercado. Las características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en pedagogía
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, 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

Aprender técnicas de comunicación eficaz en el aula y estructurar la información de manera adecuada para que los alumnos asimilen los conocimientos de forma correcta será uno de tus objetivos en esta Postgraduate diploma”  

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 curso académico. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Gestiona y crear una identidad digital acorde al contexto con éxito, siendo consciente de la importancia del rastro digital y de las posibilidades que las TIC ofrecen en el ámbito docente"

Comprenderás los fundamentos y los elementos de la planificación educativa de manera clara, así como el análisis de sus modelos y las herramientas empleadas a cada caso"

The syllabus of this program has been designed based on the education requirements applied to teaching, following a theoretical and practical course with which you can master the techniques for training professionals in their path towards excellence in the educational sector. A syllabus has therefore been established, whose modules provide an up-to-date overview of information and communication technologies for education, how to express oneself orally and how to design and manage educational programs. It also emphasizes Continuing Education, analyzing it in detail, which will enable the professional to fully develop their communication skills.

The use of the Internet as an educational resource is a reality. Join m-Learning professionals and discover how teachers build their digital identity”

Module 1. Information and Communication Technologies for Education

1.1. ICT, Literacy, and Digital Competencies

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. The Internet as an Educational Resource: Web 2.0 and M-Learning
1.1.10. The Teacher as Part of 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 Learner 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 a Didactic 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 Media. 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 Media: Tools for the Creation of Learning Communities
1.5.4. Communication On Social Media: Management of the New Communicative Codes
1.5.5. Types of Social Media
1.5.6. How to use Social Media 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: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
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 a Teaching Element
1.6.4. Audio Creation
1.6.5. The Image as a Didactic Element
1.6.6. ICT Tools with Educational Use of Images
1.6.7. The Editing of Images with ICT: Tools for its Edition
1.6.8. What is ABP? 
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 Instagrammers: 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 a Didactic 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-Portofolio 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. Communication and Oral Expression Techniques for Teachers

2.1. Communicative Teaching Skills

2.1.1. Communicative Teaching Competencies
2.1.2. Aspects of Communication of a Good Teacher
2.1.3. Voice: Characteristics and Use
2.1.4. Characteristics of the Message

2.2. Oral Expression in the Educational Environment

2.2.1. Oral Interaction
2.2.2. The Message in Oral Expression
2.2.3. Communication Strategies in Oral Expression

2.3. Written Expression in the Educational Environment

2.3.1. Written Expression
2.3.2. Written Expression Development
2.3.3. Learning Methods and Strategies

2.4. Lexical Precision and Terminology

2.4.1. Concept of Lexical Precision
2.4.2. Receptive and Productive Vocabulary
2.4.3. Importance of Lexicon and Vocabulary in the Transmission of Knowledge

2.5. Teaching Resources I. ICT

2.5.1. Key Concepts on Digital Education Resources
2.5.2. Integration and Possibilities of ICT in Teaching Work
2.5.3. ICT and Communication in the Classroom

2.6. Teaching Resources II. Oral Communication

2.6.1. Speaking
2.6.2. Teaching Oral Communication
2.6.3. Teaching Resources for Oral Communication
2.6.4. Design of Educational Material
2.6.5. Evaluation and Correction of Oral Expression

2.7. Teaching Resources II. Written Communication

2.7.1. The Epistemic Function of Writing and Models of Writing Processes
2.7.2. Text Composition Models and Strategies and Activities of Written Expression
2.7.3. Evaluation and Correction of Written Expression

2.8. Appropriate Environments for Teaching Learning

2.8.1. Introduction
2.8.2. Conceptualizing the Appropriate Environment of Teaching and Learning
2.8.3. Learning Spaces. Elements
2.8.4. Types of Learning Environments

2.9. New Communication Techniques and ICT

2.9.1. Communication and ICT
2.9.2. New Communication Techniques
2.9.3. Options, Limitations and Effects of ICT in Teaching

2.10. Education and Communication Theories

2.10.1. Introduction. Educational Communication

2.10.1.1. Education as a Communication Tool

2.10.2. Educational Interaction Models
2.10.3. Mass Media Communication and Education

Module 3. Educational Programs Design and Management

3.1. Educational Programs Design and Management

3.1.1. Stages and Tasks in the Design of Educational Programs
3.1.2. Types of Educational Programs
3.1.3. Educational Program Evaluation
3.1.4. Skills-Based Educational Program Model

3.2. Design of Programs in the Formal and Informal Educational Environment

3.2.1. Formal and Informal Education
3.2.2. Formal Educational Program Model
3.2.3. Informal Educational Program Model

3.3. Educational Programs and Information and Communication Technologies

3.3.1. Integrating ICT into Educational Processes
3.3.2. Advantages of ICT in Education Program Development
3.3.3. Educational Practices and ICT

3.4. Design of Educational and Bilingual Programs

3.4.1. Advantages of Bilingualism
3.4.2. Curricular Aspects for the Design of Educational Programs in Bilingualism
3.4.3. Examples of Educational and Bilingual Programs

3.5. Pedagogical Design of Programs in Educational Orientation

3.5.1. Creation of Programs in Educational Orientation
3.5.2. Possible Content of Educational Orientation Programs
3.5.3. Methodology for the Evaluation of Educational Orientation Programs
3.5.4. Aspects to Consider in the Design

3.6. Educational Programs Design for Inclusive Education

3.6.1. Theoretical Fundamentals of Inclusive Education
3.6.2. Curricular Aspects for the Design of Inclusive Educational Programs
3.6.3. Examples of Inclusive Educational Programs

3.7. Management, Monitoring and Evaluation of Educational Programs. Pedagogical Skills

3.7.1. Assessment as an Educational Improvement Instrument
3.7.2. Steps for the Evaluation of Educational Programs
3.7.3. Educational Program Evaluation Techniques
3.7.4. Pedagogical Skills for Evaluation and Improvement

3.8. Communication Strategies And Diffusion of Educational Programs

3.8.1. Teaching Communication Process
3.8.2. Teaching Communication Strategies
3.8.3. Diffusion of Educational Programs

3.9. Good Practice in the Design and Management of Educational Programs in Formal Education

3.9.1. Characterization of Good Teaching Practices
3.9.2. Influence of Good Practice in the Design and Development of the Program
3.9.3. Pedagogical Leadership and Good Practices

3.10. Good Practices in the Design and Management of Educational Programs in Non-Formal Contexts

3.10.1. Good Teaching Practices in Non-Formal Contexts
3.10.2. Influence of Good Practice in the Design and Development of the Program
3.10.3. Example of Good Educational Practices in Non-Formal Contexts

Module 4. Continuing Education

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

4.1.1. Fundamental Aspects of Continuing Education
4.1.2. Fields and Contexts of Continuing Education
4.1.3. Contributions of Continuing Learning in International Organizations and the Digital Society

4.2. Theoretical Bases of Continuing Education

4.2.1. Origin and Evolution of Continuing Education
4.2.2. Continuing Education Models
4.2.3. Types of Teachers: Philosophical Educational Paradigms

4.3. Continuing Education Assessment Models

4.3.1. Introduction
4.3.2. Types of Assessment in Continuing Education
4.3.3. The Importance of Assessing Continuing Education
4.3.4. Conclusions

4.4. The Teacher and Continuing Education

4.4.1. Professional Profile of Teachers Who Teach Adults
4.4.2. Skills of Teachers Who Teach Adults
4.4.3. Training of Teachers Who Teach Adults

4.5. Training in the Company. The Training Department

4.5.1. Function of In-Company Training. Concepts and Terminology
4.5.2. Historical Vision of the Training Department in the Company
4.5.3. Importance of Training in the Company

4.6. Continuing Training and Occupational Training

4.6.1. Definitions and Differences of Continuing and Occupational Training
4.6.2. Benefits of Continuing Training for the Company
4.6.3. Importance of the Occupational Training in the Current Context

4.7. Professional Training. Recognition, Certifications and Accreditations

4.7.1. Professional Training for Work

4.7.1.1. Human Resources in Economic Development

4.7.2. Human Resources Qualification
4.7.3. Certifications and Accreditations in Professional Training
4.7.4. Importance of Professional Training

4.8. Training and Work

4.8.1. Work and its Evolution
4.8.2. Current Labor Context
4.8.3. Skill-Based Training

4.9. Continuing Education in the European Union

4.9.1. Evolution of Continuing Education in the European Union
4.9.2. Education, Work and Employability
4.9.3. European Framework of Qualifications
4.9.4. New Focus on Higher Education
4.9.5. Actions and Programs

4.10. Open and Distance Education in Digital Contexts

4.10.1. Features of Distance Education
4.10.2. Virtual Education, E-Learning
4.10.3. ICT, its Role and Importance of Distance Education
4.10.4. Distance Education and Higher Education

Mastering text composition models along with written expression strategies and activities are essential to get the right message across”