A comprehensive program created to take you to the next level in the field of university teaching and research and to help you instill your passion for learning in your students"

This Advanced master’s degree in  University Teaching and Research in Education has among its objectives the promotion and strengthening of the competencies of teachers in the university environment, taking into account the most current tools oriented to higher education. In addition, one of the most important aspects of university professors is the promotion of scientific research among young people, so this specialization has an important focus on this discipline.

Active teaching methodologies and techniques, quality and evaluation models in education, the phases of programming and implementation of educational projects that are followed in different centers or the tools and resources that exist to carry out the practice of university teaching, are just some of the topics on which this specialization focuses. In addition to this, he has extensive knowledge of the basics of educational research, as well as advanced methods and techniques for the development of scientific research at the university level.

Throughout this specialization, the student will learn all of the current approaches to the different challenges posed by their profession. A high-level step that will become a process of not only professional but also personal improvement. In addition, at TECH we assume a social commitment: to help highly qualified professionals to specialize and to develop their personal, social and labor competencies during the course of their training. 

We will not only take you through the theoretical knowledge, but we will show you another way of studying and learning, more organic, simpler and more efficient. We will work to keep you motivated, create in you a passion for learning and push you to think and develop critical thinking. 

This Advanced master’s degree is designed to give you access to the specific knowledge of this discipline in an intensive and practical way. A great value for any professional. 

Furthermore, as it is a 100% online specialization, the student decides where and when to study. No fixed schedules and no obligation to move to the classroom, which facilitates the reconciliation with family and work life.

Professors must update their teaching skills to advance their career. In this Advanced master’s degree we give you the keys to university teaching and research in an intensive and complete training program”  

This Advanced master’s degree in University Teaching and Research in Education contains the most complete and up-to-date academic program on the university scene. The most important features of the program include:

• The latest technology in e-learning software 
• Intensely visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand 
• The development of practical case studies presented by practising experts 
• State-of-the-art interactive video systems 
• Teaching supported by telepractice 
• Continuous updating and recycling systems 
• Self-regulated learning: full compatibility with other occupations 
• Practical exercises for self-assessment and learning verification 
• Support groups and educational synergies: questions to the expert, debate and knowledge forums 
• Communication with the teacher and individual reflection work 
• Content that is accessible from any fixed or portable device with an Internet connection 
• Supplementary documentation databases are permanently available, even after completing the program

A program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way”

Our teaching staff is made up of working professionals. In this way, , we ensure that we provide you with the training update we are aiming for. A multidisciplinary team of doctors with training and experience in different environments, who will develop the theoretical knowledge in an efficient way, but above all, they will bring their practical knowledge from their own experience to the course.

This command of the subject is complemented by the effectiveness of the methodological design of this Grand Master. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of easy-to-use and versatile multimedia tools that will give you the necessary skills you need for your specialization.  

The design of this program is based on Problem-Based Learning: an approach that conceives learning as a highly practical process. To achieve this remotely, we will use telepractice. With the help of an innovative interactive video system and Learning from an Expert, you will be able to acquire the knowledge as if you were actually dealing with the scenario you are learning about. A concept that will allow you to integrate and fix learning in a more realistic and permanent way. 

A high-level scientific specialization, supported by advanced technological development and the teaching experience of the best professionals"

A deep and comprehensive dive into strategies and approaches in university teaching and research"

The contents of this Advanced master’s degree have been developed by the different experts on this course, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. The content of this program enables you to learn all aspects of the different disciplines involved in this field. A complete and well-structured program that will take you to the highest standards of quality and success.  

Through a very well compartmentalized development, you will be able to access the most advanced knowledge of the moment in university teaching and research"

Module 1. Active Methodologies and Didactic Techniques

1.1. Active Methodologies

1.1.1. What are Active Methodologies?
1.1.2. Keys for Methodological Development from the Students 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. Teach 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 Videogames in Education?
1.5.4. Types of Players According to the Richard Bartle Theory
1.5.5. Escape Room/Breakout Edu, an organizational form of understanding education

1.6. The Flipped Classroom,the reverse class

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, Micro-learning and Other Online 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. Dialogical Gatherings
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. University of Salamanca
2.1.3. Universities in Mexico and Latin America
2.1.4. European Universities
2.1.5. North American Universities
2.1.6. Cardenal Newman
2.1.7. The Cultural and Educational Contribution of the Middle Ages
2.1.8. Knowledge of the Cloisters: Cathedral and Monastic Schools
2.1.9.  The University of the 20th Century
2.1.10. 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 Space in Africa
2.3.7. Higher Education Space in Asia and the Pacifics
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. Grand 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. Diffusion 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. Focus of Quality Management: 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. Evaluation of Quality
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

3.2.5. Systemic Nature of the Principles and Practices of Total Quality Management (TQM
3.2.6. 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
3.4.5.6. Correlation Diagram
3.4.5.7. 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. Experiment Design
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 the Quality Management Systems According to the ISO 9001 Standards
3.5.4. The Process of Implementation and Certification of the Quality Management System

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: Results Based 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 for the Evaluation of 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. Programming and Implementing Educational Projects

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 Printing

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. Viability 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. Advertising

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 Implementing Educational Projects

4.10.1. Situational Analysis
4.10.2. Objective
4.10.3. DAFO 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. Teacher 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-study

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 Teacher & Student Digital Divide
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 Teaching of the Future
5.8.4. Teaching with Tutorials Learning Communities
5.8.5. Classroom Organization: Flexible Timings 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 Skills

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

6.1.1. Teacher Training Plans
6.1.2. Quality Education Legislation
6.1.3. Educational Environment Analysis
6.1.4. Pedagogical Evaluation
6.1.5. Indicators to Improve the Quality of a Center

6.2. Educational Laws in the Spanish Educational System

6.2.1. Law for the Improvement of Educational Quality (LOMCE)
6.2.2. Organic Education Law (LOE)
6.2.3. The LOCE
6.2.4. 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)
6.2.5. 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)
6.2.6. Spanish Education System

6.3. Key Skills in the Curriculum

6.3.1. Analysis of the Concept of Professional Skills
6.3.2. Analysis of the Concept of Teaching Skills
6.3.3. Differences Between General and Transversal Skills
6.3.4. Evolution of the Concept of Teaching Skills
6.3.5. Elementary School Skills
6.3.6. Middle/ High School Skills

6.4. Evaluation of Teaching Skills

6.4.1. Evaluation Techniques and Tools
6.4.2. Data Collection Techniques and Tools
6.4.3. Teacher Evaluation Performance Templates
6.4.4. Purpose and Consequences of Teacher Evaluation
6.4.5. Parties Involved in Teacher Evaluation

6.5. Teacher Self-Evaluation

6.5.1. Elements of Self-Evaluation
6.5.2. Evaluation of Educational Practice
6.5.3. Comparison Between Different Teaching Styles
6.5.4. The Teacher as an Active Agent in Evaluation
6.5.5. Self-Evaluation and Reflection in the Improvement of Teachers’ Skills

6.6. The Development of General Teaching Skills

6.6.1. Analysis of General Teaching Skills
6.6.2. Elements of General Teaching Skills
6.6.3. Relevance of General Competencies
6.6.4. Evolution of General Teaching Skills

6.7. The Development of Transversal Teaching Skills

6.7.1. Analysis of Transversal Teaching Skills
6.7.2. Elements of Transversal Teaching Skills
6.7.3. Relevance of Transversal Skills
6.7.4. Evolution of Transversal Teaching Skills

6.8. The role of Management in the Development of Skills

6.8.1. Management as an Agent in Development
6.8.2. Professional Skills in Academic Management
6.8.3. Differentiation of Basic Management Styles

6.9. Future Perspectives of Teaching Skills

6.9.1. Evolution of Teaching Skills in Higher Education
6.9.2. New Teaching Skills of the Teaching Staff
6.9.3. New Pedagogical Skills of the Teacher

6.10. Digital Skills in Teaching

6.10.1. Key competences and digital competence

6.10.1.1. The Digital Competence Framework for Educators
6.10.1.2. Definition of Digital Competence
6.10.1.3. Areas and Competences
6.10.1.4. Portfolio of Digital Competence for Teachers

6.10.2. Digital Resources and Learning Processes

6.10.2.1. Digital Resources for Use in the Classroom
6.10.2.3. Digital Resources in Elementary School Education
6.10.2.4. Digital Resources in Middle/High School Education
6.10.2.5. Digital Resources in Higher Education
6.10.2.6. Open Digital Resources

6.10.3. Technological Tools in the Educational Field

6.10.3.1. ICT in Education
6.10.3.2. Contribution of ICT to Education
6.10.3.3. Characteristics of ICT Tools
6.10.3.4. Types of ICT Tools in Education
6.10.3.5. Gamification in the Classroom

6.10.4. Transversal and Curricular Resources

6.10.4.1. Digital Competency in Elementary School Education
6.10.4.2. Digital Competency in Middle/High School Education
6.10.4.3. Curricular Integration of ICT
6.10.4.4. Classroom Planning
6.10.4.5. Evaluation of the Use of ICT in the Classroom

Module 7. Competency-Based Learning in the University Setting

7.1. Learning Theories

7.1.1. Concepts Related to Teaching: Educate Instruct- Train
7.1.2. Relationship Between Learning and Teaching
7.1.3. Evolution of Learning from Childhood to the World of University
7.1.4. Different Educational Institutions

7.2. The Sum of Learning: Learning by Competencies

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 Skills
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. Skill Based Learning in Different Educational Levels

7.4.1. Kindergarten Skills
7.4.2. Elementary School Skills
7.4.3. Middle/High School Skills
7.4.4. Skills for within the University Environment

7.5. Skill 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. Skills from the Syllabus
7.5.4. Prerequisites for Skill Based Learning at University
7.5.5. Skills and the Different University Specialties

7.6. Transversality of Skills

7.6.1. Resources 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 Skills from the Curriculum

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

7.8. Skills evaluation

7.8.1. What and How to Evaluate Now?
7.8.2. Qualification Criteria
7.8.3. Evaluation of Know How", "Know How to be "Know How to do
7.8.4. Objective and Subjective Evaluation
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 Skills 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. Educational Research Methodology

8.1. Basic Notions of Investigation: Science and the Scientific Method

8.1.1. Definition of the Scientific Method
8.1.2. Analytical Method
8.1.3. Synthetic Method
8.1.4. Inductive Method
8.1.5. Cartesian Thought
8.1.6. Rules of the Cartesian Method
8.1.7. Methodical Doubt
8.1.8. The First Cartesian Principle
8.1.9. The procedures of induction according to J. Stuart Mill

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

8.2.1. Epistemological Assumptions
8.2.2. Approach to Reality and the Object of Study
8.2.3. Subject-Object Relationship
8.2.4. Objectivity
8.2.5. Methodological Processes
8.2.6. Integration of Methods

8.3. Research Paradigms and Methods Derived from These

8.3.1. How do Research Ideas Arise?
8.3.2. What is there to Research in Education?
8.3.3. Research Problem Statement
8.3.4. Background, Justification and Research Objectives
8.3.5. Theoretical Foundation
8.3.6. Hypotheses, Variables and Definition of Operational Concepts
8.3.7. Choosing a Research Design
8.3.8. Sampling in Quantitative and Qualitative Studies

8.4. Phases and Stages of Qualitative Research

8.4.1. Phase 1 Conceptual Phase
8.4.2. Phase 2 Planning and Design Phase
8.4.3. Phase 3 Empirical Phase
8.4.4. Phase 4 Analytical Phase
8.4.5. Phase 5 Diffusion Phase

8.5. Types of Quantitative Research

8.5.1. Historical Research
8.5.2. Correlation Research
8.5.3. Case Studies
8.5.4. "Ex Post Facto" Research of Completed Events
8.5.5. Quasi-experimental research
8.5.6. Experimental Research

8.6. Phases and Stages of Qualitative Research

8.6.1. Phase 1 Preparation Phase
8.6.2. Phase 2 Field Phase
8.6.3. Phase 3 Analytical Phase
8.6.4. Phase 4 Informative Phase

8.7. Types of Qualitative Research

8.7.1. Ethnography
8.7.2. Grounded Theory
8.7.3. Phenomenology
8.7.4. The Biographical Method and Life History
8.7.5. The Case Study
8.7.6. Content Analysis
8.7.7. Examination of Speech
8.7.8. Participatory Action Research

8.8. Techniques and Instruments for Collecting Quantitative Data

8.8.1. The Structured Interview
8.8.2. The Structured Questionnaire
8.8.3. Systematic Observation
8.8.4. Attitude Scales
8.8.5. Stadistics
8.8.6. Secondary Sources of Information

8.9. Techniques and Instruments for Collecting Qualitative Data

8.9.1. Unstructured Interview
8.9.2. In Depth Interview
8.9.3. Focus Groups
8.9.4. Simple, Unregulated and Participant Observation
8.9.5. Life Stories
8.9.6. Diaries
8.9.7. Content Analysis
8.9.8. The Ethnographic Method

8.10. Data Quality Control

8.10.1. Requirements for a Measuring Instrument
8.10.2. Processing and Analysis of Quantitative Data

8.10.2.1. Validation of Quantitative Data
8.10.2.2. Statistics for Data Analysis
8.10.2.3. Descriptive Statistics
8.10.2.4. Inferential Statistics

8.10.3. Processing and Analysis of Qualitative Data

8.10.3.1. Reduction and Characterization
8.10.3.2. Clarify, Refine and Compare
8.10.3.3. Programs for Qualitative Analysis of Textual Data

Module 9. Fundamentals, Processes and Methods in Research

9.1. MethodologicalDesignofEducationalResearch

9.1.1. Introduction
9.1.2. ApproachesorParadigmsinEducationalResearch
9.1.3. TypesofResearch

9.1.3.1. BasicorFundamentalResearch
9.1.3.2. AppliedResearch
9.1.3.3. DescriptiveorInterpretiveResearch
9.1.3.4. ProspectiveResearch
9.1.3.5. ExploratoryResearch

9.1.4. TheResearchProcess:TheScientificMethod

9.2. StatisticalAnalysisofData

9.2.1. Introduction
9.2.2. WhatisdataAnalysis?
9.2.3. TypesofVariables
9.2.4. MeasuringScales

9.3. UnivariateDescriptiveStatistics(I):DistributionandPolygonofFrequencies

9.3.1. Introduction
9.3.2. FrequencyDistribution
9.3.3. FrequencyPolygonsorHistograms
9.3.4. SPSS:Frequencies

9.4. Univariatedescriptivestatistics(II):PositionIndicesandDispersionIndices.

9.4.1. Introduction
9.4.2. VariablesandTypes
9.4.3. IndicesofPositionorCentralTendencyandTheirProperties

9.4.3.1. ArithmeticMean
9.4.3.2. Median
9.4.3.3. Fashion

9.4.4. DispersionorVariabilityIndexes

9.4.4.1. Variance
9.4.4.2. StandardDeviation
9.4.4.3. CoefficientofVariation
9.4.4.4. SemiquartileAmplitude
9.4.4.5. TotalAmplitude

9.5. UnivariateDescriptiveStatistics(III):ScoresandIndexofTheShapeofDistribution

9.5.1. Introduction
9.5.2. TypesofScores

9.5.2.1. DifferentialScore
9.5.2.2. TypicalScore
9.5.2.3. CentileScore

9.5.3. DistributionShapeIndex

9.5.3.1. AsymmetryIndex(AS)
9.5.3.2. KurtosisorKurtosisIndex(Cv)

9.6. ExploratoryDataAnalysis(EDA)

9.6.1. Introduction
9.6.2. DefinitionofExploratoryDataAnalysis
9.6.3. StagesofExploratoryDataAnalysis
9.6.4. SPSS:ExploratoryDataAnalysis

9.7. LinearCorrelationBetweenTwoVariables(XandY)

9.7.1. Introduction
9.7.2 .ConceptofCorrelation
9.7.3. TypesandCorrelationCoefficients
9.7.4. Pearson'sCorrelationCoefficient(rxy)
9.7.5. PropertiesofPearson'sCorrelation
9.7.6. SPSS:CorrelationAnalysis

9.8. IntroductiontoRegressionAnalysis

9.8.1. Introduction
9.8.2. GeneralConcepts:TheRegressionEquationofYonX
9.8.3. ModelGoodness-of-fitIindex
9.8.4. SPSS:LinearRegressionAnalysis

9.9. IntroductiontoInferentialStatistics(I)

9.9.1. Introduction
9.9.2. Probability:GeneralConcept
9.9.3. ContingencyTablesforIndependentEvents
9.9.4. TheoreticalProbabilityModelswithContinuousVariables

9.9.4.1. NormalDistribution
9.9.4.2. Student'stDistribution

9.10. IntroductiontoInferentialStatistics(II)

9.10.1. Introduction
9.10.2. TheoreticalProbabilityModelsWithContinuousVariables
9.10.3. SampleDistribution
9.10.4. TheLogicofHypothesisTesting
9.10.5. TypeIandIIErrors

Module 10. Experimental Research: Design as a Model

10.1. Experimental Method

10.1.1. Introduction
10.1.2. Approaches or Paradigms from Educational Research
10.1.3. Concept of Experimental Research
10.1.4. Types of Research
10.1.5. Research Approach
10.1.6. Quality of an Investigation: Kerlinger Principle (Max-Min-Con)
10.1.7. Experimental Validity of an Investigation

10.2. Experimental Design in Research

10.2.1. Introduction
10.2.2. Types of Experimental Designs: Pre-experimental, Experimental and Quasi-experimental.
10.2.3. Experimental Control

10.2.3.1. Controlling Variables
10.2.3.2. Control Techniques
10.2.3.3. Experimental Design: Between-group and within-Subject Design
10.2.3.4. Data Analysis: Statistical Techniques

10.3. Experimental Design with Different Groups of Subjects

10.3.1. Introduction
10.3.2. Approaches or Paradigms from Educational Research
10.3.3. Concept of Experimental Research
10.3.4. Types of Research
10.3.5. Research Approach
10.3.6. Quality of an Investigation: Kerlinger Principle (Max-Min-Con)
10.3.7. The Validity of an Investigation

10.4. Experimental Design with the Same Subjects

10.4.1. Introduction
10.4.2. Student's T-test with the Same Subjects
10.4.3. Non-parametric Contrasts for Two Related Samples: Wilcoxon Test
10.4.4. Non-parametric Contrasts for more Than Two Related Samples: Friedman's Test 

10.5. One-factor, Completely Randomized Experimental Design

10.5.1. Introduction
10.5.2. The general Linear Model
10.5.3. ANOVA Models
10.5.4. One-factor, Fixed Effects, Completely Randomized ANOVA (A-EF-CA)
10.5.5. The Model
10.5.6. The Assumptions
10.5.7. The Contrast Statistic
10.5.8. Measures of Effect Size
10.5.9. Multiple Comparisons Between Measurements

10.5.9.1. What are Multiple Comparisons?
10.5.9.2. A Priori Planned Comparisons
10.5.9.3. Ex-post Planned Comparisons

10.6. One-factor Experimental Design with Repeated Measures

10.6.1. Introduction
10.6.2. One-factor, Fixed from Effects, with Repeated Measures ANOVA (A-EF-CA)
10.6.3. Measures of Effect Size
10.6.4. Multiple Comparisons

10.6.4.1. Orthogonal Planned Comparisons: Planned F Tests

10.7. Completely Randomized Two-Factor Experimental Design

10.7.1. Introduction
10.7.2. Two-factor, Fixed-effect, Completely Randomized ANOVA (AB-EF-CA)
10.7.3. Measures of Effect Size
10.7.4. Multiple Comparisons

10.8. One-factor Experimental Design with Repeated Measures

10.8.1. Introduction
10.8.2. One-factor, Fixed from Effects, with Repeated Measures ANOVA (two-EF-CA)
10.8.3. Multiple Comparisons
10.8.4. One-factor, Fixed from Effects, with Repeated Measures ANOVA (two-EF-CA)
10.8.5. Multiple Comparisons

10.9. Block Experimental Design

10.9.1. Introduction
10.9.2. Characteristics of Block Designs
10.9.3. Additional Variables to the Factor: Blocking Factor
10.9.4. One-factor Blocking Design: Completely Randomized Blocking
10.9.5. Two-factor Blocking Design: Latin Square Blocking

10.10. Experimental Design with Covariate Variables

10.10.1. Introduction
10.10.2. ANCOVA design

10.10.2.1. Covariate Variables to Reduce the Error Term
10.10.2.2. Covariate Variables to Control Extraneous Variables

10.10.3. Why Include a Covariate Variable in the Design?
10.10.4. Blocking and ANCOVA

10.11. Single Case Experimental Design (N=1)

10.11.1. Introduction
10.11.2. Basic Structure of Single-case Designs

10.11.2.1. Elaboration of Multiple Items
10.11.2.2. Difficulty Index; Discrimination Index: Validity Index
10.11.2.3. Analysis of Distractor Items

10.11.3. Treatment Study in Single Case Design

10.11.3.1. Visual Data Analysis

10.11.4. Basic Model: A-B
10.11.5. A-B-A Design
10.11.6. Criteria Change Design
10.11.7. Multiple Baseline Design

Module 11. Techniques and Instruments for Data Collection in Qualitative Research

11.1. Introduction

11.1.1. Introduction
11.1.2. Research Methodology qualitative
11.1.3. Qualitative Research Techniques
11.1.4. Phases of Qualitative Research

11.2. Observation

11.2.1.  Introduction
11.2.2.  Observation Categories
11.2.3.  Types of Observation: Ethnographic, Participant, and Non-Participant
11.2.4. What, How and When to Observe
11.2.5. Ethical Considerations of Observation
11.2.6. Content Analysis

11.3. Interview Techniques

11.3.1. Introduction
11.3.2. Interview Concept
11.3.3. Interview Characteristics
11.3.4. The Purpose of the Interview
11.3.5. Types of Interviews
11.3.6. Advantages and Disadvantages of the Interview

11.4. Discussion Group and Focus Group Techniques

11.4.1. Introduction
11.4.2. Discussion Groups
11.4.3. Objectives that Can Be Considered: Advantages and Disadvantages
11.4.4. Issues for Discussion

11.5. SWOT and DELPHI Technique

11.5.1. Introduction
11.5.2. Characteristics of Both Techniques
11.5.3. SWOT Technique
11.5.4. The Delphi Technique.

11.5.4.1. Preliminary Tasks Before Starting a DELPHI

11.6. Life History Method

11.6.1. Introduction
11.6.2. History of Life
11.6.3. Method Characteristics
11.6.4. Types
11.6.5. Phases

11.7. The Field Diary Method

11.7.1. Introduction
11.7.2. Field Diary Concept
11.7.3. Field Diary Characteristics
11.7.4. Structure of the Field Diary

11.8. Discourse and Image Analysis Technique

11.8.1. Introduction
11.8.2. Features
11.8.3. Concept of Discourse Analysis 
11.8.4. Types of Discourse Analysis 
11.8.5. Levels of Discourse
11.8.6. Image Analysis

11.9. The Case Study Method

11.9.1. Introduction
11.9.2. Case Study Concept
11.9.3. Types of Case Studies
11.9.4. Case Study Design

11.10. Classification and Analysis of Qualitative Data

11.10.1. Introduction
11.10.2. Categorization of Data
11.10.3. Data Coding
11.10.4. Theorizing Data
11.10.5. Data Triangulation
11.10.6. Exposure of Data
11.10.7. Writing Analytical Reflections. Memoing

Module 12. Computer Resources for Educational Research

12.1. Documentary Resources in Educational Research

12.1.1. Introduction
12.1.2. Introduction of Documentary Resources in Educational Research
12.1.3. Dissemination and Communication of Scientific-Academic Information
12.1.4. Scientific-academic Language
12.1.5. Access to Information: Bibliographic Databases

12.2. Information Search and Retrieval

12.2.1. Introduction
12.2.2. Search for Information
12.2.3. Information Search Strategies: Interfaces
12.2.4. Search for Electronic Journals
12.2.5. Bibliographic Databases

12.3. Access to Information Sources

12.3.1. Introduction
12.3.2. Databases
12.3.3. Electronic Magazines
12.3.4. Institutional Repositories
12.3.5. Scientific Social Networks
12.3.6. Information Managers

12.4. Thesauri

12.4.1. Introduction
12.4.2. Concept of Thesauri
12.4.3. Characteristics of Thesauri
12.4.4. Thesaurus Terminology

12.5. Thesauri: Database Usage

12.5.1. Introduction
12.5.2. Thesaurus Nomenclature
12.5.3. Thesaurus Hierarchy
12.5.4. Database

12.6. Information Evaluation Criteria

12.6.1. Introduction
12.6.2. Criteria for Evaluating Bibliographic Sources
12.6.3. Bibliometric Indicators
12.6.4. Book Evaluation and Publisher Ranking

12.7. Communication of Information

12.7.1. Introduction
12.7.2. Scientific-academic Language
12.7.3. Legal use of Information
12.7.4. Communication of Information
12.7.5. The Scientific Publication Process

12.8. SPSS (I)- Statistical Computing Tool for quantitative data

12.8.1. Introduction
12.8.2. Introduction to SPSS
12.8.3. Structure of SPSS
12.8.4. How to Handle Data Files?

12.9. SPSS (II)- Descriptive Analysis of variables

12.9.1. Introduction
12.9.2. Menu Bar and SPSS tools
12.9.3. Create New Files
12.9.4. How to Define a Variable?

12.10. Computer Resources Qualitative Data

12.10.1. Introduction
12.10.2. Programs and Resources for Qualitative Data Collection
12.10.3. Computer Resources for Analyzing Qualitative Data
12.10.4. Other Programs for Information Analysis

Module 13. Data Collection Techniques and Instruments and Measurement

13.1. Measurement in Research

13.1.1. Introduction
13.1.2. What do we Want to Measure?
13.1.3. Subject Measurement Process
13.1.4. Psychometry

13.2. Collection of Information using Quantitative Techniques: Observation and Surveys

13.2.1. Introduction
13.2.2. Observation

13.2.2.1. Theoretical Framework and Categories of Observation

13.2.3. The Survey

13.2.3.1. Material for Conducting a Survey
13.2.3.2. Survey Research Design

13.3. Collection of Information with Quantitative Techniques: the tests

13.3.1. Introduction
13.3.2. Test Concept
13.3.3. Item Generation Process
13.3.4. Area tests: Performance; Intelligence and Aptitudes; Personality, Attitudes and Interests

13.4. Collection of Information with Quantitative Techniques: Scaling Methods

13.4.1. Introduction
13.4.2. Concept of Attitude Scales
13.4.3. Thurstone Method

13.4.3.1. Method of Paired Comparisons

13.4.4. Likert Scale
13.4.5. Guttman Scale

13.5. Test Construction Process

13.5.1. Introduction
13.5.2. Item Scaling Process

13.5.2.1. Item Generation Process
13.5.2.2. Information Gathering Process
13.5.2.3. Scaling Process in the Strict Sense

13.5.3. Scale Evaluation Process

13.5.3.1. Item Analysis
13.5.3.2. Scale Dimension
13.5.3.3. Scale Reliability
13.5.3.4. Scale Validity

13.5.4. Subjects' Scores on the Scale

13.6. Analysis of Test Items

13.6.1. Introduction
13.6.2. Classical Test Theory (Spearman, 1904)
13.6.3. Test Reliability
13.6.4. The Concept of Validity
13.6.5. Evidence of Validity

13.7. Reliability of the Instrument

13.7.1. Introduction
13.7.2. Definition of Reliability
13.7.3. Reliability by Test-Retest or Repeatability Method
13.7.4. Reliability by the Alternate or Parallel Shape Method
13.7.5. Reliability Through Internal Consistency Coefficients

13.7.5.1. Coeficiente de Kuder-Richardson
13.7.5.2. Cronbach's Alpha Coefficient

13.8. Validity of the Instrument

13.8.1. Introduction
13.8.2. Definition of Validity
13.8.3. Validity of the Instruments

13.8.3.1. Immediate Validity
13.8.3.2. Content Validity
13.8.3.3. Construct Validity
13.8.3.4. Contrast Validity

13.8.4. Validity Strategies

13.9. Item Analysis

13.9.1. Introduction
13.9.2. Item Analysis
13.9.3. Difficulty and Validity Indexes
13.9.4. Correction of Random Effects

13.10. Interpretation of Test Scores

13.10.1. Introduction
13.10.2. Interpretation of Scores
13.10.3. Normative Test Scales
13.10.4. Typical Derived Baremos
13.10.5. Interpretations Referring to the Criterion

Module 14. Item Response Theory (IRT)

14.1. Item Response Theory (IRT)

14.1.1. Introduction
14.1.2. Measurement Models
14.1.3. Fundamental Concepts of IRT
14.1.4. Basic Postulates of IRT

14.2. Generalizability Theory (GT)

14.2.1. Introduction
14.2.2. Generalizability Theory (GT)
14.2.3. Facets of Generalizability Theory
14.2.4. Interpretation of Results in a Study

14.3. Characteristics of IRT (I)

14.3.1. Introduction
14.3.2. Historical Introduction of TRI
14.3.3. IRT Assumptions
14.3.4. IRT models

14.4. Characteristics of IRT (II)

14.4.1. Introduction
14.4.2. TRI Results

14.4.2.1. Parameters
14.4.2.2. Item Characteristic Curve
14.4.2.3. True Score
14.4.2.4. Test Characteristic Curve 
14.4.2.5. Level of Information

14.4.3. Response Models: The Item Characteristic Curve
14.4.4. Question Selection Methods

14.5. Response Models for Dichotomous Items: the Rasch Contribution

14.5.1.  Introduction
14.5.2. The Rasch Model
14.5.3. Characteristics of the Rasch Model
14.5.4. Example (Rasch Model)

14.6. Response Models for Dichotomous Items: the Rasch Contribution

14.6.1. Introduction
14.6.2. Birnbaum's Logistic Model (1968)
14.6.3. Model Parameters

14.6.3.1. 2-parameter Logistic Model
14.6.3.2. 3-parameter Logistic Model
14.6.3.3. 4-parameter Logistic Model

14.7. Response Models for Polytomous Items: Nominal Item Models (Block, 1972)

14.7.1. Introduction
14.7.2. Polytomous Items
14.7.3. Nominal Response Models (Block, 1972)
14.7.4. Political Item Parameters

14.8. Response Models for Polytomous Items: Ordinal Item Models

14.8.1. Introduction
14.8.2. Ordinal Item Models
14.8.3. Ordinal Cumulative Model

14.8.3.1. Samejima's Graded Response Model (GRM) (1969)
14.8.3.2. Modified Graded Response Model (M-GRM) of Muraki (1990)

14.8.4. Continuous Ordinal Models

14.8.4.1. Sequential Model (Tutz, 1990)

14.8.5. Adjacent Ordinal Models

14.8.5.1. Partial Credit Model (Masters, 1982)

14.9. Response Model for Polytomous Items: Samejima's (1969) Graduated Response model.

14.9.1. Introduction
14.9.2. Normal Graded Response Model
14.9.3. Graded Response Logistic Model
14.9.4. Example (Graduated Response Model)

14.10. Differential Item Functioning (DIF)

14.10.1. Introduction
14.10.2. Item Differential Concept (DIF)
14.10.3. Types of DIF
14.10.4. DIF screening methods
14.10.5. Purification methods

Module 15. Multivariate Analysis

15.1. Multivariate Analysis

15.1.1. Introduction
15.1.2. What is Multivariate Analysis?
15.1.3. The objectives of Multivariate Analysis
15.1.4. Classification of Multivariate Techniques

15.2. Multiple Linear Regression

15.2.1. Introduction
15.2.2. Concept of Multiple Linear Regression
15.2.3. Conditions for Multiple Linear Regression
15.2.4. Predictors to Generate the Best Model

15.3. Binary Logistic Regression

15.3.1. Introduction
15.3.2. Binary Logistic Regression Concept
15.3.3. Model adjustment

15.3.3.1. Model fitting in R

15.3.4. Stages of the R
15.3.5. Example (Binary Logistic Regression)

15.4. Nominal and Ordinal Logistic Regression

15.4.1. Introduction
15.4.2. General review of Nominal Logistic Regression
15.4.3. Example (Nominal Logistic Regression)
15.4.4. General review of Ordinal Logistic Regression
15.4.5. Example (Ordinal Logistic Regression)

15.5. Poisson Regression

15.5.1. Introduction
15.5.2. Poisson Concept
15.5.3. Distribution Functions
15.5.4. Poisson Regression with Counts

15.6. Log-Linear Models

15.6.1. Introduction
15.6.2. Log-Linear Models for Contingency Tables
15.6.3. Log-Linear Models for Contingency Tables
15.6.4. Example (Log-Linear Models for Contingency Tables)

15.7. Discriminant Analysis

15.7.1. Introduction
15.7.2. Concept of Discriminant Analysis
15.7.3. Classification with Two Groups

15.7.3.1. Fisher Discriminant Function

15.7.4. Example (Discriminant Analysis)

15.8. Cluster Analysis

15.8.1. Introduction
15.8.2. Concept of K-means Clusters
15.8.3. Hierarchical Cluster Analysis Concept
15.8.4. Example (Hierarchical Cluster Analysis)

15.9. Multidimensional scaling

15.9.1. Introduction
15.9.2. Multidimensional scaling: basic concepts
15.9.3. The Similarity Matrix
15.9.4. Classification of Scaling Techniques

15.10. Factor Analysis

15.10.1. Introduction
15.10.2. When is Factor Analysis Used?
15.10.3. Factor Analysis Methodology
15.10.4. Applications of Factor Analysis

Module 16. Direction of Thesis and Scientific Research, Guidance to University Students

16.1. Motivating University Students to Get Involved in Research

16.1.1. Introduction to Investigative Practice
16.1.2. Gnoseology or Theory of Knowledge
16.1.3. Scientific Research and its Foundations
16.1.4. Research-Oriented Motivation

16.2. Basic Student Training for Research Activity

16.2.1. Initiation in Research Methods and Techniques
16.2.2. Elaboration of Quotes and Bibliographic References
16.2.3. The Use of New Technologies in Information Searching and Management
16.2.4. The research report: structure, characteristics and preparation standards

16.3. Requirements for the Management of Research Projects

16.3.1. Initial Guidance for Research Practice
16.3.2. Responsibilities in the Supervision of Theses and Research Projects
16.3.3. Introduction to Scientific Literature

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

16.4.1. The Research Topic
16.4.2. Objectives of the Research
16.4.3. Document Sources and Research Techniques
16.4.4. Structure and Boundaries of the Theoretical Framework

16.5. Research Designs and the Hypothesis System

16.5.1. Types of Studies in Research
16.5.2. Research Designs
16.5.3. Hypothesis: Types and Characteristics
16.5.4. Variables in Research

16.6. Research Methods, Techniques and Instruments

16.6.1. Population and Sample
16.6.2. Sampling
16.6.3. Methods, Techniques and Instruments

16.7. Planning and Supervision of Student Activity

16.7.1. Development of the Research Plan
16.7.2. Research Activity Document
16.7.3. Schedule of Activities
16.7.4. Supervision and Monitoring of the Students

16.8. Supervising Scientific Research Projects

16.8.1. Promoting Research Activity
16.8.2. Encouragement and Creation of Opportunities for Enrichment
16.8.3. Resources and Presentation Techniques

16.9. Management of Master's Degree and Doctoral Theses

16.9.1. Management of Theses and Master’s Degree Theses as Pedagogical Practice
16.9.2. Support and Career Planning
16.9.3. Characteristics and Structures of Master’s Degree Theses
16.9.4. Characteristics and Structures of Doctoral Theses

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

16.10.1. The Use of Research as a Tool to Achieve Specific Goals
16.10.2. The Significant Impact of Research Activity
16.10.3. The By-products of Research Projects
16.10.4. Dissemination and Diffusion of Knowledge

Module 17. Innovation, Diversity and Equity in Education

17.1. What do we Understand by Educational Innovation?

17.1.1. Definition
17.1.2. Why is Educational Innovation essential? 
17.1.3. How Can We Be Innovative? 
17.1.4. Should We Be Innovative?

17.2. Diversity, Equity and Equal Opportunity

17.2.1. Definition of Concepts
17.2.2. Three Indispensable Elements in Education

17.3. Innovation and Educational Improvement

17.3.1. Innovation Process
17.3.2. Efficiency and Educational Improvement

17.4. Innovation for Achieving Equality in Education

17.4.1. How to Explain Equality 
17.4.2. Equality in Education: A Persistent Problem
17.4.3. Factors for Achieving Equality in the Classroom: Examples in the Classroom

17.5. Non-Sexist Teaching and Language

17.5.1. What is Non-Sexist Language? 
17.5.2. What is Sexism in Language? 
17.5.3. What is Inclusive Language? 
17.5.4. Examples of Sexist and Non-Sexist Language in Education

17.6. Factors that Favor and Hinder Innovation

17.6.1. Factors that Favor Innovation
17.6.2. Factors that Hinder Innovation

17.7. Characteristics of Innovative Schools

17.7.1. What is an Innovative School? 
17.7.2. Innovative Schools, a Different Education
17.7.3. Elements of an Innovative School
17.7.4. The Keys to an Innovative Classroom

17.8. Process of Educational Innovation

17.8.1. The 21st Century School

17.9. Resources and Innovation Teaching Programs

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

17.10. Emerging Fields in the Teaching

17.10.1. Emerging Pedagogies
17.10.2. Emerging Needs of Students
17.10.3. ICT as an Emerging Resource in Teaching
17.10.4. Different ICT Tools to Use in the Classroom

Module 18. Talent, vocation, and creativity

18.1. Talent and its Educational Importance

18.1.1. Talent
18.1.2. Components.
18.1.3. Talent is Diverse
18.1.4. Talent Measurement and Discovery
18.1.5. Gallup Test
18.1.6. Test of Garp
18.1.7. CareerScope
18.1.8. MBTI
18.1.9. Success DNA

18.2. Talent and Key Competencies

18.2.1. Key Competencies Paradigm
18.2.2. Key Competencies
18.2.3. The role of the Intelligences
18.2.4. Knowledge: Uses and Abuses in Education
18.2.5. The importance of Skills
18.2.6. The Differentiating Factor of Attitude
18.2.7. Relationship between Talent and Key Competencies

18.3. Talent Development

18.3.1. Learning modalities. Richard fields
18.3.2. El Elemento
18.3.3. Talent Development Procedures
18.3.4. Mentor Dynamics
18.3.5. Talent and Educational Approach

18.4. Motivation Mechanisms

18.4.1. Needs, Desires and Motivations
18.4.2. Decision Making
18.4.3. Executive Capabilities
18.4.4. Procrastination
18.4.5. Duty, Love and Pleasure in Education
18.4.6. Emotional Habits for Motivation
18.4.7. Motivational Beliefs
18.4.8. Values for Motivation

18.5. Vocation: Meaning and Purpose

18.5.1. The Importance of vocation
18.5.2. Meaning and Purpose
18.5.3. Vision, Mission, Commitment
18.5.4. Exploring Vocation
18.5.5. Teaching Vocation
18.5.6. Educating for Vocation

18.6. Towards a Definition of Creativity

18.6.1. Creativity
18.6.2. Brain Functioning and Creativity
18.6.3. Intelligences, Talents and Creativity
18.6.4. Emotions and Creativity
18.6.5. Beliefs and Creativity
18.6.6. Divergent Thinking
18.6.7. Convergent Thinking
18.6.8. The Creative Process and its Phases
18.6.9. Disney Dynamics

18.7. Why Creativity?

18.7.1. Arguments in Favor of Creativity Today
18.7.2. Personal creativity for Life
18.7.3. Creativity in Art
18.7.4. Creativity for Problem Solving
18.7.5. Creativity for Professional Development
18.7.6. Creativity in the Coaching Process

18.8. Creativity Development

18.8.1. Conditions for Creativity
18.8.2. Artistic Disciplines as Precursors of Creativity
18.8.3. The Art Therapy Approach
18.8.4. Creativity Applied to Challenges and Problem Solving
18.8.5. Relational Thinking
18.8.6. Edward de Bono's Hats

18.9. Creativity as a Value in Education

18.9.1. The need to Promote Creativity in Education
18.9.2. Active Methodologies and Novelty
18.9.3. Educational Models that Value Creativity
18.9.4. Means, Times and Spaces to Apply Creativity in the Classroom
18.9.5. Disruptive Education
18.9.6. Pensamiento Visual
18.9.7. Design Thinking

18.10. Creative Techniques

18.10.1. Relational Thinking Techniques
18.10.2. Techniques for Generating Ideas
18.10.3. Techniques for Evaluating Ideas
18.10.4. Exercises of Ingenuity
18.10.5. Artistic Disciplines for Creative Development
18.10.6. RCS Method
18.10.7. Other Techniques and Methods

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