Este Postgraduate certificate en Types of Educational Projects generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

Lo más probable es que nuestra idea de proyecto educativo tenga un nombre concreto y un bagaje educativo más o menos amplio. Por otro lado, si nuestro proyecto educativo fuese completamente nuevo, seguro que puede encajar en una de las divisiones que estudiaremos, permitiéndonos mejorarlo o transformarlo.

Así, gracias a la investigación sobre los diversos tipos de proyectos educativos que vamos a desarrollar en este módulo nos convertiremos en expertos en este tema, habilitándonos para llevar a cabo el proyecto que consideremos idóneo para alcanzar los objetivos que nos marcamos como centro educativo.

Una vez que hemos estudiado el ser del proyecto educativo, y los tipos más característicos que podemos encontrar tanto a nivel nacional como internacional, es importante conocer qué beneficios aporta al centro la programación e implementación eficiente y efectiva de un proyecto educativo en una realidad concreta.

Un proyecto bien diseñado, acompañado y evaluado genera una serie de beneficios que repercuten directamente tanto en el centro, como en los alumnos, como en todo el proceso de enseñanza-aprendizaje. Gracias a este Postgraduate certificate, seremos capaces de generar proyectos que cumplan estas características y podremos recoger a corto y largo plazo los frutos de un trabajo bien hecho.

Así, en este Postgraduate certificate en Types of Educational Projects examinaremos los beneficios para el centro como institución mejorando su identidad, su estilo y su presencia. A continuación, profundizaremos en los beneficios que aportará a los alumnos y a las familias. Luego indagaremos sobre los beneficios que se generan también tanto para los educadores como para el resto del personal no docente. Todo esto sin olvidar que los beneficios también llegan al impulso motor del centro, mejorando el estilo directivo, la generación de líderes, o el alineamiento entre la misión, la visión y los valores del centro educativo. Por otro lado, los beneficios de la programación e implementación de un proyecto educativo se dan a su vez en el avance exponencial que genera en la adaptación al alumnado, a las metodologías activas, a la demanda del entorno, mejorando el ambiente de convivencia y la sostenibilidad, la relación con el entorno, con otros centros de la zona o de la misma red, y profundizando en el ideario y estilo del centro educativo.

Esta formación hace que los profesionales de este campo aumenten su capacidad de éxito, lo que revierte, en una mejor praxis y actuación que repercutirá directamente en el tratamiento educativo, en la mejora del sistema educativo y en el beneficio social para toda la comunidad.

Actualiza tus conocimientos a través del programa de Postgraduate certificate en Types of Educational Projects para docentes"

Este Postgraduate certificate en Types of Educational Projects para docentes contiene el programa educativo más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• Desarrollo de casos prácticos presentados por expertos en Docencia, Innovación educativa, Dirección de Centros Educativos y Marketing para docentes. Sus 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.
• Novedades sobre Dirección de Centros Educativos e Innovación educativa para docentes.
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Con especial hincapié en metodologías innovadoras en Dirección de Centros Educativos e Innovación educativa para docentes Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este Postgraduate certificate puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Types of Educational Projects obtendrás un título de experto por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la Types of Educational Projects que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.
El diseño de este programa está basado en el Aprendizaje Basado en Problemas, mediante el cual el educador deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del Postgraduate certificate. Para ello, el educador contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Dirección de Centros Educativos e Innovación educativa y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este Postgraduate certificate”

Aprovecha la oportunidad para conocer los últimos avances en Dirección de Centros Educativos e Innovación educativa para docentes y mejorar la formación de tus alumnos”

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the current relevance of innovative specialization, and committed to quality teaching through new educational technologies.

This Postgraduate certificate in Types of Educational Projects, contains the most complete and up-to-date program on the market”

Module 1. Types of Educational Projects

1.1. Technological Projects

1.1.1. Virtual Reality
1.1.2. Augmented Reality
1.1.3. Mixed Reality
1.1.4. Digital Whiteboards
1.1.5. iPad or Tablet Project
1.1.6. Cell Phones in the Classroom
1.1.7. Educational Robotics
1.1.8. Artificial Intelligence
1.1.9. E-learning and Online Education
1.1.10. 3D Printing

1.2. Methodological Projects

1.2.1. Gamification
1.2.2. Game Based Education
1.2.3. Flipped Classroom
1.2.4. Project-Based Learning
1.2.5. Problem-Based Learning
1.2.6. Thought-Based Learning
1.2.7. Skill-Based Learning
1.2.8. Cooperative Learning
1.2.9. Design Thinking
1.2.10. Montessori Methodology
1.2.11. Musical Pedagogy
1.2.12. Educational Coaching

1.3. Value Projects

1.3.1. Emotional Education
1.3.2. Anti-Bullying Projects
1.3.3. Projects to Support Associations
1.3.4. Projects in Favor of Peace
1.3.5. Projects in Favor of Stopping Discrimination
1.3.6. Solidarity Projects
1.3.7. Projects Against Gender Violence
1.3.8. Inclusion Projects
1.3.9. Intercultural Projects
1.3.10. Coexistence Projects

1.4. Evidence-Based Projects

1.4.1. Introduction to Evidence Based Projects
1.4.2. Previous Analysis
1.4.3. Determining the Objective
1.4.4. Scientific Research
1.4.5. Choosing a Project
1.4.6. Local or National Contextualization
1.4.7. Viability Study
1.4.8. Implementation of Evidence-Based Projects
1.4.9. Monitoring of Evidence-Based Projects
1.4.10. Evaluation of Evidence-Based Projects
1.4.11. Publication of Results

1.5. Artistic Projects

1.5.1. The Opera as a Learning Vehicle
1.5.2. Theater
1.5.3. Musical Projects
1.5.4. Choirs and Orchestras
1.5.5. Projects on the Infrastructure of the Center
1.5.6. Visual Art Projects
1.5.7. Design Technology Art Projects
1.5.8. Decorative Art Projects
1.5.9. Street Projects
1.5.10. Projects Centered on Creativity

1.6. Sanitary Projects

1.6.1. Nursing Services
1.6.2. Healthy Eating Projects
1.6.3. Dental Projects
1.6.4. Ophthalmic Projects
1.6.5. First Aid Plan
1.6.6. Emergency Plan
1.6.7. Projects with External Health Framework Entities
1.6.8. Personal Grooming Projects

1.7. Sports Projects

1.7.1. Construction or Remodeling of Playgrounds
1.7.2. Construction or Remodeling of Sports Facilities
1.7.3. Creation of Sports Clubs
1.7.4. Extracurricular Classes
1.7.5. Individual Sports Projects
1.7.6. Collective Sports Projects
1.7.7. Sports Competitions
1.7.8. Projects with External Sports Entities
1.7.9. Projects for the Generation of Healthy Habits

1.8. Language Projects

1.8.1. On-site Language Immersion Projects
1.8.2. Local Language Immersion Projects
1.8.3. International Language Immersion Projects
1.8.4. Phonetic Projects
1.8.5. Conversation Assistants
1.8.6. Native Teachers
1.8.7. Preparation for Official Language Exams
1.8.8. Projects to Encourage Language Learning
1.8.9. Exchange Projects

1.9. Excellence Projects

1.9.1. Reading Improvement Projects
1.9.2. Calculation Improvement Projects
1.9.3. Foreign Language Improvement Projects
1.9.4. Collaboration with Prestigious Entities
1.9.5. Competitions and Prizes
1.9.6. Projects for External Evaluation
1.9.7. Connection with Businesses
1.9.8. Preparation for Standardized Tests of Recognition and Prestige
1.9.9. Excellence Projects in Culture and Sport
1.9.10. Advertising

1.10. Other Innovation Projects

1.10.1. Outdoor Education
1.10.2. Youtubers and Influencers
1.10.3. Mindfulness
1.10.4. Peer Tutoring
1.10.5. RULER Method
1.10.6. School Gardens
1.10.7. Learning Community
1.10.8. Democratic School
1.10.9. Early Stimulation
1.10.10. Learning Corners

Module 2. Benefits of Implementing an Educational Project

2.1. For the Center as an Institution: Identity, Style and Presence

2.1.1. Groups that Make Up a School: The Institution, Students and their Families, Educators
2.1.2. The Educational Project Is a Living Reality
2.1.3. Defining Dimensions of the Educational Project

2.1.3.1. Towards Tradition. Self-Identity/Character, Mission
2.1.3.2. Towards the Future. The Style, The Vision
2.1.3.3. The Future Tradition Bond: Presence, Values

2.1.4. Honesty and Consistency
2.1.5. Identity. The Up-to-Date Development of Its Mission (own character)
2.1.6. Style. From the Image of What You Want to Do (Vision) To the Way You Want to Do It
2.1.7. Presence. The Practical Realization of Values
2.1.8. The Three Dimensions of the Educational Project as Strategic Referents

2.2. For Students and Their Families

2.2.1. The Image of the Center Says a Lot About Its Educational Project
2.2.2. Relational Dimensions of the Educational Project

2.2.2.1. Towards the Internal Addressees of the Educational Action: The Students
2.2.2.2. Towards the External Partners of the Educational Action: The Families

2.2.3. Communication and Consistency
2.2.4. Essential Communicative Dimensions of an Educational Project
2.2.5. Identity. A Well-Founded, Comprehensive Education, Rooted in Tradition
2.2.6. Style. The Learning of Knowledge and Skills in the Field of Character Development
2.2.7. Presence. The Education of Today's Citizens with an Imprint
2.2.8. The Three Dimensions of the Educational Project as the Basis of School Marketing
2.2.9. Client Relationships and Membership

2.3. For Educators: Teachers and Other Personnel

2.3.1. Educators as Stakeholders
2.3.2. Educators, the Cornerstone of an Educational Project
2.3.3. Human Capital, Social Capital and Decision-Making Capital
2.3.4. The Indispensable Participation of Educators in Shaping the Educational Project
2.3.5. Climate and Consistency
2.3.6. Project, Change and People: It Is Not Possible to Regulate All Three
2.3.7. Identity. Clarity of Educational Intentions and Educator Identity
2.3.8. Style. Formation of a Form of Presence, Methodological Principles and Common Didactic Practices
2.3.9. Presence. Establishment of Educational Priorities, Organizational Structures, Training Needs, etc.,
2.3.10. The Three Dimensions of the Educational Project as the Core of Human Resources Management

2.4. For the Center's Driving Force I: Improvement in Managerial Style

2.4.1. Main Drivers of a School: Management Style, Leaders and Collective Alignment
2.4.2. Educational Project and Management of the Center
2.4.3. The Leading Manager as a Moral Reference
2.4.4. The Managerial Style as a Pedagogical Reference
2.4.5. Is It Possible to Speak of a Management Project?
2.4.6. Elements of Management Style Dependent on the Educational Project

2.4.6.1. Organizational Structures
2.4.6.2. Management Style
2.4.6.3. The Possibility of Other Leaderships
2.4.6.4. Forms of Participation and Delegation

2.4.7. Adaptation of Organizational Structures to the Identity, Style and Presence of the Center
2.4.8. The Gradual Development of a Local Management Culture

2.5. For the Motor Impulse of the Center II: Generation of Leaders

2.5.1. Managers as Leaders
2.5.2. The Three Capitals of the Leader -Human, Social and Decisional- And the Educational Project
2.5.3. Bringing Talent to the Surface
2.5.4. Capability, Commitment and Service
2.5.5. Educational Project, Organizational Flexibility and Leadership
2.5.6. Educational Project, Innovation Processes and Leadership
2.5.7. Educational Project, Creativity and Leadership
2.5.8. Towards a Teaching Function in the Key of Leadership
2.5.9. Educating Leaders

2.6. For the Driving Force of the Center III: Alignment with the Mission-Vision-Values

2.6.1. The Need for Alignment
2.6.2. Main Obstacles for Alignment
2.6.3. The Leader as an Aligner
2.6.4. Lifelong Learning as an Educator: The Development of Own Lines of Competences
2.6.5. From the Teaching Backpack to Shared Teaching Habits
2.6.6. Educational Project and Development of a Professional Teaching Culture
2.6.7. Having Resources for Authentic Assessment
2.6.8. Assessment of the Quality of the Educational Service

2.6.8.1. Local Reality
2.6.8.2. Systemic Nature
2.6.8.3. Absolute Priority of Teaching-Learning Activities

2.7. For Educational Advancement I: Adaptation to Students, to Active Methodologies and to the Demand of the Environment

2.7.1. The Importance of Educational Goals
2.7.2. The Importance of Scientific Knowledge on How We Learn
2.7.3. How Does the Evolution of a Center Manifest Itself?
2.7.4. Concentration on Growth Processes
2.7.5. Focus on Systematic Learning Processes
2.7.6. Prioritization of Active Methodologies: What Matters Is Learning
2.7.7. Prioritization of Situated Learning
2.7.8. Adequacy to the Demand of the Environment
2.7.9. Beyond Current Needs: An Educational Project With a “Vision for the Future”
2.7.10. Educational Project and Operational Research

2.8. For Educational Advancement II: Improvement of the Living, Learning and Working Environment. Sustainability

2.8.1. The Educational Project as the Basis for an Adequate School Climate
2.8.2. Educational Project and Coexistence
2.8.3. Educational Project and Learning Style
2.8.4. Educational Project and Work Organization
2.8.5. Management Support
2.8.6. The Sustainability of Work in an Educational Center
2.8.7. Elements of Sustainability

2.8.7.1. The Center's Strategic Plan
2.8.7.2. Practical Quality Indicators
2.8.7.3. The Global Assessment System
2.8.7.4. The Educational Tradition of the Company

2.9. For Educational Advancement III: Relationship with the Environment, Other Centers in the Area or in the Same Network

2.9.1. Have your Own Profile and a Recognizable Voice in the Environment
2.9.2. Opening up to the Surrounding Reality

2.9.2.1. Knowing the Environment
2.9.2.2. Interacting with It

2.9.3. Identification With Other Centers in the Same Institution or Area
2.9.4. From Peer-To-Peer Classroom Learning to Center-To-Center Learning
2.9.5. Shared Experiences
2.9.6. Institutional Framework Project and Own Educational Project

2.9.6.1. The Common Framework
2.9.6.2. Different Needs and Sensitivities
2.9.6.3. What Does the Global-Local Dialectic Bring to Our Own Educational Project?

2.10. For Educational Advancement IV: Deepening the Ideology and Style

2.10.1. Ideology, Mission, Character. Three Complementary Terms
2.10.2. The Mission Statement Underlies the Basic Lines of the Educational Project
2.10.3. The Educational Project Develops the Specific Character
2.10.4. Alignment Between the Educational Project and the Ideology
2.10.5. Shaping a Style of Doing and Reflecting in Education
2.10.6. Updates to the Educational Project Update the Perspective From Which New Realities Are Addressed
2.10.7. It Is Necessary to Return Periodically to Reflect on the Fundamentals
2.10.8. Ideology, Educational Project and Transmission of an Educational Tradition

A unique, key, and decisive experience to boost your professional development”