Educational research offers educational psychologists the essential skills to intervene in an innovative way in an ever-growing and evolving field" 

Psychopedagogy has reached, by its own merits, a place of recognition in the current scientific panorama. The knowledge of this discipline has become the subject of Articles, Monographs, and Publications at International level that have shaped a Panorama of great interest for the Professional. These developments have led to advances in Techniques, Disciplines, and Modes of Presence and Intervention that make constant updating an Indispensable Condition.

This increasingly broad program leaves the educational center in order to reach all types of sectors, specifically socio-labor, where it becomes an invaluable asset. The new social and labor circumstances, the new educational challenges, the vertiginous evolution of cultural contexts and many other challenges, require the greatest capacity in the professionals of Psychopedagogy.

In terms of intervention, mediation with families has also become increasingly important. The incursion of new technologies in social, school, or family life, sexual or functional diversity, or any of the new paradigms are not static, but evolve and constantly require a competent look that supports, guides, and serves as a reference and, in turn, has adequate professional support.

A thorough overview of intense challenges that, in this comprehensive program, TECH tries to help students face. With the most complete human and technological resources that will allow us to move forward in a safe, comfortable and efficient manner.

Add extraordinary value to your résumé with the knowledge and skills you acquire during this program"

This Postgraduate diploma in Educational Research and Innovation contains the most complete and up-to-date program on the market. The most important features include:

• Practical cases presented by Psychopedagogy Experts
• Designed with graphic, schematic, and eminently practical content
• Latest advancements on School Psychopedagogy 
• Practical Exercises where the Self-assessment Process can be Carried Out in Order to Improve Learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Evidence-Based Methodologies in School Psychopedagogy
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

A highly specialized opportunity that will allow you to enter the fields of Educational Research and Innovation with confidence and skill”

The teaching staff of this Postgraduate diploma in Educational Research and Innovation is designed by professionals in the sector, who pour all their knowledge and experience into this program to produce quality content, in addition to recognized specialists belonging to leading societies and prestigious universities. 

The Multimedia Content has been elaborated with the latest Educational Technology, which will allow professionals a situated and contextual learning, through which students will be able to study in a simulated environment in which they will be able to learn in real situations. 

The design of this program is based on Problem-Based Learning, so that professionals will have to try to solve the different situations of professional practice that arise throughout the course. For this reason, students will be assisted by an innovative, interactive video system created by renowned and experienced experts in the field of School Psychopedagogy with extensive teaching experience. 

A program created to give you the qualification your résumé needs in an increasingly demanding labor market"

With the best facilities so you can combine your studies with your personal or professional life, without any problems and with total independence"

The structure of the contents has been designed by a team of professionals from leading schools and universities. Structured in specific learning units, it allows students to prepare in a gradual and sustained way, without losing motivation during the process. 

An educational program carefully developed to offer a highly effective updating and specialization process"

Module 1. Assessment, Diagnosis, and Psycho-pedagogical Orientation

1.1. Counseling and Psychopedagogical Intervention: Concept, Disciplinary Area, Object of Study, and Trajectory

1.1.1. Concept and Functions of Educational Diagnosis Diagnostician Qualities 

1.1.1.1. Concept of Educational Diagnosis
1.1.1.2. Functions of Educational Diagnosis
1.1.1.3. Qualities of the Diagnostician

1.1.2. Dimensions, Scopes, and Areas of Action

1.1.2.1. Dimensions of the Psychopedagogical Intervention
1.1.2.2. Spheres and Areas of Intervention

1.2. Psychopedagogical Evaluation: Function and Nature

1.2.1. Concept, Purpose, and Context

1.2.1.1. Concept of Psychopedagogical Assessment
1.2.1.2. Purpose of the Psychopedagogical Assessment
1.2.1.3. Context of the Evaluation

1.2.2. Psychopedagogical Assessment Procedure Evaluation in the School and Family Context

1.2.2.1. Psychopedagogical Assessment Procedure
1.2.2.2. Assessment in the School Context
1.2.2.3. Assessment in the Family Context

1.3. Psychopedagogical Diagnosis: Concept, Possibilities and Delimitation within the Framework of Psychopedagogical Action

1.3.1. The Diagnostic Process and its Stages

1.3.1.1. Diagnostic Process
1.3.1.2. Stages of Diagnosis

1.4. Psychopedagogical Assessment Process According to Different Action Fields

1.4.1. Assessment as a Process
1.4.2. Action Fields and Areas of Intervention and Assessment in the School and Family Context

1.4.2.1. Fields and Areas of Action
1.4.2.2. Assessment Process in the School Context
1.4.2.3. Assessment Process in the Family Context

1.5. Design and Phases of Psychopedagogical Assessment

1.5.1. Psychopedagogical Assessment Procedure and its Phases

1.5.1.1. Psychopedagogical Assessment Procedure
1.5.1.2. Psychopedagogical Assessment Phases

1.6. Techniques and Instruments of Psychopedagogical Assessment

1.6.1. Techniques and Instruments of Qualitative and Quantitative Assessment

1.6.1.1. Qualitative Assessment Techniques and Instruments
1.6.1.2. Quantitative Assessment Techniques and Instruments

1.7. Psychopedagogical Assessment in the School Context

1.7.1. Assessment in the Classroom, Center and Family Context

1.7.1.1. Assessment in the Classroom Context
1.7.1.2. Assessment in the Center Context
1.7.1.3. Assessment in the Family Context

1.8. Information Return and Follow-Up

1.8.1. Return of Information and Follow-Up

1.8.1.1. Return
1.8.1.2. Monitoring

1.9. Models of Psychopedagogical Orientation

1.9.1. Clinical Model, Consultation Model, and Program Model

1.9.1.1. Clinical Model
1.9.1.2. Consultation Model
1.9.1.3. Program Model

1.10. School Orientation: Tutorial and Family

1.10.1. School Guidance and the Tutorial Function Tutorial Action Plan

1.10.1.1. School Guidance
1.10.1.2. Tutorial Function
1.10.1.3. Tutorial Action Plan

1.11. Vocational, Professional and Job Orientation

1.11.1. Vocational/Professional/Labor Orientation and Maturity. Approaches and Interests

1.11.1.1. Vocational Orientation and Maturity
1.11.1.2. Professional Orientation and Maturity
1.11.1.3. Work Orientation and Maturity
1.11.1.4. Approaches and Interests

1.12. Social, Health, Vulnerability and Social Exclusion Counseling

1.12.1. Concept, Purpose, and Socio-Health Contexts, and Contexts of Vulnerability or Social Exclusion Orientation Guidelines

1.12.1.1. Counseling Concept and Context in the Social, Health and Vulnerability or Social Exclusion Field
1.12.1.2. Purpose of Social, Health, Vulnerability and Social Exclusion Counseling

Module 2. Educational Research and Innovation Modalities 

2.1. Introduction to Research and Innovation in Education

2.1.1. Relationship between Innovation and Research The Need for Research and Innovation in Education

2.1.1.1. Innovation Concept
2.1.1.2. Research Concept
2.1.1.3. Relationship between Innovation Research
2.1.1.4. The Need for Research and Innovation in Education

2.2. Research Planning I

2.2.1. Educational Research and Innovation Modalities

2.2.1.1. Quantitative Approach
2.2.1.2. Qualitative Approach

2.2.2. Stages of the Research and Innovation Process

2.3. Research Planning II

2.3.1. Planning and Development of the Research or Field Work. Dissemination of Results

2.3.1.1. Research or Field Work Planning
2.3.1.2. Research or Field Work Development
2.3.1.3. Dissemination of Results

2.4. Topic Selection and Essay Writing

2.4.1. Selection of the Topic of Study and Elaboration of the Theoretical Framework Project and Final Report

2.4.1.1. Selection of the Topic of Study
2.4.1.2. Elaboration of the Theoretical Framework
2.4.1.3. Project and Final Report

2.5. Quantitative Designs I

2.5.1. Experimental Designs, Intergroup Designs, and Intragroup Designs

2.5.1.1. Experimental Designs
2.5.1.2. Intergroup Designs
2.5.1.3. Intragroup Designs

2.6. Quantitative Designs II

2.6.1. Quasi-Experimental, Descriptive, and Correlational Designs

2.6.1.1. Quasi-Experimental Designs
2.6.1.2. Descriptive Designs
2.6.1.3. Correlational Designs

2.7. Qualitative Designs

2.7.1. Qualitative Research Conceptualization and Modalities

2.7.1.1. Qualitative Research Conceptualization
2.7.1.2. Ethnographic Research
2.7.1.3. The Case Study
2.7.1.4. Biographical-narrative Research
2.7.1.5. Grounded Theory
2.7.1.6. Action Research

2.8. Innovative Methodologies

2.8.1. Educational Innovation for School Improvement. Innovation and ICT

2.8.1.1. Educational Innovation for School Improvement
2.8.1.2. Innovation and ICT

2.9. Measurement and Evaluation: Techniques, Instruments and Data Collection I

2.9.1. The Collection of Information: Measurement and Evaluation. Data Collection Techniques and Instruments

2.9.1.1. Data Collection: Measurement and Evaluation
2.9.1.2. Data Collection Techniques and Instruments

2.10. Measurement and Evaluation: Techniques, Instruments and Data Collection II

2.10.1. Research Instruments: Tests
2.10.2. Reliability and Validity: Technical Requirements of Assessment Instruments in Education

2.10.2.1. Reliability
2.10.2.2. Validity

2.11. Quantitative Information Analysis

2.11.1. Statistical Analysis: Research Variables and Hypotheses

2.11.1.1. Statistical Analysis
2.11.1.2. Variables
2.11.1.3. Hypotheses
2.11.1.4. Descriptive Statistics
2.11.1.5. Inferential Statistics

2.12. Analysis of Qualitative Information

2.12.1. Qualitative Data Analysis. Criteria of Scientific Rigor

2.12.1.1. General Process of Qualitative Analysis
2.12.1.2. Criteria of Scientific Rigor

2.12.2. Categorization and Coding of Data

2.12.2.1. Data Categorization
2.12.2.2. Data Coding

Module 3. Curricular Materials and Educational Technology

3.1. Educational Orientation in the Information Society

3.1.1. Educational Guidance and New Competences of the Guidance Counselor in the Framework of Information Technologies

3.1.1.1. New Concept of Educational Guidance in the Framework of the Information Society
3.1.1.2. New Competencies of the Guidance Counselor

3.2. Materials and Media as Teaching-Learning Support

3.2.1. Curricular Materials, Methodological Principles for its Use and Evaluation

3.2.1.1. Curricular Materials for the Improvement of the Teaching-Learning Process
3.2.1.2. Characteristics and Types of Curricular Materials
3.2.1.3. Use and Evaluation of different types of Curricular Materials
3.2.1.4. Educational Technology

3.3. Curricular Materials for New Teaching-Learning Methodologies and Educational Innovation (I)

3.3.1. Student-Centered Learning, from Planned Curriculum to Curriculum in Action

3.3.1.1. New Learner-Centered Educational Paradigm
3.3.1.2. Planned Curriculum and Curriculum in Action

3.3.2. The Concept of Educational Innovation and New Educational Methodologies

3.3.2.1. Educational Innovation
3.3.2.2. Cooperative Learning

3.4. Curricular Materials for New Teaching-Learning Methodologies and Educational Innovation (II)

3.4.1. Problem-Based Learning, Thinking Culture, Project-Oriented Learning, Gamification, and Flipped Classroom

3.4.1.1. Problem-Based Learning
3.4.1.2. Thinking Culture
3.4.1.3. Project-Oriented Learning
3.4.1.4. Gamification
3.4.1.5. Flipped Classroom

3.5. Information Society (IS): ICT in Education

3.5.1. Challenges of Education in the Information Society: Training Citizens in Media Education

3.5.1.1. ICT
3.5.1.2. New Reality in the Information Society
3.5.1.3. Educational Challenges in the Information Society
3.5.1.4. Media Education

3.6. Curricular Integration of ICT

3.6.1. Integration of ICT as an Object of Study, Institutional Integration, and Didactic Integration

3.6.1.1. ICT as an Object of Study
3.6.1.2. Institutional Integration of ICT
3.6.1.3. ICT in the School Curriculum and Didactic Integration

3.7. Internet in Learning: School 2.0 and E-Learning Models

3.7.1. Concept and Characteristics of School 2.0. E-Learning and B-Learning. Vocational Training and Online University. MOOCs

3.7.1.1. School 2.0
3.7.1.2. E-learning and B-learning
3.7.1.3. Online Programs
3.7.1.4. MOOCs

3.7.2. Possibilities of the Internet for the Communication and Professional Development of Educators

3.7.2.1. Communication and Professional Development of Educators in the Internet Space

3.8. Personal Learning Environments (PLE) for Lifelong Learning

3.8.1. PLE Definition, Characteristics and Elements

3.8.1.1. Lifelong Learning
3.8.1.2. Personal Learning Environments, Definition and Characteristics.
3.8.1.3. Fundamental Elements and Construction of a PLE

3.8.2. The PLE in the Work of the Counselor

3.8.2.1. Use of PLE in the Guidance Function

3.9. Audiovisual Media in Education

3.9.1. Characteristics of Audiovisual Media in Educational Use. Sound Resources, Podcast, and the Radio in the School. Image Resources

3.9.1.1. Characteristics of Audiovisual Media in Educational Use
3.9.1.2. Audio Resources
3.9.1.3. Podcasts and Radio in School
3.9.1.4. Image Resources
3.9.1.5. Audiovisual Material Design and Production

3.10. Vocational and Career Guidance with ICT

3.10.1. ICT in Vocational and Professional Orientation Processes in Middle School. Orienta Program and Web Platforms

3.10.1.1. ICT in Vocational and Professional Orientation Processes in Middle School
3.10.1.2. Orienta Program for Middle School Students
3.10.1.3. Web Platforms for Vocational and Career Guidance (MyWayPass)

3.11. Multimedia Materials Development for Tutoring and Academic Guidance

3.11.1. The Concept of Web 2.0. Web Pages, WebQuest, Blogs, and Wikis. Multimedia Materials for Tutoring

3.11.1.1. Web 2.0
3.11.1.2. WebQuest
3.11.1.3. Blogs
3.11.1.4. Wikis
3.11.1.5. Multimedia Materials for Tutoring

3.12. Curricular Materials for the Attention to Diversity

3.12.1. Materials for the Attention to Diversity and Materials for Diagnosis and Evaluation ICT in the Attention to Diversity

3.12.1.1. Materials for the Attention to Diversity
3.12.1.2. Materials for Diagnosis and Evaluation
3.12.1.3. ICT for the Attention to Diversity

This is your moment; push yourself with an intensive program that will put you at the forefront of the job market”