Teachers must update their competencies and skills to advance in their profession. In this Advanced master’s degree we give you the keys to the Implementation of Educational Projects, Robotics and 3D Printing, in an intensive and complete program"  

An educational center that wants to be a reference and aims to obtain quality and efficiency in its practices, must be an expert in the programming and implementation of educational projects. In recent times, one of the most innovative and attractive areas of such projects are robotics and 3D printing. In this sense, robotics is considered one of the best learning tools to introduce in the classroom, as it allows the development of innovative projects with which students can develop their skills and competencies. 

This Advanced master’s degree promotes an overall vision that will enable the implementation, or transformation, of educational projects that are intended to constitute the essence of the center, whatever their nature. Thanks to this specialization, educational centers will be able to build, from the appropriate scientific knowledge, the fundamental pillars of the educational project taking into account each and every one of the factors that must be addressed in the process of programming and implementation of the same. Otherwise, schools are doomed to the vagaries of fashion, to fruitless waste of time and money, and most importantly, to fail to achieve a sufficiently stable path for students to walk on and develop their full capabilities and potential. 

This program is unique because it manages to offer the necessary tools to build this core of the educational center so that it can last over time, be viable and, of course, be efficient. In addition to being a means that provides the teacher with various tools to help the student's motivation and learning, in order to generate a new profile of the teacher of the 21st century. 

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 improvement, not only on a professional level, but also on a personal level. 

This challenge is one of TECH's social commitments: to help highly qualified professionals specialize and develop their personal, social and work skills during the course of their studies.  

We will not only take you through the theoretical knowledge we offer, but we will implement it to study another way of studying and learning, one which is simpler, more organic, and efficient. We will work to maintenance you motivated and to develop your passion for learning, helping you to think and develop critical thinking skills. We will encourage you to think and develop critical thinking.  

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

The Advanced master’s degree in Implementation of Educational Projects, Robotics and 3D Printing contains the most complete and up-to-date educational program on the market. The most important features include: 

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by remote training
• Continuous updating and retraining systems
• Autonomous 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
• The complementary documentation databanks are permanently available, even after the course

 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" 

The teaching staff is made up of working professionals. In this way TECH ensures that it delivers the educational update objective it is aiming for. A multidisciplinary team of qualified and experienced professionals in different environments, who will develop the theoretical knowledge efficiently, but above all, they will put at the service of the program the practical knowledge derived from their own experience: one of the differential qualities of this Advanced master’s degree.   

This mastery of the subject is complemented by the effectiveness of the methodological design of this Advanced master’s degree. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, the students will have access to a range of comfortable and versatile multimedia tools that will give them the operability they need in their training.   

The design of this program is based on Problem-Based Learning: an approach that views learning as a highly practical process. To achieve this remotely, telepractice is used. With the help of an innovative interactive video system, and learning from an expert, the students will be able to acquire the knowledge as if they were actually facing the scenario they are learning at that moment. A concept that will allow students to integrate and memorize what they have learnt in a more realistic and permanent way.  

 A deep and complete immersion in the strategies and approaches in Implementation of Educational Projects, Robotics and 3D Printing"

A unique specialization program that will allow you to acquire advanced training in this field"

The contents of this program have been developed by the different teachers of this Advanced master’s degree, 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 course will allow you to learn all aspects of the different disciplines involved in this area. A very complete and well structured program that will lead the student 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 Implementation of Educational Projects, Robotics and 3D Printing"   

Module 1. Introduction to the Educational Project

1.1. What is an Educational Project?

1.1.1. Description

1.1.1.1. Plan the Process to Achieve the Goal
1.1.1.2. Implications of the Process
1.1.1.3. Presentation of Results

1.1.2. Identify the Problem
1.1.3. Address their Cause and Consequences

1.1.3.1. DAFO Analysis
1.1.3.2. Formulation of Actions

1.1.4. Diagnosis of the Problematic Situation

1.1.4.1. Project Location and Situation
1.1.4.2. Time Management
1.1.4.3. Pre-established Objectives and Goals

1.1.5. Innovative Educational Projects: Where to Start?

1.1.5.1. The Best Alternative
1.1.5.2. Study or Diagnosis of the Problematic Situation

1.2. What is it for?

1.2.1. Generate Changes in the Environments

1.2.1.1. Change Management
1.2.1.2. Verification of the Problem and its Solution
1.2.1.3. Institutional Support
1.2.1.4. Verification of Progress
1.2.1.5. What Specific Student Population is Served?

1.2.2. Transform and Enable

1.2.2.1. Social Dynamics
1.2.2.2. Delimiting the Problem
1.2.2.3. Topics of Common Interest

1.2.3. Modifying Reality

1.2.3.1. The Operating Unit

1.2.4. Collective Action

1.2.4.1. Implementation of Collective Actions and Activities
1.2.4.2. Spontaneous Activities
1.2.4.3. Structured Activities
1.2.4.4. Collective Action and Socialization1.2.4.5. Collective Action and Stigmatization
1.2.4.6. Collective Action, Transition and Trust

1.3. Origin

1.3.1. Planning the Process to Achieve an Educational Goal

1.3.1.1. Definition of Objectives
1.3.1.2. Project Justification
1.3.1.3. Relevance of the Project
1.3.1.4. Contribution to the Educational Community
1.3.1.5. Feasibility of Implementation
1.3.1.6. Limitations

1.3.2. Learning Objectives

1.3.2.1. Viable and measurable
1.3.2.2. Relationship Between the Objectives and the Problem Posed

1.4. Recipients

1.4.1. Educational Projects Implemented in a Specific Center or Institution

1.4.1.1. Student Body
1.4.1.2. Center Needs
1.4.1.3. Teachers Involved
1.4.1.4. Managers

1.4.2. Educational Projects Related to an Educational System

1.4.2.1. Vision
1.4.2.2. Strategic Objectives
1.4.2.3. Political Resources
1.4.2.4. Social Resources
1.4.2.5. Educational Resources
1.4.2.6. Regulatory Resources
1.4.2.7. Financial Resources

1.4.3. Educational Projects that Take Place Outside the Educational System

1.4.3.1. Examples:
1.4.3.2. Complementary Approaches
1.4.3.3. Reactive/Proactive
1.4.3.4. Agents of Change
1.4.3.5. Public/Private

1.4.4. Specialized Learning Educational Projects

1.4.4.1. Particular Special Educational Needs
1.4.4.2. Learning as a Motivation
1.4.4.3. Self-assessment and Motivation
1.4.4.4. They Learn from Research
1.4.4.5. Examples: Improving Daily Life

1.5. Factors

1.5.1. Analysis of the Educational Situation

1.5.1.1. Stages
1.5.1.2. Review
1.5.1.3. Re-coupling Information

1.5.2. Problem Selection and Definition

1.5.2.1. Progress Check
1.5.2.2. Institutional Support
1.5.2.3. Delimitation

1.5.3. Definition of Project Objectives

1.5.3.1. Related Objectives
1.5.3.2. Work Guides
1.5.3.3. Analysis of Objectives

1.5.4. Project Justification

1.5.4.1. Relevance of the Project
1.5.4.2. Utility for the Educational Community
1.5.4.3. Viability

1.5.5. Solution Analysis

1.5.5.1. Foundation
1.5.5.2. End or Pre-purpose
1.5.5.3. Goals or Scope
1.5.5.4. Context
1.5.5.5. Activities
1.5.5.6. Schedule
1.5.5.7. Resources and Responsibilities
1.5.5.8. Assumptions

1.5.6. Action Planning

1.5.6.1. Corrective Action Planning
1.5.6.2. Work Proposal
1.5.6.3. Sequence of Activities
1.5.6.4. Delimitations of Deadlines

1.5.7. Work Schedule

1.5.7.1. Work Breakdown
1.5.7.2. Communication Tool
1.5.7.3. Identify Project Milestones
1.5.7.4. Blocks of the Set of Activities
1.5.7.5. Identify Activities
1.5.7.6. Development of a Business Plan

1.5.8. Specification of Human, Material and Economic Resources

1.5.8.1. Human

1.5.8.1.1 Project Participants
1.5.8.1.2 Roles and Functions

1.5.8.2. Materials

1.5.8.2.1. Resources
1.5.8.2.2. Project Implementation

1.5.8.3. Technologies

1.5.8.3.1. Necessary Equipment

1.5.9. Assessment

1.5.9.1. Process Assessment
1.5.9.2. Results Assessment

1.5.10. Final Report

1.5.10.1. Guide
1.5.10.2. Limitations

1.6. Agents Involved

1.6.1. Students
1.6.2. Parents

1.6.2.1. Families 

1.6.3. Professors

1.6.3.1. Educational Guidance Teams
1.6.3.2. Faculty of the Center

1.7. Contents

1.7.1. Identity Marks

1.7.1.1. Micro to Macro
1.7.1.2. Contribute to the Educational Community

1.7.2. Features

1.7.2.1. Ideological
1.7.2.2. Teachings
1.7.2.3. Units
1.7.2.4. Schedules
1.7.2.5. Installations
1.7.2.6. Professors
1.7.2.7. Managers

1.7.3. Objectives and Commitments

1.7.3.1. Goals and objectives
1.7.3.2. Involvement of the educational world

1.7.4. Specific values

1.7.4.1. Broad beans
1.7.4.2. Conduits that Promote

1.7.5. Methodology

1.7.5.1. Attention to Diversity
1.7.5.2. Working on a Project Basis A
1.7.5.3. Thought Based Learning
1.7.5.4. Digital Learning

1.7.6. Organizational Structure

1.7.6.1. Fundamental Objective
1.7.6.2. The Mission
1.7.6.3. Theory, Principles and Values
1.7.6.4. Purposes and Strategies for Change
1.7.6.5. Pedagogical Conception
1.7.6.6. Community Environment

1.8. Objectives

1.8.1. Teachers

1.8.1.1. Counselor-Coordinator
1.8.1.2. Collaborate in Modernization

1.8.2. Pedagogical Approaches

1.8.2.1. Effectives
1.8.2.2. Rate
1.8.2.3. Design
1.8.2.4. Develop
1.8.2.5. Putting Methods into Practice

1.8.3. Training Needs

1.8.3.1. Ongoing Training
1.8.3.2. Pedagogies
1.8.3.3. Digital Learning
1.8.3.4. Educational Collaboration
1.8.3.5. Methodological Strategies
1.8.3.6. Educational Resources
1.8.3.7. Exchanging Experiences

1.9. Results

1.9.1. What will be Assessed?

1.9.1.1. How will the examination be conducted?
1.9.1.2. Who Will Be in Charge of Carrying it Out?
1.9.1.3. When Will the Analysis Take Place?
1.9.1.4. SMART Analysis: Relevance, by Addressing Significant Issues

1.9.2. Global

1.9.2.1. Areas
1.9.2.2. Dimensions

1.9.3. Reliability

1.9.3.1. Reflex
1.9.3.2. Measurements
1.9.3.3. Supporting Objective Evidence

1.9.4. Accuracy

1.9.4.1. Editorial Staff
1.9.4.2. Introduction

1.9.5. Operability

1.9.5.1. Measurement
1.9.5.2. Feasible Results
1.9.5.3. Consensus: Assumed and Shared

1.10. Conclusions

1.10.1. Digitization
1.10.2. Collaboration
1.10.3. Transformation

Module 2. Types of Educational Projects

2.1. Technological Projects

2.1.1. Virtual Reality
2.1.2. Augmented Reality
2.1.3. Mixed Reality
2.1.4. Digital Whiteboards
2.1.5. iPad or Tablet Project
2.1.6. Cell Phones in the Classroom
2.1.7. Educational Robotics
2.1.8. Artificial Intelligence
2.1.9. E-learning and Online Education
2.1.10. 3D Printing

2.2. Methodological Projects

2.2.1. Gamification
2.2.2. Game Based Education
2.2.3. Flipped Classroom
2.2.4. Project-Based Learning
2.2.5. Problem-Based Learning
2.2.6. Thought Based Learning
2.2.7. Skill Based Learning
2.2.8. Cooperative Learning
2.2.9. Design Thinking
2.2.10. Montessori Methodology
2.2.11. Musical Pedagogy
2.2.12. Educational Coaching

2.3. Value Projects

2.3.1. Emotional Education
2.3.2. Anti-Bullying Projects
2.3.3. Projects to Support Associations
2.3.4. Projects in Favor of Peace
2.3.5. Projects in Favor of Stopping Discrimination
2.3.6. Solidarity Projects
2.3.7. Projects Against Gender Violence
2.3.8. Inclusion Projects
2.3.9. Intercultural Projects
2.3.10. Coexistence Projects

2.4. Evidence-Based Projects

2.4.1. Introduction to Evidence Based Projects
2.4.2. Previous Analysis
2.4.3. Determining the Objective
2.4.4. Scientific Research
2.4.5. Choosing a Project
2.4.6. Local or National Contextualization
2.4.7. Viability Study
2.4.8. Implementation of Evidence Based Projects
2.4.9. Monitoring of Evidence Based Projects
2.4.10. Evaluation of Evidence Based Projects
2.4.11. Publication of Results

2.5. Artistic Projects

2.5.1. LOVA (The Opera as a Learning Vehicle)
2.5.2. Theater
2.5.3. Musical Projects
2.5.4. Choirs and Orchestras
2.5.5. Projects on the Infrastructure of the Center
2.5.6. Visual Art Projects
2.5.7. Design Technology Art Projects
2.5.8. Decorative Art Projects
2.5.9. Street Projects
2.5.10. Projects Centered on Creativity

2.6. Sanitary Projects

2.6.1. Nursing Services
2.6.2. Healthy Eating Projects
2.6.3. Dental Projects
2.6.4. Ophthalmic Projects
2.6.5. First Aid Plan
2.6.6. Emergency Plan
2.6.7. Projects with External Health Framework Entities
2.6.8. Personal Grooming Projects

2.7. Sports Projects

2.7.1. Construction or Remodeling of Playgrounds
2.7.2. Construction or Remodeling of Sports Facilities
2.7.3. Creation of Sports Clubs
2.7.4. Extracurricular Classes
2.7.5. Individual Sports Projects
2.7.6. Collective Sports Projects
2.7.7. Sports Competitions
2.7.8. Projects with External Sports Entities
2.7.9. Projects for the Generation of Healthy Habits

2.8. Language Projects

2.8.1. On-site Language Immersion Projects
2.8.2. Local Language Immersion Projects
2.8.3. International Language Immersion Projects
2.8.4. Phonetic Projects
2.8.5. Conversation Assistants
2.8.6. Native Teachers
2.8.7. Preparation for Official Language Exams
2.8.8. Projects to Encourage Language Learning
2.8.9. Exchange Projects

2.9. Excellence Projects

2.9.1. Reading Improvement Projects
2.9.2. Calculation Improvement Projects
2.9.3. Foreign Language Improvement Projects
2.9.4. Collaboration with Prestigious Entities
2.9.5. Competitions and Prizes
2.9.6. Projects for External Assessment
2.9.7. Connection with Businesses
2.9.8. Preparation for Standardized Tests of Recognition and Prestige
2.9.9. Excellence Projects in Culture and Sport
2.9.10. Advertising

2.10. Other Innovation Projects

2.10.1. Outdoor Education
2.10.2. Youtubers and Influencers
2.10.3. Mindfulness
2.10.4. Peer Tutoring
2.10.5. RULER Method
2.10.6. School Gardens
2.10.7. Learning Community
2.10.8. Democratic School
2.10.9. Early Stimulation
2.10.10. Learning Corners

Module 3. Benefits of Implementing an Educational Project

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

3.1.1. Groups that Make Up a School: the Institution, the Students and their Families, the Educators
3.1.2. The Educational Project is a Living Reality
3.1.3. Defining Dimensions of the Educational Project

3.1.3.1. Towards Tradition. Self-Identity/Character, Mission
3.1.3.2. Towards the Future. The Style, The Vision
3.1.3.3. The Tradition-Future Link: the Presence, Values 

3.1.4. Honesty and Consistency
3.1.5. Identity. The Up-To-Date Development of its Mission (Own Character)
3.1.6. Style. From the Image of What you Want To Do (Vision) To The Way you Want To Do It
3.1.7. Presence. The Practical Realization of Values
3.1.8. The Three Dimensions of the Educational Project as Strategic Referents

3.2. For Students and their Families

3.2.1. The Image of the Center Says a Lot About its Educational Project
3.2.2. Relational Dimensions of the Educational Project

3.2.2.1. Towards the Internal Addressees of the Educational Action: the Students
3.2.2.2. Towards the External Partners of the Educational Action: the Families

3.2.3. Communication and Consistency
3.2.4. Essential Communicative Dimensions of an Educational Project
3.2.5. Identity. A Well-founded, Comprehensive Education, Rooted in a Tradition
3.2.6. Style. The Learning of Knowledge and Skills in the Field of Character Development
3.2.7. Presence. The Education of Today's Citizens With an Imprint
3.2.8. The Three Dimensions of the Educational Project as the Basis of School Marketing
3.2.9. Client Relationships and Membership

3.3. For Educators: Teachers and Other Personnel

3.3.1. Educators as Stakeholders
3.3.2. Educators, the Cornerstone of an Educational Project
3.3.3. Human Capital, Social Capital and Decision-Making Capital
3.3.4. The Indispensable Participation of Educators in Shaping the Educational Project
3.3.5. Climate and Consistency
3.3.6. Project, Change and People: it is Not Possible to Regulate All Three
3.3.7. Identity. Clarity of Educational Intentions and Educator Identity
3.3.8. Style. Formation of a Form of Presence, Methodological Principles and Common Didactic Practices
3.3.9. Presence. Establishment of Rducational Priorities, Organizational Structures, Training Needs, etc
3.3.10. The Three Dimensions of the Educational Project as the Core of Human Resources Management

3.4. For the Motor Impulse of the Center 1. Improved Management Style

3.4.1. Main Drivers of a School: Management Style, Leaders and Collective Alignment
3.4.2. Educational Project and Management of the Center
3.4.3. The Leading Manager as a Moral Reference
3.4.4. The Managerial Dtyle as a Pedagogical Reference
3.4.5.  Is it Possible to Speak of a Management Project?
3.4.6. Elements of Management Style Dependent on the Educational Project

3.4.6.1. Organizational Structures
3.4.6.2. Management Style
3.4.6.3. The Possibility of Other Leaderships
3.4.6.4. Forms of Participation and Delegation

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

3.5. For the Motor Impulse of the Center: 2. Generation of Leaders

3.5.1. Managers as Leaders
3.5.2. The Three Capitals of the Leader -Human, Social and Decisional- and the Educational Project
3.5.3. Bringing Talent to the Surface
3.5.4. Capability, Commitment and Service
3.5.5. Educational Project, Organizational Flexibility and Leadership
3.5.6. Educational Project, Innovation Processes and Leadership
3.5.7. Educational Project, Creativity and Leadership
3.5.8. Towards a Teaching Function in the Key of Leadership
3.5.9. Educating Leaders

3.6. For the Motor Impulse of the Center: 3. Alignment with the Mission-Vision-Values

3.6.1. The Need for Alignment
3.6.2. Main Obstacles to Alignment
3.6.3. The Leader as Aligner
3.6.4. Lifelong Learning as an Educator: the Development of Own Lines of Competences
3.6.5. From the Teaching Backpack to Shared Teaching Habits
3.6.6. Educational Project and Development of a Professional Teaching Culture
3.6.7. Having Resources for Authentic Assessment
3.6.8. Assessment of the Quality of the Educational Service

3.6.8.1. Local Reality
3.6.8.2. Systemic Nature
3.6.8.3. Absolute Priority of Teaching-Learning Activities

3.7. For Educational Advancement: 1. Adaptation to the Students, to Active Methodologies and to the Demands of the Environment

3.7.1. The Importance of Educational Goals
3.7.2. The Importance of Scientific Knowledge on How We Learn
3.7.3. How Does the Evolution of a Center Manifest Itself?
3.7.4. Concentration on Growth Processes
3.7.5. Focus on Systematic Learning Processes
3.7.6. Prioritization of Active Methodologies: What Matters is Learning
3.7.7. Prioritization of Situated Learning
3.7.8. Adequacy to the Demand of the Environment
3.7.9. Beyond Current Needs: an Educational Project with a "Vision for the Future"
3.7.10. Educational Project and Operational Research

3.8. For Educational Advancement 2. Improvement of the Living, Learning and Working Environment. Sustainability

3.8.1. The Educational Project as the Basis for an Adequate School Climate
3.8.2. Educational Project and Coexistence
3.8.3. Educational Project and Learning Style
3.8.4. Educational Project and Work Organization
3.8.5. Management Support
3.8.6. The Sustainability of Work in an Educational Center
3.8.7. Elements of Sustainability

3.8.7.1. The Center's Strategic Plan
3.8.7.2. Practical Quality Indicators
3.8.7.3. The Global Assessment System

3.9. For Educational Advancement. 3. Relationship with the Environment, other Centers in the Area or in the Same Network

3.9.1. Have an Own Profile and a Recognizable Voice in the Environment
3.9.2. Opening Up to the Surrounding Reality

3.9.2.1. Knowing the Environment
3.9.2.2. Interacting with It

3.9.3. Identification with Other Centers in the Same Institution or Area
3.9.4. From Peer-to-Peer Classroom Learning to Center-to-Center Learning
3.9.5. Shared Experiences
3.9.6. Institutional Framework Project and Own Educational Project

3.9.6.1. The Common Framework
3.9.6.2. Different Needs and Sensitivities
3.9.6.3. What Does the Global-Local Dialectic Bring to Our Own Educational Project?

3.10. For Educational Advancement 4. Deepening of the Ideology and Style

3.10.1. Own Ideology, Mission, Character. Three Complementary Terms
3.10.2. The Mission Statement Underlies the Basic Lines of the Educational Project
3.10.3. The Educational Project Develops the Specific Character
3.10.4. Alignment Between the Educational Project and the Ideology
3.10.5. Shaping a Style of Doing and Reflecting in Education
3.10.6. Updates to the Educational Project Update the Perspective from Which New Realities are Addressed
3.10.7. It is Necessary to Return Periodically to Reflect on the Fundamentals
3.10.8. Ideology, Educational Project and Transmission of an Educational Tradition

Module 4. Circumstances that Influence the Programming and Implementation of the Educational Project

4.1. Scope of the Project

4.1.1. Ownership of the Center
4.1.2. Physical and Socio-Cultural Situation Where it is Located

4.2. Personal Resources

4.2.1. Center Organization Chart in the Educational Project
4.2.2. Management Team
4.2.3. Professors
4.2.4. PAS
4.2.5. Non-teaching Staff
4.2.6. Training
4.2.7. Hiring

4.3. Transparency of the Educational Project

4.3.1. Project Information
4.3.2. Results of Educational Practice

4.4. Involvement of Educational Agents

4.4.1. Personal Identification with the Project
4.4.2. Center Staff
4.4.3. Families

4.5. Quality Factors for the Creation of an Educational Project

4.5.1. Inclusive vs. Exclusionary Center Project

4.5.1.1. At the Student Body Level
4.5.1.2. At the Faculty Level
4.5.1.3. Methodologies

4.6. Difficulty with Change and Accommodation to Reality

4.6.1. Comfort Zone
4.6.2. Fears and Weaknesses

4.7. Analysis of Results and New Proposals

4.7.1. At the External Testing Level
4.7.2. At the Internal Testing Level
4.7.3. Satisfaction of Families with the Different Elements (Curricular, Personal, etc.)
4.7.4. Teacher Satisfaction

Module 5. Programming Phase of the Educational Project: Holistic Analysis of the Situation

5.1. Social Analysis

5.1.1. Globalization
5.1.2. State and Society
5.1.3. Contemporary Politics and Ideologies
5.1.4. Social Vhanges
5.1.5. Information and Knowledge Society
5.1.6. The Welfare Society, Realities and Myths
5.1.7. Work and Employability
5.1.8. Citizen Participation
5.1.9. Diagnosis of the Social Context
5.1.10. Challenges of Contemporary Society

5.2. Psychological Analysis

5.2.1. Notes on Learning Theories
5.2.2. Dimensions of Learning
5.2.3. Psychological Processes
5.2.4. Multiple Intelligences
5.2.5. Cognitive and Metacognitive Processes
5.2.6. Teaching Strategies
5.2.7. Teaching Styles
5.2.8. Educational Needs and Learning Difficulties
5.2.9. Thinking Skills
5.2.10. Counseling and Guidance

5.3. Cultural Analysis

5.3.1. Theories on Culture
5.3.2. Culture and Cultural Evolution
5.3.3. Components of Culture
5.3.4. Cultural Identity
5.3.5. Culture and Society
5.3.6. Traditions and Customs in the Culture
5.3.7. Culture and Communication
5.3.8. Culture and Cultural Education
5.3.9. Interculturality and Integration
5.3.10. Crisis and Challenges in Culture

5.4. Technological Analysis

5.4.1. ICT's and New Technologies
5.4.2. Innovation and Development
5.4.3. Advantages and Disadvantages of New Technologies
5.4.4. Impact of ICT's in the Educational Field
5.4.5. Internet Access and New Technologies
5.4.6. Digital Environment and Education
5.4.7. E-learning and B-learning
5.4.8. Collaborative Learning
5.4.9. Video Games and Education
5.4.10. ICT and Teacher Training

5.5. Ethical Analysis

5.5.1. Approach to Ethics
5.5.2. Ethics and Morals
5.5.3. Moral Development
5.5.4. Principles and Values Today
5.5.5. Ethics, Morals and Beliefs
5.5.6. Ethics and Education
5.5.7. Educational Ethics
5.5.8. Ethics and Critical Thinking
5.5.9. Training in Values
5.5.10. Ethics and Project Management

5.6. Business Analysis

5.6.1. Business Planning and Strategy
5.6.2. Mission and Vision of the Organization
5.6.3. Organizational Structure
5.6.4. Administrative Management
5.6.5. Management
5.6.6. Coordination
5.6.7. Control
5.6.8. Resources

5.6.8.1. Human
5.6.8.2. Technologies

5.6.9. Supply, Demand and Economic Environment
5.6.10. Innovation and Competition

5.7. Analysis of the Center's Goals and Objectives

5.7.1. Definition of Goals and Objectives
5.7.2. Center Goals
5.7.3. General Objectives
5.7.4. Specific Objectives
5.7.5. Plans and Strategies
5.7.6. Actions and Campaigns
5.7.7. Expected Results
5.7.8. Indicators of Achievement

5.8. Analysis of Students and Family Context

5.8.1. Characteristics of the Student's Environment
5.8.2. The Socialization Process
5.8.3. Family Structure and Dynamics
5.8.4. Educational Involvement of the Family
5.8.5. The Students and Their Reference Groups
5.8.6. Educational Inclusion and Family
5.8.7. Attention to Diversity
5.8.8. Coexistence Plan
5.8.9. Self-Regulation and Independence
5.8.10. Performance Factors

5.9. Analysis of Educational Agents

5.9.1. Definition of Educational Intervention Agents
5.9.2. The Role of the Educational Mediator
5.9.3. Civil Society and Organizations
5.9.4. The Educational Community
5.9.5. The Teaching Staff
5.9.6. The Directors
5.9.7. Responsibility of the Mass Media
5.9.8. Leadership and Education
5.9.9. The Learning Environment
5.9.10. Integration and Participation Strategies

5.10. DAFO Analysis

5.10.1. The SWOT Matrix
5.10.2. Weaknesses
5.10.3. Threats
5.10.4. Strengths
5.10.5. Opportunities
5.10.6. Successful Pairs
5.10.7. Matching Pairs
5.10.8. Reaction Pairs
5.10.9. Risk Pairs
5.10.10. Lines of Action and Strategy

Module 6. Phase of Integration of the Educational Project in the Center  

6.1. Applicable Regulatory Framework. General Considerations and Contents of the Educational Project

6.1.1. General Considerations
6.1.2. School Organization

6.1.2.1. General Considerations
6.1.2.2. Theoretical Spproaches to School Organization
6.1.2.3. Organizational Components in Schools

6.1.3. Definition and Characteristics
6.1.4. Values, Objectives and Priorities for Action Based on the Center's Identity
6.1.5. Common Basic Aspects for the Implementation of the Curriculum
6.1.6. Pedagogical Lines
6.1.7. Content of an Educational Project
6.1.8.  Aspects to Take into Account

6.2. Tutorial Action Plan

6.2.1. General Considerations
6.2.2. Objectives
6.2.3. Tutor

6.2.3.1. Tutorial Functions
6.2.3.2. Tutoring Assignments
6.2.3.3. Organization of Tutorials

6.2.4. Cycle Coordination

6.2.4.1. Election of the Coordinator
6.2.4.2. Cycle Functions
6.2.4.3. Duties of the Coordinator

6.2.5. Reinforcements
6.2.6. Activities and Activities

6.2.6.1. In Relation to Students
6.2.6.2. In Relation to Families
6.2.6.3. In Relation to the Teaching Staff and Organization of the Center
6.2.6.4. In Relation to Other Educational Agents

6.2.7. Student Assessment

6.2.7.1. Instruments
6.2.7.2. Phases
6.2.7.3. Qualification Criteria
6.2.7.4. Promotion of the Student Body

6.2.8. Teacher Assessment Assessment of Other Educational Agents
6.2.9. Assessment of the Tutorial Action Plan
6.2.10. Aspects to Take into Account

6.3. Absenteeism Plan

6.3.1. General Considerations
6.3.2. Definition of Absenteeism
6.3.3. Absenteeism Typology
6.3.4. Program Objectives
6.3.5. Procedures for Action

6.3.5.1. Preparation Phase
6.3.5.2. Intervention Phase
6.3.5.3. Assessment Phase

6.3.6. Punctuality Record
6.3.7. Justification for Absences and Punctuality
6.3.8. Summons and Minutes
6.3.9. Referral Letter and Report
6.3.10. Aspects to Take into Account

6.4. Plan of Attention to Educational Inclusion

6.4.1. General Considerations
6.4.2. Organizational Measures
6.4.3. Access Adaptations
6.4.4. Significant Adaptations
6.4.5. Personal Resources
6.4.6. Material Resources
6.4.7. Agents Involved
6.4.8. Protocols to be Followed by the Tutor/School with Students
6.4.9. Follow-up of the Action Plan
6.4.10. Aspects to Take into Account

6.5. Coexistence and Equality Plan

6.5.1. General Considerations
6.5.2. Diagnosis of the State of Coexistence in the Center
6.5.3. Objectives
6.5.4. Organizational and Operational Criteria
6.5.5. Performance Models

6.5.5.1. Model of Action Oriented to Prevention and to Achieving a Climate of Equality and Equal Opportunities
6.5.5.2. Action Plans

6.5.5.2.1. In the General Organization and Planning of the Center
6.5.5.2.2. In the Area of Tutoring
6.5.5.2.3. In the Field of Educational Guidance
6.5.5.2.4. In the Area of Common Space Activities
6.5.5.2.5. At the Family Level

6.5.5.3. Model of Action with Respect to Students Who Behave in a Manner Contrary to the Rules of Coexistence
6.5.5.4. Model of Action with Respect to Students Who Behave in a Way that is Seriously Detrimental to the Center's Coexistence

6.5.6. Follow-up of the Action Plan
6.5.7. Action Protocol for Situations of Violence Among Peers
6.5.8. Action Protocol for Aggressions Against Teachers
6.5.9. Other Action Protocols
6.5.10. Aspects to Take into Account

6.6. Transition Plan Between Stages

6.6.1. General Considerations
6.6.2. Personnel Involved
6.6.3. Infant to Primary Transition Plan
6.6.4. Promotion
6.6.5. Objectives
6.6.6. Methodological Guidelines
6.6.7. Assessment
6.6.8. Follow-up Meetings
6.6.9. Aspects to Take into Account

6.7. Reading Promotion Plan

6.7.1. General Considerations
6.7.2. Analysis of the Needs in the Area of Reading in the Center
6.7.3. Objectives
6.7.4. Strategies to Achieve the Objectives
6.7.5. Methodology
6.7.6. Proposed Activities
6.7.7. Resources
6.7.8. Assessment of the Reading Plan
6.7.9. Templates
6.7.10. Aspects to Take into Account

6.8. School Welcome Plan

6.8.1. General Considerations
6.8.2. General Objectives
6.8.3. Responsibilities
6.8.4. Newly Arrived Students

6.8.4.1. General Aspects

6.8.4.1.1. Before Incorporation

6.8.4.1.1.1. Registration, Information and Preparation

6.8.4.1.2. Incorporation

6.8.4.1.2.1. Welcome
6.8.4.1.2.2. Incorporation into the Classroom

6.8.4.1.3. Subsequent to Incorporation

6.8.4.1.3.1. Initial Assessment and Determination of Needs
6.8.4.1.3.2. Coordination of Educational Agents
6.8.4.1.3.3. Follow-up Planning

6.8.4.1.4. Follow-up and Possibilities
6.8.4.1.5. Process Assessment

6.8.4.2. New Students Arriving at the Beginning of the Course Once the Course Has Started
6.8.4.3. Newly Arrived Students After the Start of the Course
6.8.4.4. Newly Arrived Students with No Knowledge of the Language

6.8.5. Newly Recruited Teaching Staff

6.8.5.1. General Aspects
6.8.5.2. Newly Arrived Teaching Staff at the Beginning of the School Year
6.8.5.3. Newly Arrived Teaching Staff After the Start of the Academic Year

6.8.6. Non-teaching Staff

6.8.6.1. General Aspects
6.8.6.2. Non-teaching Staff Newly Arrived at the Beginning of the Academic Year
6.8.6.3. Non-teaching Staff Arriving at the Beginning of the Course

6.8.7. Model Student Welcome Plan
6.8.8. Template for the Teacher Welcome Plan
6.8.9. Model Welcome Plan for Non-teaching Staff
6.8.10. Aspects to Take into Account

6.9. Internal Regulations

6.9.1. General Considerations
6.9.2. Student Enrollment in the School
6.9.3. Check-in and Check-out Times
6.9.4. Absence and Substitutions

6.9.4.1. Student Absences and Substitutions
6.9.4.2. Absence and Substitutions of Teaching and Non-teaching Personnel

6.9.5. Medication Administration Protocol

6.9.5.1. General Criteria
6.9.5.2. Health Protocol
6.9.5.3. Foreseeable and Non-foreseeable Emergencies
6.9.5.4. First Aid Kit
6.9.5.5. Medication Administration
6.9.5.6. Annexes

6.9.6. Accident Protocol

6.9.6.1. General Criteria
6.9.6.2. Mild and Severe Situations

6.9.7. Protocol Regarding Extracurricular and Complementary Outings
6.9.8. Protocol for the Management of the Center's Spaces and Facilities

6.9.8.1. General Criteria
6.9.8.2. Security and Surveillance of the Center
6.9.8.3. Concierge
6.9.8.4. Common Areas
6.9.8.5. Classroom
6.9.8.6. Use of Information Technology
6.9.8.7. Others

6.9.9. Mentoring Meetings
6.9.10. Aspects to Take into Account

6.10. Project of Projects

6.10.1. School Lunchroom Educational Project
6.10.2. Emergency Plan
6.10.3. Innovation Project
6.10.4. Textbook Reuse, Replacement and Renewal Program
6.10.5. Improvement Plan
6.10.6. Curricular Project
6.10.7. Language Project
6.10.8. Educational Marketing Plan
6.10.9. Teacher Training Plan
6.10.10. ICT Project
6.10.11. To Learn More

Module 7. Implementation Phase of the Educational Project: Key Factors for an Efficient and Effective Educational Project

7.1. Educational Leadership How Many of Us Are There?

7.1.1. General Considerations
7.1.2. Theories that Bring Us Closer to the Figure of the Leader
7.1.3. Essential Leadership Competencies
7.1.4. Leadership Models
7.1.5. European Trends in Educational Leadership
7.1.6. Tools for Effective and Efficient Leadership
7.1.7. Phases to Become a Leader
7.1.8. Social Skills
7.1.9. Emotional Skills
7.1.10. Aspects to Take into Account

7.2. Preparation. Who Are We?

7.2.1. General Considerations
7.2.2. Definition of the Educational Project
7.2.3. Relationship of the Educational Project with Other Documents
7.2.4. Components of the Educational Project
7.2.5. Implications of the Educational Project
7.2.6. Process Definition
7.2.7. Performance Planning
7.2.8. Proposal
7.2.9. Examples of Planning the Process of Elaboration of an Educational Project
7.2.10. Aspects to Take into Account

7.3. Situation Analysis. Where Are We?

7.3.1. General Considerations
7.3.2. Process Definition
7.3.3. Analysis of the Center

7.3.3.1. Center Analysis Sheets

7.3.4. Analysis of the Environment

7.3.4.1. Environmental Analysis Sheets

7.3.5. Model Report from the Management Team to the Different Educational Agents
7.3.6. Educational Project Survey
7.3.7. Aspects to Take into Account

7.4. Sensitization. Why Do We Need Everyone?

7.4.1. General Considerations
7.4.2. Process Definition
7.4.3. Performance Planning
7.4.4. Proposal
7.4.5. Examples of Planning the Awareness-Raising Process of an Educational Project
7.4.6. Aspects to Take into Account

7.5. Production. What Do We Want?

7.5.1. General Considerations
7.5.2. Process Definition
7.5.3. Principles, Values and Signs of Identity of the Center
7.5.4. Basic Objectives. Priorities
7.5.5. Approval and Validation
7.5.6. Broadcast
7.5.7. Templates
7.5.8. Aspects To Take into Account

7.6. Implementation. How Do We Do It?

7.6.1. General Considerations
7.6.2. Process Definition
7.6.3. Templates
7.6.4. Aspects To Take into Account

7.7. Monitoring and Assessment. Which Way Do We Go?

7.7.1. General Considerations
7.7.2. Process Definition
7.7.3. Validity and Revision
7.7.4. Templates
7.7.5. Aspects To Take into Account

7.8. Redesign of the Educational Project. Shall We Continue?

7.8.1. General Considerations
7.8.2. Process Definition
7.8.3. Aspects To Take into Account

7.9. Coordination of Unipersonal and Collegiate Governing Bodies. How Are We Going To Coordinate?

7.9.1. General Considerations
7.9.2. Process Definition
7.9.3. Single-Member Bodies
7.9.4. Collegiate Governing Bodies
7.9.5. Aspects To Take Into Account

7.10. Participation of the Different Educational Agents. How Are We Going To Participate?

7.10.1. General Considerations
7.10.2. Process Definition
7.10.3. Participation and Management Model
7.10.4. Family Involvement
7.10.5. Teacher Participation
7.10.6. Non-teaching Staff Participation
7.10.7. Student Participation
7.10.8. Involvement of the Environment
7.10.9. Aspects To Take Into Account
7.11. To Learn More

Module 8. Leadership, Direction and Management of the Educational Project

8.1. Terms and Roles: Management, Administration, Leadership

8.1.1. Manager
8.1.2. Director
8.1.3. Leader
8.1.4. The Role of Management in the School Management Function
8.1.5. The Role of Management in the School Leadership Role
8.1.6. The Role of leadership in the School Management Function
8.1.7. The Virtuous Triangle
8.1.8. Nobody Is Perfect. No One Is an Island
8.1.9. A Set of Counterweights
8.1.10. Is the Solitude of the President Really Necessary?

8.2. Coaching and Leadership

8.2.1. The Management Function as Leadership of Leaders
8.2.2. The Leader as Coach
8.2.3. Leadership, Coaching and Maieutics
8.2.4. Elements of Team Coaching: Assisting Water Breakage

8.2.4.1. Check the Equipment
8.2.4.2. Make Them Aware of the Change
8.2.4.3. Be a Loudspeaker, Be a Flag-Bearer, Encourage, Provoke

8.2.5. Elements of Team Coaching: Intervening Subcutaneously

8.2.5.1. Transferring Responsibility to the Team
8.2.5.2. Encourage Participation
8.2.5.3. Articulate What is Already in Place
8.2.5.4. Standardization

8.2.6. Elements of Team Coaching: Boosting the Body's Defenses

8.2.6.1. Revealing Signs or Symptoms
8.2.6.2. Sustaining Discomfort
8.2.6.3. Giving Back to the Team What Belongs To It
8.2.6.4. Giving Voice to the Silenced

8.2.7. The Leader and the Chaosorder: Transaction and Transformation
8.2.8. Changing the Language to Change the Facts

8.2.8.1. Communication as the Key to Change
8.2.8.2. Language as an Engine of Change
8.2.8.3. History, Metaphors and Stories The Effectiveness of Symbolic Language
8.2.8.4. From Words to Deeds
8.2.8.5. Celebrate What Has Been Achieved

8.2.9. Words Persuade, Example Drags

8.3. Structures and Leadership: Persons of Reference in the Center, Other Leaders

8.3.1. The Power-Authority Binomial
8.3.2. Organizational Structures and Formal Leaderships
8.3.3. Do We Have the Necessary and Sufficient Structures?
8.3.4. Types of Leadership (Without Last Names)

8.3.4.1. Master Leaders
8.3.4.2. Organizing Leaders
8.3.4.3. Leading Builders

8.3.5. Paraformal Leadership and Adaptive Structures
8.3.6. The Delegated Power
8.3.7. There is No Manager Without Direction and No Leader Without a Project
8.3.8. You Can Learn to Be a Leader, But You Have To Dedicate Time and Attention To It
8.3.9. Leading From Values: Commitment, Exemplarity, Greatness and Resilience

8.4. Election, Training and Accompaniment of Leaders in the Center

8.4.1. Why Do We Need This Leader? Work Teams and Leadership
8.4.2. Creating the Future: Delegation in Leaders

8.4.2.1. Requirements to Delegate
8.4.2.2. The Delegation Process
8.4.2.3. Delegation Phases

8.4.3. Co-creating the Future: Empowering Leaders

8.4.3.1. Forms of Empowerment
8.4.3.2. Communication to the Center
8.4.3.3. The Limits of Power

8.4.4. The Ongoing Training of Leaders
8.4.5. Accompanying Those Who Care for Them
8.4.6. Personalized Follow-up for Those Who Have a Responsibility
8.4.7. Professional Development of Leaders
8.4.8. It is Well Born to Be Grateful: the Day After Relinquishing a Responsibility

8.5. How to Champion the Educational Project

8.5.1. Know the Framework Well: Mission, Vision and Values
8.5.2. Knowing How to Transmit
8.5.3. Times and Forms of Transmission

8.5.3.1. The Important vs. The Urgent
8.5.3.2. Be Aware that 92% of What is Communicated is Non-Verbal Language

8.5.4. Anchoring in the Real Context
8.5.5. Every Project Requires Strategy and Tactics

8.5.5.1. The Strategic Plan. Actors
8.5.5.2. Tactics. Actors

8.5.6. Trial and Error
8.5.7. The Educational Project and Leaders as Coolhunters
8.5.8. Erarre Humanum Est. The School as a Laboratory: Possibilities and Limits
8.5.9. Perseverare Autem Diabolicum. What Does Not Work is Ballast
8.5.10. Et Tertia Non Datur? That 50-25-20 Advice

8.6. Theoretical and Practical Training on the Basics of the Project

8.6.1. The Binomial Foundation-Practicality
8.6.2. It is Always Necessary to Justify What is Going To Be Done

8.6.2.1. The Necessary Scientific Support
8.6.2.2. As a Propaedeutic Motive
8.6.2.3. As a Communicative Argument
8.6.2.4. To Encourage Reflection, Observation and Assessment

8.6.3. The Practical Benefits Must Also Be Substantiated
8.6.4. Application of What Has Been Learned: Motivation and Supervision
8.6.5. Where to Invest More Effort?
8.6.6. Non-complaining Reflection on What is Not Working
8.6.7. Cross-Pollination: Co-Learning Among Teachers
8.6.8. Reflection on Best Practices
8.6.9. When What is Done Has Already Been Done

8.7. The Development of a Project. 1: Its Phases, Possibilities of Each Phase

8.7.1. Every Project and Group has Phases of Change
8.7.2. Phases of a Project. Possibilities

8.7.2.1. Analysis
8.7.2.2. Design
8.7.2.3. Implementation
8.7.2.4. Assessment

8.7.3. From Paper Project to Reality
8.7.4. Microchanges and Development of the Educational Project: the Value of Work in the Classroom
8.7.5. Making the Most of What You Do: Listening as a Driver of Change
8.7.6. Project Development and Personal Changes: the Change Curve

8.7.6.1. Neutral Phases
8.7.6.2. New Beginnings
8.7.6.3. Transition and Development

8.7.7. Overlapping Phases in Complex Projects

8.7.7.1. How to Deal with Permanent Change?
8.7.7.2. When it is Not Possible to Change Wquipment

8.7.8. What if it Doesn't Work? You Can Also Live on Mistakes

8.8. The Development of a Project. 2: Possible Obstacles

8.8.1. Personal Obstacles

8.8.1.1. Different Types of Stakeholder Profiles
8.8.1.2. Profiles by Time of Performance
8.8.1.3. Profiles by Socket
8.8.1.4. From Balkanized Cultures to Professional Communities

8.8.2. Bureaucratic Lace

8.8.2.1. Continuous Assessment. Development of Appropriate Indicators
8.8.2.2. There Are No Universal Indicators
8.8.2.3. No School Fits on Paper

8.8.3. Laws, Rules and Regulations

8.8.3.1. Learning to Read
8.8.3.2. Ask
8.8.3.3. Daring to Propose

8.8.4. Obstacles as Tools for Improvement

8.9. The Development of a Project. 3: Risk Factors

8.9.1. Personal

8.9.1.1. Lack of Equipment
8.9.1.2. Internal Conflicts
8.9.1.3. Anti-Leadership Attitudes

8.9.2. Structural

8.9.2.1. Inconsistency with the Mission
8.9.2.2. Lack of Alignment with the Vision
8.9.2.3. Contradiction with Values
8.9.2.4. Duplicity
8.9.2.5. Overload

8.9.3. Strategic

8.9.3.1. Decontextualization
8.9.3.2. Unsustainability

8.9.4. Tactical

8.9.4.1. Lack of Knowledge of the Context
8.9.4.2. Lack of Planning
8.9.4.3. Premura

8.9.5. Communicative

8.9.5.1. The "juanpalomismo”    
8.9.5.2. "What People Will Say"
8.9.5.3. From Customers to Allies

8.9.6. Project Design and Risk Factors. Courage and Prudence
8.9.7. The Need for External Advisors/Supervisors

8.10. Assessment of the Leadership and Management of the Educational Project

8.10.1. Assessment as the Cornerstone of a Project
8.10.2. The Role of Leadership and Management Assessment in Project Assessment
8.10.3. Who Assess the Leader?
8.10.4. Leadership Assessment Tools
8.10.5. Developing a Professional Management Career: Learning to Manage and Lead

8.10.5.1. Continuing Education
8.10.5.2. Management Support
8.10.5.3. Forums and Exchanges

8.10.6. The Local Management Culture and the Educational Project of the Center
8.10.7. The Local Management Culture is Part of the Center's Pedagogical Teaching
8.10.8. Leadership Cycles, the Hallmark of Schools
8.10.9. The Role of Seniors in the School of Tomorrow

Module 9. Fundamentals and Evolution of Applied Technology in Education

9.1. Aligning with HORIZON 2020

9.1.1. Early Advances in ICTs and Teacher Participation
9.1.2. Horizon 2020 European Plan Progress
9.1.3. UNESCO: ICT Competence for Teachers
9.1.4. The Teacher as a Coach

9.2. Pedagogical Foundations of Educational Robotics

9.2.1. MIT - a Pioneering Center of Innovation
9.2.2. Jean Piaget - Forerunner of Constructivism
9.2.3. Seymour Papert - Transformer of Technology Education
9.2.4. George Siemen’s Connectivism

9.3. Regularization of a Technological-Legal Environment

9.3.1. Ethical Agreement on Applied Robotics European Report

9.4. Importance of the Curricular Implementation of Robotics and Technology

9.4.1. Educational Competencies

9.4.1.1. What is a Competence?
9.4.1.2. What is an Educational Competency?
9.4.1.3. Core Competencies in Education
9.4.1.4. Application of Educational Robotics to Educational Competences

9.4.2. STEAM. New learning Approach. Innovative Education to Train Future Professionals
9.4.3. Technological Classroom Designs
9.4.4. Creativity and Innovation Included in the Curricular Model
9.4.5. The Classroom as a MAKERSPACE
9.4.6. Critical Thinking

9.5. Another Way of Teaching

9.5.1. Why Should we Innovate in Education?
9.5.2. Neuroeducation; Emotion as Success in Education

9.5.2.1. Some Neuroscience to Understand How Do We Produce Learning in Children?

9.5.3. The 10 Keys to Gamify your Classroom
9.5.4. Educational Robotics; The Flagship Methodology of the Digital Age
9.5.5. Advantages of Robotics in Education
9.5.6. Design with 3D Printing and its Impact on Education
9.5.7. Flipped Clasroom y Flipped Learning

9.6. Gardner and Multiple Intelligences

9.6.1. The 8 Types of Intelligence

9.6.1.1. Logical-mathematical Intelligence
9.6.1.2. Linguistic Intelligence
9.6.1.3. Spatial Intelligence
9.6.1.4. Musical Intelligence
9.6.1.5. Body and Kinesthetic Intelligence
9.6.1.6. Intrapersonal Intelligence
9.6.1.7. Interpersonal Intelligence
9.6.1.8. Naturalistic Intelligence

9.6.2. The 6 Keys to Apply the Different Intelligences

9.7. Knowledge Analytical Tools

9.7.1. Applying BIG DATA in Education

Module 10. Educational Robotics; Robots in the Classroom

10.1. Beginnings of Robotics
10.2. Robo... What?

10.2.1. What is a Robot? What isn't?
10.2.2. Robot Types and Classification
10.2.3. Components of a Robot
10.2.4. Asimov and the Laws of Robotics
10.2.5. Robotics, Educational Robotics and Pedagogic Robotics
10.2.6. DIY (Do it Yourself) Techniques

10.3. Educational Robotics Learning Systems

10.3.1. Meaningful and Active Learning
10.3.2. Project-Based Learning (PBL)
10.3.3. Play Based Learning
10.3.4. Learning to Learn and Problem Solving

10.4. Computational Thinking (CT) Comes to the Classrooms

10.4.1. Nature
10.4.2. The PC Concept
10.4.3. Computational Thinking Techniques
10.4.4. Algorithmic Thinking and Pseudocode
10.4.5. Computational Thinking Tools

10.5. Educational Robotics Work Formula
10.6. Four C's Methodology to Boost your Students
10.7. General Educational Robotics Advantages

Module 11. Working with Robots in the Pre-School. "Not to Just Learn Robotics, Rather Learn With Robotics"

11.1. The Revolution of New Technologies in Pre-School Education

11.1.1. How have New Technologies Evolved in Pre-School Education?
11.1.2. Digital Teaching Competence
11.1.3. The Importance of Merging Emotional Intelligence and Educational Robotics
11.1.4. Teaching Children to Innovate from an Early Age

11.2. Robotics in the Infant Classroom. Educating for the Future

11.2.1. Emergence of Educational Robotics in the Pre-School Classroom
11.2.2. Why Introduce Computational Thinking Development in Pre-School Education?
11.2.3. Use of Educational Robotics as a Learning Strategy
11.2.4. Curricular integration of Educational Robotics

11.3. Robots in the Classroom!

11.3.1. Which Robots can we Introduce in Pre-School Education?
11.3.2. LEGO DUPLO as a Complementary Tool
11.3.3. Software to Get Started in Programming

11.4. Getting to Know Bee-Bot!

11.4.1. The Bee-Bot Programmable Robot
11.4.2. Contributions of Bee-Bot Robots in Education
11.4.3. Software Study and Performance
11.4.4. Bee-Bot CARDS
11.4.5. Classroom Resources and Beyond

11.5. Classroom Tools

11.5.1. How Do I implement Robotics in the Classroom?
11.5.2. Working with Educational Robotics in Pre-School Curriculum
11.5.3. Relationship of Robotics with the Contents
11.5.4. Bee-Bot Session Development in the Classroom

Module 12. I'm a Grown up Now! Knowledge of Educational Robotics in the Primary School Stage

12.1. Learning Robotics, Building Apprenticeships

12.1.1. Pedagogical Approach in Primary School Classrooms
12.1.2. Importance of Collaborative Work
12.1.3. Enjoying By Doing Method
12.1.4. From ICTs (New Technologies) to LKT (Learning and Knowledge Technology)
12.1.5. Correlating Robotics and Curricular Contents

12.2. We Become Engineers!

12.2.1. Robotics as an Educational Resource
12.2.2. Robotic Resources to Introduce in the Primary School Stage

12.3. About LEGO©

12.3.1. Lego WeDo 9580 Kit

12.3.1.1. Kit Contents
12.3.1.2. Lego WEDO 9580 Software

12.3.2. Lego WeDo 2.0 Kit

12.3.2.1. Kit Contents
12.3.2.2. WEDO 2.0 Software

12.3.3. First Notions in Mechanics

12.3.3.1. Scientific and Technological Principles of Levers
12.3.3.2. Scientific and Technological Principles of Wheels and Axles
12.3.3.3. Scientific and Technological Gear Principles
12.3.3.4. Scientific and Technological Pulley Principles

12.4. Teaching Practice. Bulding My First Robot

12.4.1. Introduction to mBot, Getting Started
12.4.2. Robot Movement
12.4.3. IR Sensor (Light Sensor)
12.4.4. Ultrasonic Sensor. Obstruction Detector
12.4.6. Line Follow Sensor
12.4.7. Additional Sensors not Included in the Kit
12.4.8. mBot Face
12.4.9. Robot Operation with the APP

12.5. How to Design your Teaching Materials?

12.5.1. Development of Competencies with Technology
12.5.2. Working on Projects Linked to the School Curriculum
12.5.3. How is a Robotics session held in the Primary School Classroom?

Module 13. Focusing High School Students on the Careers of the Future

13.1. Robotics as a Motivator

13.1.1. Motivation as a Learning Strategy
13.1.2. Educational Robotics Against School Dropout. OECD Report
13.1.3. The Road to the Careers of the Future
13.1.4. Robotics as a Subject in Secondary Education
13.1.5. Robotics for Youth Entrepreneurship

13.2. How Can We Introduce Resources in Secondary School Classrooms?
13.3. Being Electronics

13.3.1. Importance of Open Source Hardware (SSO)
13.3.2. Educational Uses of Open Source technology
13.3.3. What is Arduino?
13.3.4. Arduino Components
13.3.5. Arduino Types
13.3.6. Software Arduino
13.3.7. How the Protoboard Works
13.3.8. Fritzing as a Training Platform

13.4. LEGO MINDSTORMS Education

13.4.1. Lego Mindstorms Development. MIT + Lego©
13.4.2. Mindstorms Generations
13.4.3. Lego Mindstorms Robotics Kit Components
13.4.4. EV3 Software
13.4.5. Coding Blocks

13.5. Taking up mBot

13.5.1. Challenge: Wall-tracking Robot
13.5.2. The Robot Solves Mazes Challenge
13.5.3. Advanced Follow the Lines Challenge
13.5.4. Autonomous Vehicle Challenge
13.5.5. SumoBot Challenge

13.6. Competitions: Challenging the Best

13.6.1. Types of Educational Robotics Competitions
13.6.2. RoboCup
13.6.3. Robotics Competition
13.6.4. First Lego League (FLL)
13.6.5. World Robot Olympiad (WRO)
13.6.6. Robotlypic

Module 14. Robotics Specifically for Children with SEN (Special Educational Needs)

14.1. Robotics as a Pedagogical Resource for Children with SEN

14.1.1. What is Meant by Students with Special Educational Needs?
14.1.2. The Educator's Role when Faced with SEN Students
14.1.3. Robotics as a Pedagogical Resource for Children with SEN

14.2. Educational Robotics the Educational Answer to ADHD

14.2.1. What is Attention Deficit Hyperactivity Disorder (ADHD)? Teaching-Learning Process, Attention and Motivation
14.2.2. Why does Educational Robotics Benefit Children with ADHD? Teaching Strategies for Working with Students with ADHD
14.2.3. The Most Important Part: Fun and Motivation

14.3. Robotics as Therapy for Children with Autism and Asperger's Disease

14.3.1. What is Autism Spectrum Disorder?
14.3.2. What is Asperger Syndrome?
14.3.3. What are the Differences Between ASD and Asperger's?
14.3.4. Benefits of Robotics for Children with ASD and Asperger's Disease
14.3.5. Can a Robot Help a Child with Autism to Socialize?
14.3.6. APPS to Support Oral Learning, Writing, Mathematics, etc
14.3.7. APPS to Support Daily Life

14.4. Robotics, an Alternative for Children with High Abilities

14.4.1. Intelligence and High Capacities
14.4.2. Learning Style of Children with High Abilities
14.4.3. How does Educational Robotics Help Children with High-Capacities?
14.4.4. Robotic Resources for Working with Highly Capable Children

Module 15. The Most Widespread Language in Primary Classrooms: Scratch

15.1. Introduction to Scratch

15.1.1. What is Scratch?
15.1.2. Free Knowledge
15.1.3. Educational Use of Scratch

15.2. Getting to know Scratch

15.2.1. Stage
15.2.2. Object and Scenario Editing
15.2.3. Menu Bar and Tools
15.2.4. Switch to Costume and Sound Editing
15.2.5. View and Share Projects
15.2.6. Program Block Editing
15.2.7. Help
15.2.8. Backpack

15.3. Programming Blocks Development

15.3.1. According to Shape
15.3.2. According to the Color

15.3.2.1. Motion Blocks (Navy blue)
15.3.2.2. Appearance Blocks (Purple)
15.3.2.3. Sound blocks (Pink)
15.3.2.4. Pencil Blocks (Green)
15.3.2.5. Data Blocks (Orange)
15.3.2.6. Event Blocks: (Brown)
15.3.2.7. Control Blocks (Ochre)
15.3.2.8. Sensor Blocks (Light blue)
15.3.2.9. Operator Blocks (Light Green)
15.3.2.10. More Blocks (Violet and Dark Gray)

15.4. Stacking Blocks. Practical Part
15.5. Scratch Community for Students
15.6. ScratchED. Learn, Share and Connect. Teachers' Community

Module 16. Programming for Learning by Playing 

16.1. The Future of Education Lies in Teaching How to Code

16.1.1. The Origins of Programming for Children: the LOGO Language
16.1.2. Impact of Learning Programming in the Classroom
16.1.3. Small Creators Without Fear of Error

16.2. Teaching Tools for Introducing Programming in the Classroom

16.2.1. From Where Do We Start Teaching Programming? 
16.2.2. How Can it be Introduced in the Classroom? 

16.3. What Programming Tools Can We Find? 

16.3.1. Platform for Learning to Program Starting from Pre-School. Code org
16.3.2. Video Game Programming in 3D. Kodu Game Lab
16.3.3. Learn to Program in High School with JavaScript, C+, Phyton. Code Combat
16.3.4. Other Alternatives for Programming at School

Module 17. Design and 3d printing "If You Can Dream it You Can Create It”

17.1. Origins and Development of 3D Design and 3D Printing

17.1.1. What Is It?
17.1.2. NMC Horizon Project. EDUCAUSE Learning
17.1.3. Evolution of 3D Printing

17.2. 3D Printers Which Ones Can We Find?

17.2.1. SLA - Stereolithography
17.2.2. SLS - Selective Laser Sintering
17.2.3. Injection
17.2.4. FDM - Fused Material Deposition

17.3. What Types of Materials Are Available for 3D Printing?

17.3.1. Abs
17.3.2. Pla
17.3.3. Nylon
17.3.4. Flex
17.3.5. Pet
17.3.6. Hips

17.4. Applications in Different Fields

17.4.1. Art
17.4.2. Feeding
17.4.3. Textile and Jewelry
17.4.4. Medicine
17.4.5. Construction
17.4.6. Educational

Module 18. Tinkercad, a Different Way of Learning

18.1. Working with TinkerCad in the Classroom

18.1.1. About Tinkercad
18.1.2. 3D Perception
18.1.3. Cube, Hello World!

18.2. First Steps with TinkerCad

18.2.1. Using "Hole" Command
18.2.2. Grouping and Ungrouping

18.3. Clone Creation

18.3.1. Copy, Paste, Duplicate
18.3.2. Design Scaling; Modifying Clones

18.4. Fine-tuning Our Creations

18.4.1. AlignAlinear
18.4.2. "Mirror" (Mirror effect)

18.5. Printing First Designs

18.5.1. Import and Export Designs
18.5.2. Which Software Can We Use for Our Frinting?
18.5.3. From TinkerCad to CURA. Making Our Designs Come True!

18.6. Guidance for Design and 3D Printing in the Classroom

18.6.1. How to Work with Design in the Classroom?
18.6.2. Linking Design and Contents
18.6.3. Thingiverse as a Teacher Support Tool

Module 19. Planning and Economic-Financial Management of Educational Projects

19.1. Situation Analysis and Educational Problems

19.1.1. Diagnostic Examination
19.1.2. Educational Indicators
19.1.3. The Educational Problem
19.1.4. Infrastructure Problems
19.1.5. Socio-economic Problems
19.1.6. Administrative and Institutional Problems
19.1.7. Environmental Problems
19.1.8. Historical-Cultural Problems
19.1.9. Cause-effect Analysis
19.1.10. SWOT Analysis

19.2. Introduction to the Planning and Economic-Financial Management of Educational Projects

19.2.1. Project Preparation and Assessment
19.2.2. Decision-Making Associated with a Project
19.2.3. Typology of Projects
19.2.4. Project Assessment
19.2.5. Social Assessment of Projects
19.2.6. Projects in Development Planning
19.2.7. Scope of the Project Study
19.2.8. The Technical Study of the Project
19.2.9. Market Research
19.2.10. Organizational and Financial Study

19.3. Economic Structure and Market Research Educational

19.3.1. Market Structure
19.3.2. Demand for Educational Product
19.3.3. Pricing
19.3.4. The Offer
19.3.5. The Project Market
19.3.6. Objective and Stages of the Market Study
19.3.7. The Consumer
19.3.8. Commercial Strategy
19.3.9. Analysis of the Medium
19.3.10. The Demand

19.4. Projection and Cost Estimation Techniques

19.4.1. The Projection
19.4.2. Projection Methods
19.4.3. Qualitative and Causal Methods
19.4.4. Time Series Model
19.4.5. Cost Information
19.4.6. Differential and Future Costs
19.4.7. Relevant Cost Elements
19.4.8. Short-Term Cost Functions
19.4.9. Cost-Volume-Utility Analysis
19.4.10. Accounting Costs and V.A.T. (Value Added Tax) Cost

19.5. Economic Background for Technical Study and Sizing

19.5.1. Scope of the Study and Production Process
19.5.2. Economies of Scale
19.5.3. Lange Model
19.5.4. Investments in Equipment
19.5.5. Personal Balance and Choice of Technological Alternatives
19.5.6. Factors Influencing Project Size
19.5.7. The Economics of Size
19.5.8. Size Optimization
19.5.9. Size of a Project with a Growing Market
19.5.10. Size of a Project with Constant Demand

19.6. Location Decisions and Organizational Economic Effects

19.6.1. Study and Location Factors
19.6.2. Non-Quantifiable Factor Assessment Methods
19.6.3. Qualitative Point Method
19.6.4. Brown and Gibson's Method
19.6.5. Net Present Value Maximization
19.6.6. The Study of the Project Organization
19.6.7. The Economic Effects of Organizational Variables
19.6.8. Investment in Organization
19.6.9. Administrative Operation Costs
19.6.10. Relevance of Administrative Systems in Project Preparation and Appraisal

19.7. The Legal Framework and Project Investments

19.7.1. The Relevance of the Legal Framework
19.7.2. Economic Considerations of the Legal Study
19.7.3. Some Economic Effects of the Legal Study
19.7.4. The Legal System of Social Organization
19.7.5. Pre-start-up Investments
19.7.6. Investment in Working Capital
19.7.7. Accounting Method
19.7.8. Time Lag Period Method
19.7.9. Maximum Cumulative Deficit Method
19.7.10. Investments During Operation

19.8. Project Benefits and Construction of Cash Flows

19.8.1. Types of Benefits
19.8.2. Scrap Values
19.8.3. Pricing Policies
19.8.4. Profitability Analysis for Pricing
19.8.5. Elements of Cash Flow
19.8.6. Structure of a Cash Flow
19.8.7. Investor Cash Flow
19.8.8. Cash Flows from Projects in Going Concerns
19.8.9. EBITDA
19.8.10. Other Considerations

19.9. Project Assessment Criteria and Discount Rate

19.9.1. Net Present Value (NPV) Approach
19.9.2. The Internal Rate of Return Criterion (IRR)
19.9.3. Other Decision Criteria
19.9.4. Effects of Inflation on Project Appraisal
19.9.5. The Cost of Capital
19.9.6. The Cost of Debt
19.9.7. The Cost of Equity
19.9.8. Capital Asset Pricing Model for Determining the Cost of Equity
19.9.9. Average Company Rate Versus CAPM
19.9.10. The Agency Problem

19.10. Risk and Sensitivity Analysis

19.10.1. Preliminary Considerations
19.10.2. One-dimensional Model of NPV Sensitization
19.10.3. Multidimensional NPV Sensitization Model, Monte Carlo Simulation
19.10.4. Uses and Abuses of Sensitivity
19.10.5. Project Preparation and Social Assessment
19.10.6. Social Costs and Benefits
19.10.7. Incidence of Indirect Effects or Externalities
19.10.8. Incidence of Intangible Effects
19.10.9. Incidence of the Social Discount Rate
19.10.10. Private and Social Assessment

Module 20. Marketing and Advertising of an Educational Project

20.1. Introduction to Marketing

20.1.1. Introduction to Marketing
20.1.2. Marketing Needs
20.1.3. The Evolution of the Concept of Marketing
20.1.4. New trends in Marketing
20.1.5. From Transational Marketing to Relational Marketing
20.1.6. Corporate Social Responsibility
20.1.7. Marketing

20.1.7.1. Marketing 1.0
20.1.7.2. Marketing 2.0
20.1.7.3. Marketing 3.0
20.1.7.4. Marketing 4.0

20.1.8. Holistic Marketing

20.2. Commercial Planning

20.2.1. Corporate Strategic Planning and Marketing Planning
20.2.2. The Marketing Plan in the Company
20.2.3. Phase 1. Situation Analysis

20.2.3.1. Market Analysis
20.2.3.2. Microenvironment
20.2.3.3. Macroenvironment
20.2.3.4. Internal Analysis

20.2.4. Phase 2. Setting Objectives
20.2.5. Phase 3. Strategy Design

20.2.5.1. The Product
20.2.5.2. The Price
20.2.5.3. Distribution
20.2.5.4. Communication

20.2.6. Phase 4. Assessment, Organization, Implementation and Monitoring of the Strategy

20.2.6.1. Assessment of the Commercial Strategy
20.2.6.2. Organization of the Marketing Department and Implementation of the Commercial Strategy
20.2.6.3. Commercial Strategy Control (Feedback)

20.3. Market and Customer segmentation

20.3.1. Improve the Effectiveness of Marketing Actions by Means of Correct Customer Segmentation
20.3.2. Differentiate Campaign Leads to Target Efforts to Those Who will Buy the Products
20.3.3. Select the Markets and Audiences that Best Fit your Company's Products/Services and Characteristics
20.3.4. Identify your Customer’s Needs and design an Effective Marketing Mix to Meet those Needs
20.3.5. Obtain a High Competitive Advantage and Generate Growth Opportunities for your Company
20.3.6. Know which Variables Should be Part of my Segmentation Program
20.3.7. What are the Benefits of Implementing a Segmentation Program?
20.3.8. Incorporate Segmentation into the Company's Sales and Marketing Process

20.4. Positioning and Personal Brand Building

20.4.1. How is the So-called Brand Value Generated?
20.4.2. Keys to Proper Online and Offline Brand Management
20.4.3. Elements that Make up the Trademark and what Characteristics they Must Meet
20.4.4. Characteristics, Advantages and Disadvantages of the Different Existing Strategies for Brand Management
20.4.5. Appropriate Strategies to Improve the Positioning of the Product or Service through the Brand and its Communication

20.5. Advertising Creativity and a New Form of Communication in the Company

20.5.1. What is Creativity and What are the Best Conditions to Create?
20.5.2. What Does it Take to Get to the Idea?
20.5.3. How Does the Advertising Creative's Thinking Work?
20.5.4. How is an Advertising Message Structured?
20.5.5. How to Generate Publicity?
20.5.6. How to Create Ads in the Digital Sphere?
20.5.7. What are the Main Reasons why it is Necessary to Have a Brand?
20.5.8. What are the Differences Between the Logo and the Brand?

20.6. Educational Offer

20.6.1. The Educational Project
20.6.2. Ideology
20.6.3. Extra Services
20.6.4. Use of Different Materials
20.6.5. Certifications
20.6.6. Differences in your Educational Offer
20.6.7. Methodology
20.6.8. Teaching Staff
20.6.9. Facilities
20.6.10. Ancillary Services. (Location and Access Roads)

20.7. Social Networks

20.7.1. Facebook ADS Campaign

20.7.1.1. Create Persuasive, High-Impact Campaigns, Driving the Customer through the Entire Buying Journey and Using the Right Campaign Objectives
20.7.1.2. Take 100% Advantage of the Facebook Platform, knowing its Structure and Operation
20.7.1.3. Create ads in different Facebook Formats, knowing their Structure and Operation
20.7.1.4. Prepare a Presentation Covering all the Sales Processes
20.7.1.5. Create and Optimize your Facebook Page for the Best Results
20.7.1.6. "Spy" on Competitors and Use Them as a Reference to Improve your Products and Services
20.7.1.7. Control the ROI of your Campaign and thus Increase your Results

20.7.2. Twitter ADS Campaign

20.7.2.1. Objective
20.7.2.2. Audience
20.7.2.3. Bids
20.7.2.4. Budget
20.7.2.5. Creativity
20.7.2.6. Analysis of your Campaign

20.7.3. Instagram Campaign

20.7.3.1. Contents
20.7.3.2. Optimize your Profile
20.7.3.3. Use of Hashtags
20.7.3.4. Encourage Participation
20.7.3.5. Show Customer Experiences
20.7.3.6. Instagram for Events

20.7.4. Email Marketing Campaigns
20.7.5. WhatsApp Campaigns
20.7.6. The Apps
20.7.7. Blog

20.8. Creation and Management of the Marketing Strategy for Service Companies

20.8.1. What is Service Marketing and the Strategies, Methodologies and Tools?
20.8.2. Distinctive Aspects of Service Marketing
20.8.3. Service Marketing Plan
20.8.4. Successful Positioning in Service Markup
20.8.5. Analyze Customer Behavior in Service Companies

20.9. Marketing Strategies

20.9.1. Introduction
20.9.2. Product Decisions

20.9.2.1. Product Dimensions
20.9.2.2. Product Portfolio Decisions
20.9.2.3. Creation of New Products
20.9.2.4. Product Life Cycle

20.9.3. Pricing Decisions

20.9.3.1. Pricing Policies and Strategies
20.9.3.2. Pricing Policy Determinants
20.9.3.3. Pricing Strategies

20.9.4. Distribution Decisions

20.9.4.1. Decisions Related to Distribution Management

20.9.5. Communication Decisions

20.9.5.1. Personal Selling
20.9.5.2. Sales Promotion
20.9.5.3. Public Relations
20.9.5.4. Advertising
20.9.5.5. Other Communication Tools

20.10. Marketing Metrics: Campaign Profitability Analysis

20.10.1. Usefulness of the Different Metrics According to the Type of Company, its Strategy and Objectives
20.10.2. Main Indicators used to Measure the Performance of Companies Commercial and Marketing Activities
20.10.3. The importance of Assessing the Marketing Actions Developed in the Company for Management and Improvement Purposes
20.10.4. Avoiding Inappropriate use of Metrics
20.10.5. Use Marketing Metrics to Assess the Profitability, Efficiency and Effectiveness of Progr

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