Teachers need to update their digital skills to advance their profession. In this Advanced master’s degree, we give you the keys to digital education, in an intensive and complete specialization"

This Advanced master’s degree offers a practical and complete vision of the application of new technologies in education, from the most basic tools to the development of digital teaching skills. An advance over the eminently theoretical programs, focused on  teaching work in physical classrooms, which do not address in depth the use of technology in the educational context, without forgetting the role of teaching innovation.

This vision allows a better understanding of the functioning of the appropriate technology at different educational levels so that the professional can have different options for its application in his or her job according to his or her interest.

This Advanced master’s degree addresses the studies required to specialize in Digital Education and New Teaching Models for those who want to enter the teaching world, all offered from a practical perspective and emphasizing the most innovative aspects in this regard.

Digital competencies for teachers will also be developed, and they will learn how to use teamwork, attention to student diversity with personalized attention, and how to organize, program, manage, and evaluate objectives and teaching-learning processes through the Flipped Classroom model, all to improve, increase and make better use of the time spent working in the classroom with active methodologies.

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 to specialize and develop their personal, social and labor competencies during the course of their training. 

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

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

In addition, as it is a 100% online specialization, it is the student himself who decides where and when to study. Without the restrictions of fixed timetables or having to move between classrooms, this course can be combined with work and family life.

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

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

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

A training program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively"

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

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

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

A deep and comprehensive dive into strategies and approaches in Digital Education and New Models of Teaching"

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

Through a very well compartmentalized development, you will be able to access the most advanced knowledge of the moment in Digital Education and New Teaching Models"

Module 1. Digital Learning

1.1. Definition of Learning

1.1.1. Formal Learning vs. Informal

1.1.1.1. The Characteristics of Formal Learning
1.1.1.2. The Characteristics of Informal Learning

1.1.2. Implicit Learning vs. Non-formal 

1.1.2.1. The Characteristics of Implicit Learning
1.1.2.2. The Characteristics of Non-Formal Learning

1.2. Psychological Processes Involved in Learning

1.2.1. Memory Vs. Attention

1.2.1.1. Memory in Learning
1.2.1.2. Attention in Learning

1.2.2. Meta-cognition Vs. Intelligence

1.2.2.1. Meta-cognition in Learning
1.2.2.2. Intelligence and Learning

1.3. Types of Learning

1.3.1. Direct Learning vs. Indirect

1.3.1.1. The Characteristics of Direct Learning
1.3.1.2. The Characteristics of Indirect Learning

1.3.2. Active Learning vs. Liabilities

1.3.2.1. The Characteristics of Active Learning
1.3.2.2. The Characteristics of Passive Learning

1.4. Context in Learning

1.4.1. The Traditional School

1.4.1.1. Family and Education
1.4.1.2. School and Education

1.4.2. School 4.0

1.4.2.1. Characteristics of School 2.0
1.4.2.2. Characteristics of School 4.0

1.5. Teachers' Technological Skills

1.5.1. Digital Migrant vs. Digital Native

1.5.1.1. Characteristics of the Digital Immigrant
1.5.1.2. Characteristics of the Digital Native

1.5.2. Digital Competencies in Teachers

1.5.2.1. Office Software in Education
1.5.2.2. Management of Digital Elements

1.6. Students' Technological Skills

1.6.1. Recreational Technology

1.6.1.1. Educational Games
1.6.1.2. Gamification

1.6.2. Educational Technology

1.6.2.1. The Internet in Schools
1.6.2.2. Other Technological Devices in the Classroom

1.7. Traditional Teaching with Educational Technology

1.7.1. Defining Characteristics of Educational Technology

1.7.1.1. Technological Advances in the Classroom
1.7.1.2. Technological Provision in the Classroom

1.7.2. Advantages and Disadvantages of Educational Technology

1.7.2.1. Advantages of Educational Technology
1.7.2.2. Disadvantages of Educational Technology

1.8. Distance Learning

1.8.1. Defining Characteristics

1.8.1.1. The Challenge of Distance Learning
1.8.1.2. Characteristics of Distance Learners

1.8.2. Advantages and Disadvantages over Traditional Teaching

1.8.2.1. Advantages of Distance Learning
1.8.2.2. Disadvantages of Distance Learning

1.9. Blended Learning

1.9.1. Defining Characteristics

1.9.1.1. Educational Technological Inclusion
1.9.1.2.  Blended Learning User Characteristics

1.9.2. Advantages and Disadvantages over Traditional Teaching

1.9.2.1. Advantages of Blended Learning
1.9.2.2. Disadvantages of Blended Learning

1.10. E-learning

1.10.1. Defining Characteristics

1.10.1.1. New Challenges in the Virtualization of Education
1.10.1.2. New E-learning Institutions

1.10.2. Advantages and Disadvantages over Traditional Teaching

1.10.2.1. Advantages of E-learning
1.10.2.2. Disadvantages of E-learning

Module 2. Digital teaching

2.1. History of Technology in Education

2.1.1. History and Evolution of Technology
2.1.2. New Challenges

2.2. Internet in Schools

2.2.1. Internet Use in Schools
2.2.2. The Impact of the Internet on Education

2.3. Devices for Teachers and Students

2.3.1. Devices in the Classroom
2.3.2. The Electronic Whiteboard
2.3.3. Devices for Students
2.3.4. Tablets

2.4. Adaptation of School Materials and Costs

2.4.1. The Disappearance of Paper
2.4.2. Licenses and Costs

2.5. Technological Student Management

2.5.1. Adaptation of Students to New Technologies
2.5.2. Managing Students as Digital Natives

2.6. Online Tutoring

2.6.1. Advantages and Disadvantages
2.6.2. Implementation

2.7. Parents as Digital Migrants

2.7.1. Technology Training for Adults
2.7.2. How to Overcome the Technology Barrier?

2.8. Responsible Use of New Technologies

2.8.1. Privacy
2.8.2. Data Protection
2.8.3. Cyber Crimes in School 

2.9. Addictions and Pathologies

2.9.1. Definition of Technology Addiction
2.9.2. How to Avoid Addiction
2.9.3. How to Get Out of an Addiction
2.9.4. New Pathologies Produced by Technology

2.10. Cyberbullying

2.10.1. Definition of Cyberbullying
2.10.2. How to Avoid Cyberbullying
2.10.3. How to Act in Cases of Cyberbullying

Module 3. Digital Identity and Digital Branding

3.1. Digital Identity

3.1.1. Definition of Digital Identity
3.1.2. Managing Digital Identity in Education
3.1.3. Areas of Application of Digital Identity

3.2. Blogs

3.2.1. Introduction to Blogging in Teaching
3.2.2. Blogs and Digital Identity

3.3. Roles in Digital Identity

3.3.1. Digital Identity of the Student Body
3.3.2. Digital Identity of Teachers

3.4. Branding

3.4.1. What is Digital Branding?
3.4.2. How to Work on Digital Branding?

3.5. How to Position Yourself in Digital Teaching?

3.5.1. Successful Cases of Teaching Branding
3.5.2. Typical Uses

3.6. Online Reputation

3.6.1. Online Reputation vs. Physical Reputation
3.6.2. Online Reputation in Teaching
3.6.3. Online Reputation Crisis Management

3.7. Digital Communication

3.7.1. Personal Communication and Digital Identity
3.7.2. Corporate Communication and Digital Identity

3.8. Communication Tools

3.8.1. Teacher Communication Tools
3.8.2. Teacher Communication Protocols

3.9. Teacher-Student Communication

3.9.1. E-mail
3.9.2. The Digital Agenda on the New Platforms

Module 4. Social Networks and Blogs in Teaching

4.1. Social Networks

4.1.1. Origin and Evolution
4.1.2. Social Networks for Teachers
4.1.3. Strategy, Analytics and Content

4.2. Facebook

4.2.1. The Origin and Evolution of Facebook
4.2.2. Facebook Pages for Teacher Outreach
4.2.3. Groups
4.2.4. Facebook Search and Database
4.2.5. Tools

4.3. Twitter

4.3.1. The Origin and Evolution of Twitter
4.3.2. Twitter Profile for Teacher Outreach
4.3.3. Twitter Search and Database
4.3.4. Tools

4.4. LinkedIn

4.4.1. The Origin and Evolution of LinkedIn
4.4.2. LinkedIn Teaching Profile
4.4.3. LinkedIn Groups
4.4.4. LinkedIn Search and Database
4.4.5. Tools

4.5. YouTube

4.5.1. The Origins and Evolution of YouTube
4.5.2. YouTube Channel for Teacher Outreach

4.6. Instagram

4.6.1. The Origin and Evolution of Instagram
4.6.2. Instagram Profile for Teacher Outreach

4.7. Multimedia Contents

4.7.1. Photography.
4.7.2. Infographics
4.7.3. Videos
4.7.4. Live Videos

4.8. Blogging and Social Media Management

4.8.1. Basic Rules for Social Media Management
4.8.2. Uses in Teaching
4.8.3. Content Creation Tools
4.8.4. Social Media Management Tools
4.8.5. Social Networking Tips

4.9. Analytical Tools

4.9.1. What do we Analyze?
4.9.2. Google Analytics

4.10. Communication and Reputation

4.10.1. Source Management
4.10.2. Communication Protocols
4.10.3. Crisis Management

Module 5. Technological Innovation in Education

5.1. Advantages and Disadvantages of the use of Technology in Education

5.1.1. Technology as a Means of Education
5.1.2. Advantages of Use
5.1.3. Inconveniences and Addictions

5.2. Educational Neurotechnology

5.2.1. Neuroscience
5.2.2. Neurotechnology

5.3. Programming in Education

5.3.1. Benefits of Programming in Education
5.3.2. Scratch Platform
5.3.3. Confection of the First Hello World
5.3.4. Commands, Parameters and Events
5.3.5. Export of Projects

5.4. Introduction to the Flipped Classroom

5.4.1. What is it Based On?
5.4.2. Examples of Use
5.4.3. Video Recording
5.4.4. YouTube

5.5. Introduction to Gamification

5.5.1. What is Gamification?
5.5.2. Success Stories

5.6. Introduction to Robotics

5.6.1. The Importance of Robotics in Education
5.6.2. Arduino (Hardware)
5.6.3. Arduino (Programming Language)

5.7. Tips and Examples of Use in the Classroom

5.7.1. Combining Innovation Tools in the Classroom
5.7.2. Real Examples

5.8. Introduction to Augmented Reality

5.8.1. What is AR?
5.8.2. What are the Benefits in Education?

5.9. How to Develop Your Own Apps in AR

5.9.1. Unity
5.9.2. Examples of Use

5.10. Samsung Virtual School Suitcase

5.10.1. Immersive Learning
5.10.2. The Backpack of the Future

Module 6. The Apple Environment in Education

6.1. Mobile Devices in Education

6.1.1. The M-learning
6.1.2. A Problematic Decision

6.2. Why Choose an iPad for the Classroom?

6.2.1. Technopedagogical Criteria
6.2.2. Other Considerations
6.2.3. Typical Objections

6.3. What does My Center Need?

6.3.1. Educational Philosophy
6.3.2. Socioeconomic Criteria
6.3.3. Priorities

6.4. Designing our Own Model

6.4.1. "He Who Reads Much and Walks Much, Sees Much and Knows Much."
6.4.2. Fundamental Decisions

6.4.2.1. Trolleys or 1:1 Ratio?
6.4.2.2. What Concrete Model Have We Chosen?
6.4.2.3. IDP or Television? Neither of the Two?

6.5. Apple's Educational Ecosystem

6.5.1. The DEP
6.5.2. Device Management Systems
6.5.3. What are Managed Apple IDs?
6.5.4. Apple School Manager

6.6. Other Critical Development Factors

6.6.1. Technical: Connectivity
6.6.2. Human: The Educational Community
6.6.3. Organizational

6.7. The Classroom in the Teacher's Hands

6.7.1. Teaching Management: Classroom and iDoceo
6.7.2. iTunes U as a Virtual Learning Environment

6.8. The Map to Discover Treasures

6.8.1. Apple's Office Suite

6.8.1.1. Pages
6.8.1.2. Keynote
6.8.1.3. Numbers

6.8.2. Apps for Multimedia Production

6.8.2.1. iMovie
6.8.2.2. Garage Band
6.8.2.3. Clips

6.9. Apple and Emerging Methodologies

6.9.1. Flipped Classroom: Explain Everything and EdPuzzle
6.9.2. Gamification: Kahoot, Socrative and Plickers

6.10. Everyone Can Program

6.10.1. Swift Playgrounds
6.10.2. Robotics with LEGO

Module 7. Google GSuite for Education

7.1. History of Google

7.1.1. Who is Google?
7.1.2. The Importance of Partnering with Google

7.2. Google and Education

7.2.1. Google's Involvement in Education
7.2.2. Present and Future Tools

7.3. Google Applications

7.3.1. Application Catalog
7.3.2. Gmail
7.3.3. Calendar
7.3.4. Google Sheets
7.3.5. Google Forms
7.3.6. Google Docs

7.4. Introduction to GSuite for Education

7.4.1. First Steps
7.4.2. Trial Version
7.4.3. Types of Technical Support
7.4.4. Technical Documentation

7.5. Application Procedures at your Center

7.5.1. Documentation and Requirements
7.5.2. Upgrade Version

7.6. Console Configuration

7.6.1. First Steps
7.6.2.  Console Manager
7.6.3. Users
7.6.4. Profiles
7.6.5. Reports
7.6.6. Groups
7.6.7. Role of Administrator
7.6.8. Device Administration
7.6.9. Safety
7.6.10. Domains
7.6.11. Data Migration

7.7. Licence Configuration

7.7.1. User Permissions
7.7.2. Folder Permissions in Drive
7.7.3. Roles
7.7.4. Privacy Policy
7.7.5. Data Protection

7.8. Google Classroom for Teachers and Students

7.8.1. Instructions for Teachers
7.8.2. Instructions for Students

7.9. Typical Classroom Uses and Tips

7.9.1. Homework Correction
7.9.2. School Agenda
7.9.3. Usage Tips and Involvement of Students and Parents
7.9.4. Additional Components for more Advanced Use

7.9.4.1. Flubaroo
7.9.4.2. FormLimiter
7.9.4.3. Autocrat
7.9.4.4. Doctopus

7.10. Google Chromebook

7.10.1. Use of the Device
7.10.2. Pricing and Features

Module 8. ICT and its Practical and Interactive Application

8.1. New Technologies in Education

8.1.1. The Educational Context 2.0
8.1.2. Why use ICT?
8.1.3. The Digital Competencies of Teachers and Students
8.1.4. Summary

8.2. ICT in the Classroom and its Application

8.2.1. Digital Book
8.2.2. Digital Whiteboard
8.2.3. Digital Backpack
8.2.4. Mobile Devices
8.2.5. Summary

8.3. ICT on the Web and its Application

8.3.1. Browse, Search and Filter Information
8.3.2. Educational Software
8.3.3. Guided Activities on the Internet
8.3.4. Educational Blogs and Web Pages
8.3.5. Language and Literature Teacher Wikis
8.3.6. Learning Platforms: Moodle and Schoology
8.3.7. Google Classroom
8.3.8. Google Docs
8.3.9. MOOCs
8.3.10. Summary

8.4. Social Networks and their applications in Teaching

8.4.1. Introduction to Social Networks
8.4.2. Facebook.
8.4.3. Twitter
8.4.4. Instagram
8.4.5. LinkedIn
8.4.6. Summary

8.5. New Methodologies in the Classroom

8.5.1. Outlines, Concept, and Mind Maps
8.5.2. Infographics
8.5.3. Presentations and Moving Texts
8.5.4. Creation of Videos and Tutorials
8.5.5. Gamification
8.5.6. Flipped Classroom
8.5.7. Summary

8.6. Design of Collaborative Activities

8.6.1. Creation of Collaborative Activities
8.6.2. Reading and Writing with ICT
8.6.3. Expanding Dialogue and Reasoning Skills with ICTs
8.6.4. Attention to Group Diversity
8.6.5. Scheduling and Monitoring of Activities
8.6.6. Summary

8.7. Evaluation with ICT

8.7.1. Assessment Systems with ICT
8.7.2. The e-Portfolio
8.7.3. Self-assessment, Peer Assessment, and Feedback
8.7.4. Summary

8.8. Possible Risks of the Web

8.8.1. Filtering Information and Infoxication
8.8.2. Online Distractors
8.8.3. Activity Tracking
8.8.4. Summary

8.9. My ICT Resources

8.9.1. Storage and Retrieval of Resources, Materials, and Tools
8.9.2. Updating Resources, Materials, and Tools
8.9.3. Summary

Module 9. Gamification as an Active Methodology

9.1. History, Definition and Concepts

9.1.1. History and Context
9.1.2. Definition
9.1.3. Initial Concepts

9.2. Components

9.2.1. Classification
9.2.2. Insignias and diplomas
9.2.3. Collectibles
9.2.4. Currency of Exchange
9.2.5. Keys
9.2.6. Awards

9.3. Mechanisms

9.3.1. Structural Gamifications
9.3.2. Content Gamifications

9.4. Digital Tools

9.4.1. Management Tools
9.4.2. Productivity Tools

9.4.2.1. Insignias
9.4.2.2. Letters
9.4.2.3. Others

9.5. Gamification and Serious Games

9.5.1. Play in the Classroom
9.5.2. Typology of Games

9.6. Commercial Games Catalog

9.6.1. Games to Develop Competencies
9.6.2. Games to Develop Content

9.7. Video Games and APPS

9.7.1. Games to Develop Competencies
9.7.2. Games to Develop Content

9.8. Gamification Design

9.8.1. Approach, Objectives
9.8.2. Integration into the Curriculum
9.8.3. History
9.8.4. Aesthetics
9.8.5. Assessment

9.9. Game Design

9.9.1. Approach, Objectives
9.9.2. Integration into the Curriculum
9.9.3. History
9.9.4. Aesthetics
9.9.5. Assessment

9.10. Case Studies

9.10.1. From Gamification
9.10.2. From Ludification

Module 10. What is the Flipped Classroom Model?

10.1. The Flipped ClassroomModel

10.1.1. Concept
10.1.2. History
10.1.3. What Is It and How Does It Work?

10.2. The New Role of the Teacher in the Flipped ClassroomModel

10.2.1. The New Role of the Teacher
10.2.2. Classroom Work

10.3. The Role of Students in the Flipped ClassroomModel

10.3.1. New Student Learning
10.3.2. Homework in Class, Lessons at Home

10.4. Involvement of Families in the Flipped ClassroomModel

10.4.1. Family Participation
10.4.2. Communication with Parents

10.5. Differences between the Traditional Model and the Flipped ClassroomModel

10.5.1. Traditional Class vs. Inverted Classroom
10.5.2. Working Hours

10.6. Personalization of Education

10.6.1. What is Personalized Learning?
10.6.2. How to Personalize Learning?
10.6.3. Examples of Learning Personalization

10.7. Attention to Diversity in the Flipped ClassroomModel

10.7.1. What is Attention to Diversity?
10.7.2. How does the FC Model Help us to Put Attention to Diversity into Practice?

10.8. Benefits of the Flipped Classroom Model

10.8.1. Flexibility of Students in their Learning
10.8.2. Advance Content
10.8.3. Learning Environment around the Student Body
10.8.4. Collaboration among Students
10.8.5. Extra Time Outside the Classroom
10.8.6. More Time for Personalized Attention to Students

10.9. The Relationship of Bloom's Taxonomy to the Flipped Classroom Model

10.9.1. What is a Taxonomy?
10.9.2. History
10.9.3. Levels and Examples
10.9.4. Table of Verbs

Module 11. Initiation of the Model together with New Cooperative Learning Methodologies

11.1. Flipped Classroom and Cooperative Learning

11.1.1. What is Cooperative Learning?
11.1.2. Problems in Implementing Cooperative Learning

11.2. We Group our Students

11.2.1. We Design the Groupings
11.2.2. Arrangement, Distribution and Placement of Students in the Teams

11.3. We Create a Cooperative Class

11.3.1. Rules in the Cooperative
11.3.2. Cooperative Roles

11.4. The Three Pillars of Cooperative Learning

11.4.1. Positive Interdependence
11.4.2. Individual Responsibility
11.4.3. Equal Participation

11.5. Patterns of Cooperation for an Inverted Classroom

11.5.1. Group Work
11.5.2. Group Work and Individual Work
11.5.3. Individual and Group Work
11.5.4. Individual Work

11.6. Simple Cooperative Techniques

11.6.1. Three-minute Stop
11.6.2. Twitter Cooperative

11.7. Complex Cooperative Techniques

11.7.1. Jigsaw or Puzzle
11.7.2. Research Groups

11.8. Assessment

11.8.1. Teacher Evaluation
11.8.2. Self-evaluation
11.8.3. Co-evaluation

Module 12. Creating a Flipped Classroom

12.1. Teach the Students the Technique, Introduce them to the Model

12.1.1. Teaching how to Watch Videos
12.1.2. Convincing Students
12.1.3. Teaching How to Get Ideas

12.2. Content Preparation

12.2.1. The Pillars of FC
12.2.2. Advantages
12.2.3. Disadvantages

12.3. Create a Place for the Material

12.3.1. How to Share the Videos or the Material?
12.3.2. Where can I Find Material from Others?

12.4. Get to Know the FLIP-in-Class

12.4.1. “Flip in the Classroom" Mode
12.4.2. Reasons for Use
12.4.3. How to Work It?

12.5. Problems and Obstacles that May Occur

12.5.1. Obstacles that May Occur in Different Situations

12.6. Solving Possible Difficulties

12.6.1. How to Solve the Problems that Arise?

12.7. Why Flipped Classroom Really Works

12.7.1. Main Reason for FC Operation
12.7.2. Students' Perception of the FC Model

12.8. Tips to Remember

12.8.1. Tips for Customized Space
12.8.2. Making Time in the Classroom Engaging

12.9. Cornell Notes

12.9.1. What are Cornell Notes?
12.9.2. History of Cornell Notes
12.9.3. Format and Relationship to the FC
12.9.4. Notes and Memos

Module 13. Creation of Own Content, Flipped Classroom Tools

13.1. Introduction

13.1.1. Own Content
13.1.2. External Content
13.1.3. Tools and Apps

13.2. Tips for Creating Effective Videos

13.2.1. Importance of a Good Digital Design
13.2.2. Duration
13.2.3. Types of Plans
13.2.4.  Voice, Intonation
13.2.5. Enriching Videos
13.2.6. Concreteness in the Video

13.3. Video Creation with Mobile, Tablet

13.3.1. How to Create Videos?
13.3.2. Video Editing

13.4. Video Creation with Screen Capture

13.4.1. How to Create Videos?
13.4.2. Video Editing

13.5. Video Creation with Chroma

13.5.1. Tools to be Used
13.5.2. Edition

13.6. Infrastructure Digital Devices

13.6.1. Versatility
13.6.2. Ease of Use
13.6.3. Costs

13.7. Other Important Elements in Video Creation and Editing

13.7.1. Instruments
13.7.2. Hardware

13.8. Doing Flipped Classroom with Little Technology

13.8.1. How to Do it with Almost No Technology?

Module 14. Escape Room in the Classroom

14.1. Escape Room History

14.1.1. Where does it Come From?
14.1.2. Popularity

14.2. Know the Format

14.2.1. When to Do it?
14.2.2. Escape Room of Interior
14.2.3. Escape Room of Interior
14.2.4. Creation of Formats

14.3. Steps to Take into Account

14.3.1. Narrative
14.3.2. Materials
14.3.3. Tests

14.4. Aspects that Trigger Attention

14.4.1. Surprise
14.4.2. Creativity
14.4.3. Emotion

14.5. Enhancing Learning through Motivation

14.5.1. Encourage Teamwork with a Common Goal among all the Team Members
14.5.2. Create Spaces for Debate and Decision-Making

14.6. Aspects to Take into Consideration for its Creation

14.6.1. Classroom Configuration
14.6.2. Contents
14.6.3. Design to Solve Puzzles
14.6.4. Design of Riddles, Puzzles
14.6.5. Exciting Narrative
14.6.6. Order of Tests
14.6.7. Reward

14.7. Tools for Creation

14.7.1. Materials and their Possibilities

14.8. Case Study

14.8.1. Example of an Escape Room

Module 15. Raising the Bar with the Flipped Classroom

15.1. Inductive Methodologies

15.1.1. What are Inductive Methodologies?
15.1.2. Deductive Methodologies vs. Inductive Methodologies
15.1.3. Inductive Methodologies + FC

15.2. Projects and PBA

15.2.1. Description of the Method
15.2.2. Implementation Objectives
15.2.3. Characteristics and Phases
15.2.4. ABP and FC

15.3. Learning between Equals (Peer Instruction)

15.3.1. What is Peer Learning?
15.3.2. How does it Work?
15.3.3. Peer Instruction and FC

15.4. Flipped Mastery

15.4.1. What is the Master Class?
15.4.2. Ramsey Musallam's Work
15.4.3. Mastery Learning Cycles

15.5. Learning by doing 

15.5.1. History
15.5.2. What is Learning by Doing?
15.5.3. Advantages
15.5.4. Proposals

15.6. Problem-based Learning

15.6.1. What is Problem-Based Learning?
15.6.2. Working with this Methodology
15.6.3. ABP + FC

15.7. SAMR Model

15.7.1. Integrating ICT into Educational Processes
15.7.2. Model Representation
15.7.3. Step-by-step Components of the SAMR Model

15.8. Blended Learning

15.8.1. What is blended learning?
15.8.2. Advantages
15.8.3. Examples of BL Systems
15.8.4. Strategies

15.9. JITT (Just-in-time-Teaching)

15.9.1. History
15.9.2. Methodology
15.9.3. JITT + FC

Module 16. Creation of Graphic Material, Flipped is not only Video. Designing a PLE (personal learning environment)

16.1. What is a Personal Learning Environment (PLE)?

16.1.1. Concept of PLE
16.1.2. Design your Own PLE

16.2. Classroom Platforms

16.2.1. Edmodo
16.2.2. Google Classroom

16.3. Creation of Interactive Material

16.3.1. Genial.ly

16.4. QR Codes

16.4.1. Educational Uses
16.4.2. QR Code Creation

16.5. Infographics

16.5.1. Pictochart
16.5.2. Canva

16.6. Mind Maps

16.6.1. GonConqr
16.6.2. Mindomo
16.6.3. Popplet

16.7. Creation of a Web site

16.7.1. WIX

16.8. Use of Social Networks in Learning

16.8.1. Twitter
16.8.2. Instagram

16.9. Working with PDF

16.9.1. Perrusall

Module 17. Programming and Planning in the Flipped Classroom Model

17.1. Why Turn Our Classroom Upside Down?

17.1.1. Evidence of the Need for the Inverted Classroom

17.2. Bloom's Taxonomy for Programming

17.2.1. We Define the Levels of Bloom's Taxonomy of Cognition

17.3. Individual Space

17.3.1. Individual Teacher and Student Space

17.4. Learning Management System

17.4.1. Google Classroom
17.4.2. Padlet

17.5. Group Space

17.5.1. What to Do in the Group Space?

17.6. Design of a Flipped Unit

17.6.1. Elements of a Flipped Unit
17.6.2. Example of a Flipped Unit

17.7. How can you Evaluate Your Class Upside Down?

17.7.1. Different Strategies for Evaluating Our Students

Module 18. A New Form of Evaluation

18.1. Kahoot

18.1.1. Description of the Tool
18.1.2. Game Modes
18.1.3. Creation of Activities

18.2. Socrative

18.2.1. Description of the Tool
18.2.2. Game Modes
18.2 3. Creation of Activities

18.3. Google Forms

18.3.1. Description of the Tool
18.3.2. Document Creation

18.4. EdPuzzle

18.4.1. Description of the Tool
18.4.2. Creation of Activities

18.5. Headings

18.5.1. Description of the Rubric Evaluation System
18.5.2. Creation of Rubrics

18.6. iDoceo

18.6.1. Description of the Tool
18.6.2. Learning to Manage the Classroom with iDoceo

18.7. Addittio

18.7.1. Description of the Tool
18.7.2. Learning to Manage the Classroom with Addittio

18.8. CoRubrics

18.8.1. Description of the Tool
18.8.2. Creating Rubrics with CoRubrics

18.9. Google Classroom

18.9.1. Description of the Tool
18.9.2. Learning to Manage Virtual Classrooms and their Assignments

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