Complementos formativos Doctorado en Tecnología Educativa (Interuniversitario)

Depending on their previous studies, the doctoral programme academic commission will require students to undertake up to 15 ECTS of academic complements, to ensure that students will meet the competencies needed for enrolling in the PhD programme. The academic complements are subjects from the master’s degree in Educational Technologies: E-learning and Knowledge Management (inter-university programme).

The Academic Committee will distinguish between two profiles based on prior training background:

Profile 1. Students with an educational background in education or in other specialities of social sciences and humanities.

Up to 15 ECTS of academic complements must be undertaken by students from the following subjects:

Telematic tools for teaching (6 ECTS)
Design and development of technological environments for learning (6 ECTS)
Design and feasibility of technological projects for learning (3 ECTS)

Taking these subjects must contribute to gaining the following competencies:

To analyse ICTs as tools or instruments for e-learning and knowledge management.
To know how to use the tools and procedures needed to plan, organise and manage e-learning processes.
To design and develop technological and multimedia environments for teaching.
To adopt means, resources and tools for monitoring and assessing e-learning.
To design learning scenarios in technological environments.
To write specific technical and teaching documents in line with the e-learning programmes and projects developed.

Further information about the contents, learning outcomes, academic doctoral activities or assessments of these training complements, see below.

Contents:

Technologies, means and tools for e-learning. Educational innovation and inclusion of ICTs. The inclusion of ICTs as innovative projects. Design and development of educational innovative projects and ICTs.
Educational foundations when creating flexible learning environments.
Critical elements in a teaching-learning system based on technological environments.
Possibilities and limits of training experiences in teaching-learning systems based on technology. Management of virtual campus. Management of quality training. Management of operational processes.
E-learning quality policies. Approaches and possibilities of new teaching environments. Design of learning situations. E-learning management tools. Assessment of virtual environments. Quality of in-company training. Cost/benefit analysis, feasibility studies. Prospective assessment, budget. Economic assessment of projects. Feasibility of e-learning in different contexts (formal, non-formal, company...).
Feasibility of e-learning in companies.

Learning outcomes:

To identify the conditioning factors of teaching-learning situations with the purpose of choosing an appropriate virtual environment.
To specify teaching requirements of a virtual environment in order to cover a specific academic training need.
To design and create virtual environments for teaching and learning.
To design and create tools for the analysis and assessment of teaching-learning methods and teaching materials.
To use specific instruments and tools for the assessment and analysis of teaching methods and materials.
To know and use resident and online digital image, audio and video programs.
To know and use virtual environments for teaching and learning, web 2.0 tools, social media and other online applications for e-learning.
To design training environments adapted to the needs of users, available resources and the aims established.
To analyse and know specific spaces and tools for online collaborative learning.
To know the different steps for establishing the feasibility of a technological project, as well as the possible constraints affecting technological training projects.
To know the specific constraints that affect technological education projects.
To determine the feasibility of a teaching project based on the use of ICTs.

Training activities:

As the subjects are taught as part of an online programme, the methods used by the students are essentially active:

Lectures
Case studies
Discussion forums
Problem-based learning
Simulations in ICT environments

Each subject is taught following the same sequence. First, students gain access to Moodle, where they can find:

The teaching guide of the subject.
A news forum.
A discussion forum for the subject.
The reference materials.
Useful links.
The compulsory activities of the subject and where students publish their work. Lecturers also use this space to post comments and assess the students’ activities.
The work plan detailing: contents, activities, assessment system and course-related competencies.
The link allowing them to communicate directly with their tutor.

In each subject, students are required to have the skills to:

Participate actively in scheduled videoconferences.
Search for and manage information that is relevant to their assignments
Actively take part in the discussion forums.
Complete the proposed activities, individually or in groups.

Assessment:

Students’ activities will be constantly assessed. The discussion forums and the cases posed will be assessed, as will the individual supervised work and the preparation of materials, documents and products, depending on the results of the learning, contents and competencies of each subject. Information about the activities assessed and their marks is given below. The minimum percentage mark represents 5 points, while the maximum percentage mark represents 10 points.

Assessment system	Minimum percentage mark	Maximum percentage mark
Discussion forum	5 %	10 %
Case studies	10 %	20 %
Supervised work	10 %	20 %
Problem-based learning	10 %	20 %
Simulations in ICT environments	5 %	10 %
Scientific or technical document	10 %	20 %

Profile 2. Students with previous studies in Computer Science or in other branches of engineering.