Graduates from this doctorate will be able to develop their professional work in:

• The research arena: Educational administration departments and ICT, R&D departments in information and communication companies, publishing and multimedia production companies, etc., university departments in the area of educational sciences, educational research institutes.
• Independently: Designing and developing ICT projects and training, advice, requirements studies…
• In the education arena: ICT resources management and organisation project design, project quality analysis and assessment and e-learning programmes, teaching, etc.

In turn, they will also acquire the following abilities and skills.

• Discovering ICT features for educational potential.
• Analysing ICT as methods and resources for education and their impact.
• Analysing ICT as a tool and instrument for designing and developing training activities and environments.
• Discovering the basic steps to designing and developing training and multimedia material.
• Discovering the basic steps to designing and developing educational technology environments.
• Mastery of tools and procedures for distributing contents and knowledge management.
• Mastery of tools and procedures for cooperation work and network collaboration.
• Mastery of tools and procedures for network audiovisual communication.
• Applying scientific principles to problem solving in educational research.
• Using ICT as a tool for designing and developing research tools and resources.
• Designing and developing research and innovation programmes and projects in the ICT field.
• Designing research scenarios in teaching-learning technology spaces.
• Mastery of the basic principles to qualitative and quantitative educational research.
• Assessing the dimension of required resources for developing educational research projects in the area of technology.
• Critically searching, managing and using required information for developing research projects.
• Writing scientific reports for disseminating research results.

The research areas can be framed within the design and production of educational methods to be used with ICT at any time and their application to e-learning and knowledge management in organisations. This common research area could be structured across four research areas:

1. The effects of technological advances in the teaching-learning process, covering:

   • The possibilities offered by the different technological advances (IT, telecommunications, etc. and software) for teaching-learning processes.
   • The effect of ICT use in learning (use analysis in the education system, etc.).
   • Teacher and student attitudes to change.
   • The pedagogical possibilities offered by e-learning.

2. Studies which, from a teaching viewpoint, cover different aspects related to didactic design for technology environments:

   • A study of new technologies to be used in virtual learning environments.
   • Design and development of different didactic strategies to improve educational communication in these environments.
   • The organisation of different pathways in multimedia material.
   • Studies related to codes, etc.
   • An analysis of different didactic structures in method design.

3. The context introducing information and communication technologies.

   • An analysis of training requirements, etc.
   • Brining ICT into line with specific contexts (cultural, educational, socioeconomic, etc.).
   • A study of cultural contact points.
   • The effects of introducing new teaching methods in educational organisation.

4. Assessment and validation of virtual environments and communication tools.

   • Assessment research into virtual learning management tools.
   • A study into the educational possibilities of different electronic communication tools.
   • The impact these tools have on teaching methods.
   • A study of the possibilities of content representation (hypertexts, conceptual maps, etc.).

• Mercè Gisbert (URV)
• Ángel Pío González Soto (URV)
• Julio Cabero (US)
• Julio Barroso (US)
• Francisco Martínez Sánchez (UM)
• Sofia Isus (ULL)
• Jesús Salinas (UIB)
• Santos Urbina (UIB)
• Adolfina Pérez (UIB)
• Francisca Negre (UIB)
• Bárbara de Benito (UIB)
• Mª Paz Prendes (UM)

ECTS Coordinating Lecturer

Masters Academic Coordination Committee, comprising:

• Teaching Supervisors:
  • Jesús Salinas Ibáñez (UIB)
  • Mercè Gisbert Cervera (URV)
• Centre Management:
  • Dolors Forteza (UIB)
  • Misericòrdia Camps Llaurador (URV)
• Department Management:
  • Departament de Pedagogia Aplicada i Psicologia de l’Educació (UIB)
  • Departament de Pedagogia (URV)

More

• Pre-registration and registration
  http://postgrau.uib.cat/en/calendaris/administratiu/


• Contact information (general administrative services)
  http://postgrau.uib.cat/en/calendaris/administratiu/serveis_administratius/


• Contact information (administrative services of the Center for Postgraduate Studies):
  http://cep.uib.es/en/EstructuraIPersonal/

Comments and suggestions

• http://postgrau.uib.es/digitalAssets/196/196338_queixes_suggeriments_en.doc

• Comissió de Garantia de Qualitat (CGQ)
  • Composició nominal
  • Normativa per la qual es creen les comissions de garantia de qualitat (CGQ)
• Compromís del títol amb la qualitat
• Memòria anual de seguiment i avaluació de la titulació
• Manual de qualitat de la UIB
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• El Sistema de Garantia de Qualitat d’aquest Programa de Doctorat es troba recollit i està basat en el Sistema de Garantia Intern de Qualitat de la UIB (SGIQ)