Docencia y formación training sl

Mariano Quinterno - 50 años Prof. de Inglés ISFD 22

Akkoyuklu, B. y Soylu, M.Y. (2006). A study on students` views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43-56. Recuperado de: https://dergipark.org.tr/en/download/article-file/156422

Allen, E y Seaman, J. (2014). Cambio de grado, seguimiento de la educación en línea en Estados Unidos. Babson Survey Research Group y Quahog Research Group. Recuperado de: http://www.onlinelearningsurvey.com/reports/gradechange.pdf

Allen, E., y Seaman, J. (2013). Changing course: Diez años de seguimiento de la educación en línea en Estados Unidos. Babson Survey Research Group y Quahog Research Group. Recuperado de: http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Berns, A., Palomo-Duarte, M., Isla-Montes, J. L., Dodero, J. M., y Torre, P. (2017). Agenda colaborativa para el aprendizaje de idiomas: del papel al dispositivo móvil. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 119-139. DOI: 10.5944/ried.20.2.17713.

Borstorff, P.C., y Lowe, S.L. (2007). Student perceptions and opinions toward e-learning in the college environment. Academy of Educational Leadership Journal, 11(2), 13-30. Recuperado de: https://www.abacademies.org/articles/aeljvol11no22007.pdf

Presentación de los platos

Albareda, S.,García-González, E.,Jiménez-Fontana, R., Solís-Espallargas, C. (2019). Implementación de Enfoques Pedagógicos para la EDS en la Formación Inicial del Profesorado en las Universidades Españolas. Revista de sostenibilidad. 11(18).

El-Jardali, F., Ataya, N., & Fadlallah, R. (2018). Cambiando los roles de las universidades en la era de los ODS: elevándose al desafío global a través de la institucionalización de asociaciones con gobiernos y comunidades. Sistemas de políticas de investigación en salud, 16(38).

García-González, E. et al. (2019). Inclusión de la Sostenibilidad en las Aulas Universitarias a través de la Metodología. En. W. Leal Filho et al. (eds.), Handbook of Theory and Practice of Sustainable Development in Higher Education, World Sustainability Series.

IAU. (2020). La Educación Superior y la Agenda 2030: Moving into the 'Decade of Action and Delivery for the SDGs'. París: Asociación Internacional de Universidades (AIU) / Oficina Internacional de Universidades.

Kanapathy, S., Lee, K., Sivapalan, S., Mokhtar, M., Syed Zakaria, S. y Mohd Zahidi, A. (2019). "Concepto de desarrollo sostenible en el plan de estudios de química: An exploration of foundation students perspective",International Journal of Sustainability in Higher Education Vol. 20 No. 1, pp. 2-22.

Official Master's Degree in International Migration (MOMI). Open

The Advanced Vocational Training Programs of the Nebrija Institute for Vocational Training are taught by professionals with extensive work and teaching experience, and who have the authorization of the Ministry of Education and Research to teach Advanced Vocational Training Programs.

Daniel Castro has a degree in Business Administration and Management from the Complutense University of Madrid and has studied Accounting and Auditing at the Francisco de Vitoria University. He has extensive experience as a trainer of people in economic, accounting and tax issues and in economic, tax, economic and accounting advice to companies in a wide range of sectors (legal, engineering, marketing, hospitality, beauty centers), always reporting to the partners of the companies. He has wanted to focus his professional career on these two aspects: training, by vocation, and, advising companies not to lose the business perspective.

Her vocation and passion is training and her priority is the students, as well as transmitting them a meaningful, professional and personalized learning, oriented to the working world and the challenges they will face.

Curso online "Diseño Gráfico con Inkscape" con Joaclint Istgud

Arntzen, J., y Krug, D. (2011). ICT Ecologies of Learning: Aprendizaje activo socialmente comprometido, resiliencia y liderazgo. En D'Agustino, S. (Ed.), Adaptación, resistencia y acceso a las tecnologías educativas: Assessing Future Trends In Education (pp. 332-354). IGI Global. http://doi.org/10.4018/978-1-61692-854-4.ch019

Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1N20-VV12-4RB5-33VA

Barron, B., Martin, C. K., y Roberts, E. (2007). Sparking self-sustained learning: Report on a design experiment to build technological fluency and bridge divides. Int J Technol Des Educ 17, 75-105 (2007). https://doi.org/10.1007/s10798-006-9002-4

Cabero, J. A. (2014). Creación de entornos personales de aprendizaje como recurso para la formación. El proyecto Dipro 2.0. Edutec. Revista Electrónica De Tecnología Educativa, (47), a261. https://doi.org/10.21556/edutec.2014.47.80