Currently, traditional training offers have begun to use technologies and services traditionally related only to distance education to improve the acquisition of their learning results. This happens both in educational institutions at the university and pre-university level, but also in large companies that decide to provide training to their workers. In addition, education is one of the Sustainable Development Goals (SDGs) of the United Nations. Students who complete this Master will achieve the necessary skills to address the following SDGs and their goals:

• Objective 4: Education.
  • Target 4.3: By 2030, ensure equal access for all men and women to quality technical, vocational and higher education, including university education.
  • Target 4.4: By 2030, substantially increase the number of young people and adults who have the necessary skills, including technical and vocational skills, to access employment, decent work and entrepreneurship.
    • Target 4.a: Build and upgrade educational facilities that are gender-responsive and child-sensitive, offering safe, non-violent, inclusive and effective learning environments for all.
    • Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
• Goal 8: Decent work and economic growth.
  • Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including youth and persons with disabilities, as well as equal pay for work of equal value.

In this context, this Master provides Computer Engineering professionals with training of 60 ECTS credits, equipping them with skills in the field of educational technologies. As the final part of the Master, the Master Thesis (Trabajo Fin de Máster, TFM) enhances personal skills, in various aspects, ranging from the integration of technologies, to the adequate presentation of results and conclusions on the subject of the Master. One of the strategic objectives of the UNED is to open up to all sectors of society with plural and interdisciplinary proposals. It is also important to attract students who are interested in delving into specific subjects, such as educational technologies, and who already have an important scientific and cultural base in other areas of knowledge. The complete information on the subjects and the competences they cover is found in the verified report, although the representative table of the specific competences and the subjects they cover is included below (Table 1), using the identifiers shown in the Table 2 and the competency identifiers below.

Table 1: Mapping between subjects and competences

Table 2: Mapping between subjects and their ID

MASTER'S COMPETENCES:

BASIC

CB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context

CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of ​​study

CB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments

CB9 - That students know how to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way CB10 - That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

GENERAL

CG1 - Being able to define and formalize through Information and Communication Technologies (ICT) an educational strategy that meets the needs of the student.

CG2 - Being able to understand and apply the appropriate technologies to assess and improve the quality of teaching in a technological environment.

CG3 - Dimension, configure and exploit hardware and software tools, and integrate educational standards and strategies for ICT-based teaching.

CG4 - Be able to design, create and evaluate educational content using the different standards, formats and existing technologies.

TRANSVERSAL COMPETENCES

CT1 - Being able to approach and develop innovative projects in scientific, technological and multidisciplinary environments.

CT2 - Being able to make decisions and formulate judgments based on objective criteria (available experimental, scientific or simulation data).

SPECIFIC COMPETENCES

CE1 - Be able to recommend implementations of educational systems that combine the different available technologies integrated through standards.

CE2 - Be able to design, program and use both physical and virtual experimental teaching resources using the different existing technologies.

CE3 - Be able to share and integrate multiple experimental teaching resources, both physical and virtual, using standards.

CE4 - Be able to produce linked and open educational content, labeled with standardized metadata.

CE5 - Know different forms of public knowledge sharing, such as learning repositories or MOOC courses.

CE6 - Identify and use intelligent student modeling and analysis techniques to encourage their self-regulated learning.

CE7 - Identify and use learning platforms to promote educational processes adapted to users.

CE8 - Know the e-learning standards, educational theories and instructional design, necessary to create digital educational objects.

CE9 - Be able to create, edit and publish multimedia content, including the necessary servers for it.