Universitat Internacional de Catalunya

Education III: Organization of the School Environment and Materials

Education III: Organization of the School Environment and Materials
6
10620
1
Second semester
FB
Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff


Dra. DOMINGO COSCOLLOLA, Maria - mdomingoc@uic.es

Dra. Maria Domingo Coscollola mdomingo@uic.es. Before and after the in-person session in the classroom.

Introduction

From Education III, we aim to promote an active, personalized and meaningful learning. This course has 6 ECTS credits that are taught during the second semester distributed according the contents of:

  • Information and Communication Technology (ICT) -3 ECTS-.
  • School Organization (SO) -3 ECTS-.

Objectives

Information and Communication Technology (ICT)

  • Integrating the ICT in the teaching and learning activities, learning management and professional development.

School Organisation (SO)

  • Integrate the essential content of SO regarding school management, school climate, innovation and learning, and documents for the organization and management of educational centers.

Competences/Learning outcomes of the degree programme

  • CEM-03 - To analyze teaching practice and the institutional conditions in which it takes place.
  • CEM-07 - To promote cooperation and individual work and effort.
  • CEM-10 - To design, plan and evaluate teaching activity and learning in the classroom.
  • CEM-11 - To be aware of and to apply innovative practices in primary education.
  • CEM-65 - To be able to relate theory and practice to the realities of the classroom and school.
  • CEM-66 - To participate in teaching activity and gain expertise; acting and reflecting based on practice.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).

Learning outcomes of the subject

  • The student integrates the ICT in the teaching and learning activities, the teaching management and the professional development.
  • The student integrates the essential content of OE concerning school leadership, innovation and learning, school climate, and documents for school organisation and management.

Syllabus

Information and Communication Technology (ICT)

  • Learning and teaching with digital technology and digital responsibility.
  • Learning digital tools and resources.
  • Design and evaluation of training activities with digital technologies.
  • Transformative experiences as for example: educational robotics, virtual reality (VR) and augmented reality (AR).
  • Artificial intelligence (AI).

School Organisation (SO)

  • School Direction.
  • Documents for the organisation and management of educational centres.
  • Innovation and learning.

Teaching and learning activities

In person



The methodology will be varied: work based on projects or challenges, gamification, debates, research, exhibitions... Reflective practice will be enhanced and it will stimulate the active role by trying to enjoy the emotion of learning to learn.

The students will develop activities to deliver them in the established terms. Different activities will be carried out: practical, theoretical, group and individual work, seminars, workshops and tutorials. All of them to encourage learning and stimulate the exchange of knowledge from collaboration, dialogue, exploration, intervention and analysis. Also, common spaces of communication will be used to advance in the knowledge and... grow together.

Evaluation systems and criteria

In person



The subject is designed for face-to-face participation. It has a particularly practical focus, so active presence is important. The evaluation of this subject is global, although we teach it in 2 learning blocks: ICT (Information and Communication Technologies) and SO (School Organization). Therefore, in order to pass the subject, the student must demonstrate that he has reached a minimum level of the learning outcomes of each block. Thus, when the student has passed the 2 blocks, we can assign the overall mark taking into account the weighted weight of the blocks.

Different evaluation activities and evaluation systems will be used: learning dossier, group research work, seminars, oral presentations, debates, written and audiovisual productions, objective tests, activity design, self-evaluation and co-evaluation. The evaluation will be continuous. Teamwork, involvement and participation of the students will be valued. The criteria for correcting orthographic mistakes will be as follows:

  • In written work of up to 7 pages, 0.1 points will be deducted per mistake if it is handwritten, and 0.3 points if it is typed on a computer.
  • For written assignments longer than 7 pages, 0.1 points will be deducted per mistake, whether handwritten or typed on a computer.
  • The maximum deduction will be 2 points.
The Teaching and Learning process of each block (TIC-OE) is guided, continuous and accompanied. In order to obtain the final mark for each block, we will take into account group productions (45%), and self-evaluation and co-evaluation (15%), and individual test on learning and learning (40%).T he ICT test will be on 18 May and the OE test will be on 22 May.

Bibliography and resources

Information and Communication Technology (ICT)

School Organisation (SO)

  • Balcells, M., & González, J. J. (2025). qui em manaria dirigir aquest centre? ¿Quién me mandaría dirigir este centro? Editorial Círculo Rojo.
  • Basanta, A. (2023, March 17). Silenci i serenor per garantir el creixement personal i acadèmic. El diari de l'Educació. https://bit.ly/48sUqxp 
  • Bona, C. (2015). La nueva educación. Los retos y desafíos de un maestro de hoy. Plaza & Janés.
  • Bona, C. (2021). Humanizar la educación. Plaza & Janés.
  • Bosch, R. (2018, March 29). Rosan Bosch: “dissenyar un món millor comença a l'escola”. EduCaixa. https://bit.ly/32EPFk4
  • Carrasco, S. (2023, September 19). Educar en l’esperança, educar per a la vida. El diari de l'Educació. https://bit.ly/46qYI6I
  • Cols, C., & Fernàndez, J. (2021, January 20). Per què repensar els espais exteriors de les escoles? El diari de l’educació. https://bit.ly/2ZegPfA
  • Cuadernos de pedagogía. (2019). Organización de centros [Número especial]. Cuadernos de Pedagogía, 503. http://bit.ly/2FO1Krj
  • Departament d'Educació de la Generalitat de Catalunya. (2025). Documents per a l'organització i la gestió dels centres. Directrius per a l’organització i la gestió dels serveis educatius. https://bit.ly/3Wd7umE  
  • Departament d'Educació de la Generalitat de Catalunya. (2025). Documents per a l'organització i gestió de centres. Organització del centre. Curs 2025-2026. https://bit.ly/49soCtA
  • Domingo-Coscollola, M., Onsès-Segarra, J., & Sancho-Gil, J. M. (2018). La cultura DIY en educación primaria. Aprendizaje transdisciplinar, colaborativo y compartido en un Hub. Revista de investigación educativa, 36(2), 491-508. https://doi.org/10.6018/rie.36.2.304421
  • Educació 360. (2023, January 13). L’aprenentatge fora de l’aula millora les habilitats dels infants: què podem aprendre de la Children’s University? Educació 360. http://bit.ly/3s535p7
  • Farreras, C. (2026, May 3). Entrevista a Coral Regí, Monse Jiménez y Carme Ortoll: El exceso de discursos negativos erosiona la confianza de las familias en las escuelas. La Vanguardia. https://www.lavanguardia.com/vida/20260503/11528157/todos-querer-escuela-alumnos-familias-profesores.html?utm_term=botones_sociales
  • Fernández-Enguita, M. (Coord.). (2020). La organización escolar. Repensando la caja negra para poder salir de ella. Asociación Nacional de Editores de Libros y material de Enseñanza (ANELE). https://bit.ly/38noXjt
  • Fernández-Sánchez, A. (2023, September 20). Posa una Aula del Futur a la teva escola. El diari de l'Educació. https://bit.ly/462ePrz
  • Fòrum Europeu d’Administradors de l’Educació de Catalunya. (2018). Què és innovar en educació al segle XXI?  Horsori.
  • Fullan, M. (2019, November 27). Michael Fullan: “La colaboración mejora todos los resultados, de los docentes y el alumnado”. El diario de la educación. http://bit.ly/2YLgtvX
  • Fundació Jaume Bofill. (2016, November 8). Repensar els espais escolars per l’educació del segle XXI [Video]. Educació Demà. http://bit.ly/4ivnQA3
  • Fundació Jaume Bofill. (2017, May 16). Viu el treball per projectes! Aprenentatge real sense fórmules màgiques.[Video]. Educació Demà. https://bit.ly/3ZNSY5B
  • Gairín, J. (2017). Organizaciones que aprenden y generan conocimiento. Cataluña económica, 521(2), 52-53.
  • Gairín, J. (2020). La organización y gestión de centros educativos,¿una apuesta pendiente? Avances en Supervisión educativa, 33, 1-21. https://doi.org/10.23824/ase.v0i33.682
  • Gairín, J. (Ed.). (2024). Dirección y liderazgo de los centros educativos: Naturaleza, desarrollo y práctica profesional. Narcea
  • Gairín, J. y Castro, D. (2021). El contexto organizativo como espacio de intervención. Editorial Síntesis. 
  • Martínez, M. (2022, January 27). Lideratge per a l'aprenentatge ètic. Aprenentatge Servei. El Diari de l'Educació. https://bit.ly/330A8hZ
  • Martínez-Aldanondo, J. (2019). Las organizaciones mueren porque no saben aprender (tercera y última parte). Newsletter Catenaria, 155. https://bit.ly/34OJGei
  • Martínez-Aldanondo, J. (2020, Juliol). No quiero que mis hijos vuelvan al colegio. Newsletter Knowledge Works, 172. https://bit.ly/3jI161Kt 
  • Mora, F. (2019, September 5). Francisco Mora: “El cerebro sólo aprende si hay emoción”. Educación 3.0. http://bit.ly/35jrN59
  • Regi, C. (2019, November 18). «Se ha acabado esforzarse porque alguien te lo mande». Entrevista con Coral Regí, directora de Escola Virolai. Asociación Educación Abierta. http://bit.ly/34iu2Ef
  • Sanmartí, N. (2017, January 11). Neus Sanmartí: “Si sabem que l’alumne aprèn, la nota és el de menys”. El diari de l’Educació. http://bit.ly/2jLNkdV 
  • Senge, P. (2017, January 23). El profesor del siglo XXI tiene que enseñar lo que no sabe. El País. http://bit.ly/2k8kwO3
  • Tonucci, F. (2020, June 28). Francesco Tonucci: "L'escola no funciona, aprofitem la crisi per canviar-la". [Emissió de ràdio]. Catalunya Ràdio. https://bit.ly/34I6uvZ
  • Trujillo, F. (2017, November 11). Las escuelas del siglo XXI con profesorado del siglo XXI para alumnado del siglo XXI [Blog]. http://bit.ly/2hGbrzI
  • Xarxa de Competències Bàsiques. (2019). Formar per transformar. La Xarxa  de Competències Bàsiques, un model de professionalització docent. Generalitat de Catalunya, Departament d'Educació. http://bit.ly/2TfR3pF  
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