Bachelor’s Degree in Social Education

Competences

Basic Competences General Competences

• GC1: Understand the scientific literature in the field of social education.
• GC2: Know and understand the objects of study of educational sciences.
• GC3: Acquire basic scientific training applied to social education in its different areas of intervention.
• GC4: Analyze the key foundations of the main socio-educational problems of today's society.
• GC5: Know and understand the ethical and social implications of educational interventions.
• GC6: Promote, develop and evaluate socio-educational intervention strategies.
• GC7: Apply and develop programs in the area of social education, where multiple factors and socio-educational agents intervene.
• GC8: Evaluate educational intervention programs and strategies.
• GC9: Know how to apply information and communication technologies to the field of social education.
• GC10: Show skills for autonomous learning and adaptation to new situations in the field of social education.
• GC11: Assess and make critical and quality judgments in professional practice, acting with respect to the necessary ethical principles in the area of social education.
• GC12: Demonstrate the acquisition of the necessary skills for professional practice in the field of social education.
• GC13: Clearly present, orally and in writing, complex problems and projects within their field of study.

Specific Competences

• SC1: Understand the trajectory of consolidation of Social Education.
• SC2: Know the state and regional legal framework of Social Education and the legislative models developed in other countries, as well as the different quality systems linked to them.
• SC3: Know the assumptions and theoretical foundations of socio-educational intervention and its fields of action.
• SC4: Know the psycho-evolutionary stages of the population with which one works.
• SC5: Understand the pedagogical, psychological and sociological cases that sustain the processes of socio-educational and socio-health intervention.
• SC6: Know the fundamental characteristics of the social and work environments of intervention in the field of social education.
• SC7: Analyze and explain the theory and methodology for socio-educational and socio-healthcare evaluation.
• SC8: Use didactic resources for educational intervention.
• SC9: Apply tools and strategies for socio-healthcare intervention and develop socio-educational projects (cultural, animation and leisure, community intervention, etc.), with a gender perspective.
• SC9: Apply tools and strategies for socio-healthcare intervention.
• SC10: Identify structures and processes of participation and community action.
• SC11: Analyze and identify the main risk factors associated with basic conflicts in the area of social education, in order to resolve them.
• SC12: Develop mentoring, mediation and guidance functions for children, youths and families, attending to their educational needs.
• SC13: Evaluate and design sociocultural and leisure activities in diverse environments with diverse groups.
• SC14: Design and evaluate programs and strategies for intervention and socio-educational and socio-healthcare prevention in the various work areas of social education.
• SC15: Analyze the processes and social, institutional, personal and material resources available for socio-educational and socio-healthcare intervention.
• SC16: Know and use information and communication technologies in the educational context.
• SC17: Show linguistic competences that favor work in multicultural and multilingual environments.
• SC18: Use qualitative and quantitative statistical techniques for understanding and diagnosing social needs.
• SC19: Design innovation projects or introduction of research in the area of social education.
• SC20: Apply the knowledge acquired in the Bachelor's Degree for the development, presentation and defense of a paper in the area of social education, which synthesizes the competences acquired in the degree.
• SC21: Analyze the legal models developed in other countries, as well as the different quality systems linked to them.
• SC22: Prepare socio-educational projects (cultural, animation and leisure, community intervention, etc.), with a gender perspective.

Online Study

All Nebrija University programs, taught in online modality, have a methodological framework for teaching and learning that is adapted to the digital context, at both a technological and pedagogical level. The degree of application of the methodological model will depend, in part, on the type of program and the student profile.

In general, this model is characterized by:

• Promoting practical and skill-oriented learning.
• Committing to interactive and participatory pedagogy.
• Edu-communication model adapted to virtual settings.
• Promoting creative and autonomous thinking in students.
• Humanistic approach to Information and Communication Technologies.

The Directors/Academic Coordinators of the Program and the teaching staff have supporting documentation and specialized training for the application of the model, both in designing and teaching the programs taught in the virtual modality. This documentation is published on the Teaching Innovation Campus, which is accessible to all professors, and consists of:

• 1. Teaching Methodology framework document and for the Nebrija Global Campus Learning.
• 2. Guides and video tutorials on the operation of the Virtual Teaching and Learning Platforms.
• 3. Digital Netiquette.
• 4. Templates for the development of academic content.
• 5. Digital format guides.
• 6. Video tutorials.

Regarding education, each academic year the Training Department (HR) and Global Campus design a training program for professors to improve digital skills applied to teaching and research, based on general sessions and specialized on the operation of digital platforms and tools; didactic design in these environments, elaboration of didactic content, communication and evaluation models in virtual spaces, etc. Some of these training sessions are recorded and published on the Teaching Innovation Campus.

Virtual Campus

El escenario virtual principal de desarrollo de los procesos de enseñanza y aprendizaje es el campus virtual. En la Universidad Nebrija el campus virtual está soportado por la plataforma LMS Blackboard Learn. Tal y como se ha indicado anteriormente, en el caso de los programas que se impartan en colaboración o estén sujetos a convenio con otras instituciones y/u organizaciones, se podrá valorar el desarrollo académico a través de otras plataformas LMS, como Moodle, Canvas, Dokeos, Chamilo, Sakai, etc.The main virtual stage for the development of teaching and learning processes is the virtual campus. At Nebrija University, the virtual campus is supported by the LMS platform Blackboard Learn. As stated previously, in the case of programs that are taught in collaboration or are subject to an agreement with other institutions and/or organizations, academic development may be assessed through other LMS platforms, such as Moodle, Canvas, Dokeos, Chamilo, Sakai, etc.

Students and professors have two types of courses on the virtual campus:

• Coordination courses: contain general information and documentation of the degree.
• Subject courses:they are the space for academic development of the subjects. The presentation of the contents (structure, sequencing and construction of learning objectives), as well as communication and some of the evaluation actions of the programs taught in the virtual modality, are carried out in this space.

The use of Blackboard Learn tools, as with other platforms, is preceded by the most appropriate methodological design according to the type of program and student profile, taking into account: content, communication process and monitoring and evaluation activities:

Content

Formats:

• Text: PDF, Word, PPT, eBooks, weblinks, etc.
• Multimedia: Videos (Kaltura/external platforms), podcasts, etc.
• Graphic: photographs, images, infographics, drawings, etc.
• Hybrid: SCORM, video lessons, simulations, etc.

Structure and sequencing in modules and didactic units based on the academic objectives of the subject:
The contents prepared by the professors of the Nebrija Global Campus programs have format templates and are subject to a double review system. On the one hand, the program director reviews the academic content and, on the other, a format review is carried out from Global Campus. In the case of multimedia and audiovisual content, production standards have also been established to facilitate their creation.

Communication process: channels, tools and dynamics (synchronous and asynchronous communication)

Announcements:
One-way communication tool (one-to-many) through which professors send relevant information to students through the virtual platform (Blackboard Learn). These communications, which are normally text (including other types of resources), arrive via a notification to the student's email and, in addition, are published on the subject's virtual campus. It is a basic tool for degrees taught in the virtual modality, since they are a source of information for students and they set the tone that professors will use in their communications with students. The most common uses are:

• Welcome message to students at the beginning of the academic year.
• Communication on the publication of relevant documentation.
• Notices about changes in the academic program.
• Notices about the publication of content, activities or activation of tools (for example, when a new discussion forum is activated).
• Reminders about deadlines and dates indicated for the submission of exercises, activities, etc.
• Notice about posting of grades, etc.

Forums:
Asynchronous communication tool that allows the exchange of messages between students and professors through conversation threads. Its use encourages communication, debate and dialogue, collaborative work, group cohesion and joint construction of knowledge (socialization space).

Videoconferences:
Synchronous communication tool that allows simultaneous interaction by voice, video and text (and other resources) between multiple interlocutors, and that has the possibility of being recorded for later viewing. In the programs that are taught in virtual modality, synchronous attendance is not compulsory, although it is a very useful tool in the technology-mediated teaching-learning process. There are different implementation strategies in virtual (distance) and hybrid (blended) programs, taking into account the technical characteristics of the medium and its didactic design:

• Master lecture by the professor (lessons).
• Collaborative session.
• Master lecture with guest speakers.
• Tutoring sessions and group discussions.
• Presentation of student work.

Monitoring and evaluation activities of the subject, both individually and in groups (collaborative and cooperative activities)

• Individual/group evaluation activity.
• Multiple-choice assessment/self-assessment tests.
• Blogs and diaries (individual/group).
• Wikis.

Admission Requirements

For the purposes of pre-admission and admission, the evaluation of the candidate will be done with a scale ranging from 0 to 10 points, taking into account the following criteria and percentages:

• Academic transcript/certificate of the student's route of origin: 60%.
• Multiple-choice psychotechnical test: : Evaluation 5%
  This test consists of a personality assessment test that explores the emotional, intellectual, social and norms and values areas of each candidate student of the Bachelor's Degree in Social Education at the Antonio de Nebrija University.
• English level test: Evaluation 5%
  Within the competences established in the Bachelor's Degree in Social Education, one has been added regarding the adequate knowledge of the English language, both oral and written. The English level test consists of a written exam with multiple-choice questions, oral and written comprehension, and use of the language. They can be taken face-to-face or online, and depending on the results of this test, the student will be placed at the corresponding level. In order achieve the maximum score, the student must show that they have at least a level equivalent to B1 in that language.
  It will not be necessary for the candidate to take the language placement test if they submit a document that proves their level of English. The accreditation of the level will be validated through the official diplomas established by the table of certificates accepted by ACLES. Valid for one year. Students taking degrees in which subjects are taught in English must have an accredited B2 level in that language.
• Specific test of knowledge about the Bachelor's Degree in Social Education. Evaluation 10%.
  It is a multiple-choice test and consists mainly of specific content of some of the main areas of general knowledge of the degree to be taken by the candidate, in addition to other elements common to all degrees.
• Personal interview: Evaluation 20%.
  As a strategy to know the applicants’ characteristics, the academic department will try to determine if the candidate has enough motivation, training and knowledge, skills, aptitudes, communication skills, extracurricular activities and future interests necessary to be admitted to the Antonio de Nebrija University as a student if the Bachelor's Degree in Social Education. This test can be done orally or in writing.