Teaching Staff Training


IMPACT: 26 attendants

The trainers of this activity were teaching staff of the USC and CESGA specialized in Information and Communication Technologies. The course benefited from the use of facilities with adequate means. This course was recognized by the  "Training and Teaching Innovation Program" (Programa de Formación e Innovacion Docente) at the USC and, therefore, the attendant obtained a certificate including the contents and hours of learning.

The purpose of this course was to clarify and substantiate the concepts of personal learning environments and networks. During this training the participants: a) received comprehensive understanding of personal learning environments and networks and other virtual tools. b) designed educative materials for independent learning in different areas of knowledge, such as: design of pathways for learning on specific theoretical topics, practical skills on applied issues and employment and enterpreneurship c) Implemented a plan of virtual training of new technological educative tools. This allowed teachers to be more active in their learning process and learn how to create shared understanding.

DOWNLOAD HERE Program of the Course: Intensive Training Program in the Use of Virtual Technological Resources 2-3 December 2015

Learning innovative teaching approaches; December 2015, Santiago de Compostela, Spain



IMPACT: 64 attendants

The methodologies and tools tested in the Intensive courses were applied in these training events. The activities were interactive promoting dynamic and blended learning of staff. A special effort was dedicated to the application of novel teaching and evaluation techniques. In additon, concepts of employability and entrepreneurship were incorporated. This activity had support from: Council of A Coruña (Spain)  and Council of Lugo (Spain), and Naxos and Small Cyclades Municipality, Board of San Rossore Natural Park.
Restoration of degraded lands in response to ecosystems degradation is a relatively new science so teachers need to keep updated on the state-of-the-art knowledge and innovative techniques in order to both provide best training and engage students in active learning. Exchange of good practices across the Landcare Project addressed these principles and Landcare Teachers took responsibility for their continuous improvement. The Exchange of Good Practices on Landcare project included two dimensions: exchange of pedagogical approaches and exchange of best practices in land restoration.


Good practices on soil rehabilitation after wildfire;  December 2015, Santiago de Compostela, Spain




Good practices on wetland rehabilitation; April 2016, Lugo, Spain



Good practices on Coastal Rehabilitation; March 2017, Naxos, Greece



Good Practices on Wetland Rehabilitation - March 2018, Pisa, Italy


Good Practices on Pedagogical Approaches: Learning Innovative Tools (MOOC) - July 2018, Santiago de Compostela, Spain

Educational possibilities of Restored Mines - July 2018, As Pontes de Garcia Rodriguez, Spain