Online modality:

The teaching methodology used in the online modality is based on a proprietary methodology developed by La Salle URL called SDBL (Self Directed Based Learning). SDBL is an active methodology based on situational learning and self-directed learning. With situational learning, the student is taught, through challenges, to address real problems and situations of the company with which he/she can consolidate the new knowledge acquired. With self-directed learning, the student decides how to advance in their training based on their previous experience.

On a weekly basis, the LMS (Learning Management System) platform releases the content of a new topic. The way the week works is as follows:

- Synchronous kick-off session:
o The teacher gives an overview of the contents and tasks that the student will encounter during the week. The objective of this meeting is to try to discover and reveal on a personal level which aspects of the week's topics may be more difficult for the individual student.
o The teacher solves possible doubts of the students about the previous week's topic.
- Between synchronous connections:
o The student visualizes the content of the sessions and develops the tasks given to him/her about the week's topic to consolidate knowledge and identify doubts.
- Synchronous check point session:
o The teacher solves any doubts the students may have about the contents of the current week.
o The teacher presents additional content or case studies that are of interest to the students.
o The teacher generates debate and discussion among the students about the contents of the week in course with the objective of helping the students in their assimilation, therefore, improving their learning.
o The teacher provides oral feedback on the deliverables recorded by the students in the previous week's feedback well, emphasizing the difficulties and errors encountered. This instance is for feedback only and not for grading. The feedback wells are an instrument for the students to validate with the mentor, in general terms, the resolution of the tasks set. In this way, the feedback wells are created to give the mentee an opportunity to test the answers with the mentor. From the feedback provided by the mentor, the student will be able to finish developing the task and present it as a final deliverable, with the advantage of having had previous advice from the teacher.
- Rest of the week. The objective is to finish the development of the tasks of the current week based on the clarifications received in the synchronous check point session to overcome the exercises, tasks and/or deliverables of the topic. It is worth mentioning that most of the time dedicated during this last part of the week should be spent on solving the tasks and deliverables, rather than on assimilating content (an aspect that should have been resolved between the kick-off and check point sessions).

The LMS platform opens the content gradually (week by week) so that the whole group follows the same academic path. In other words, the sequential opening of topics is done so that all students in the program are working on the same subjects simultaneously.

On-site modality:

Prior to the beginning of the class, the student must read/view/listen to the academic material recommended by the professor, as well as solve the case study or exercises assigned. Classes will be based on the discussion of multiple case studies that will be associated to theoretical models of innovation.
The training activities carried out, with the corresponding distribution of the workload, are as follows:

Training activities: Lectures/ Exercises and examples/ Seminars.
Teaching methodologies: Theory
Distribution: 30%.

Training activities: Case discussions/ Debate forums/ Workshops
Teaching methodologies: Case-based learning.
Distribution: 30%.

Training Activities: Personal, individual or group work.
Teaching methodologies: Learning based on content development.
Distribution: 40%.