On-site modality:

The academic methodology used is Learning by Doing, a pedagogical approach based on active learning, where students acquire knowledge and skills through practical experiences, rather than only through theoretical study. This methodology encourages direct involvement in activities that simulate real situations or practical contexts, with the aim of enabling participants to better integrate knowledge.

Prior to the start of the class, the student must read/view/listen to the academic material recommended by the teacher. There are sessions where it is not necessary to prepare a case in advance, but in others students will prepare the case during the week, individually, and then solve it in class through a discussion with the help of the teacher.

During the lectures the teacher will combine a conceptual session with the analysis, discussion and resolution of the case study/exercise. During the second part of the class, the students and the teacher will discuss and solve the case study.
This methodology combines practice with reflection to generate deep and meaningful learning, better preparing students for real-life situations or the world of work.

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 :
- The teacher makes an overview of the contents and tasks that the learner will encounter throughout the week. The objective of this meeting is to try to discover and reveal on a personal level which aspects of the week's tasks may be more difficult for the individual student.
- The teacher solves possible doubts of the students about the previous week's topic.

Between synchronous connections:
- The student visualizes the content of the sessions and develops the tasks given to him/her about the topic of the week to consolidate knowledge and identify doubts.

Synchronous check point session:
- The teacher solves any doubts the students may have about the contents of the current week.
- The teacher presents additional content or case studies, which are of interest to the students.
- 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.
- 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. Based on 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 makes the gradual opening of content (week by week) so that the whole group follows the same academic itinerary. In other words, the sequential opening of topics is done so that all students in the program are working on the same subjects simultaneously.