On-site modality:

Subject composed of 8 sessions, distributed in 3 axes of knowledge. The sessions combine the lecturer's presentation of the content with some individual and group work in order to be able to apply the knowledge acquired.

Online modality:

The teaching methodology used in the online mode 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, students are taught, through challenges, to tackle real problems and situations in the company with which they can consolidate the new knowledge they have acquired. With self-directed learning, the learner decides how to progress 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 gives an overview of the contents and tasks that the student will encounter during the week. The aim of this meeting is to try to discover and reveal on a personal level which aspects of the week's content may be more difficult for the individual learner.
- The teacher solves possible doubts of the students about the previous week's topic.

Between synchronous connections:
- The learner visualises 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:
- The teacher resolves any doubts the students may have about the contents of the week in progress.
- 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 progress with the aim of helping the students in their assimilation, thus improving their learning.
- The teacher provides oral feedback on the deliverables recorded by the students in the previous week's feedback well, emphasising the difficulties and errors encountered. This 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 prior 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 in order to overcome the exercises, tasks and/or deliverables of the subject. 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 pathway. In other words, the sequential opening of subjects is done so that all students in the programme are working on the same subjects simultaneously.