Abstract:

In different contexts it is common to hear the phrase "Think outside the box", well, the current situation derived from COVID-19 has caused that learning experiences in an educational space, generated by the teacher, must be thought, designed, and implemented outside the box.

An example of this is the learning experience shared in this document, which explains the process to design and implement a workshop on the methodology of Design Thinking in Hybrid Model in a subject in Business for undergraduate students of an educational institution located in northern Mexico.

It is important to mention that this learning experience has its origin in a face-to-face modality, in which the workshop was taught for more than five years and adapted in its entirety to the characteristics of the physical space and time (class schedule) designated to interact with the students. This workshop is provided as a support to the students so that they are able to implement the methodology during the realization of their integrative project of the subject.

With the latter in mind and as the main goal; the transformation of the workshop to a hybrid modality implied making adaptations in didactic aspects that had to take full advantage of the educational technology available in the educational space, and thus ensure that the student's experience was as effective as when the workshop was taught in person. Part of these adaptations involved considering that the hybrid model under which the institution works establishes that at the time of a class session, 50% of the students must be connected remotely and the other 50% must be physically in the classroom.

Thus, the adaptation of the workshop consisted, first, in reflecting on the best way to approach each of the stages of Design Thinking so that no matter where the students were, they live and develop the practical moment that would help them to construct their own understanding of the methodology. For this reflection and to translate the result into something tangible, a session guideline was prepared, where each of the moments of the facilitator's (professor's) presentation and the student's execution were recorded.

Each of these moments was accompanied by a statement about which visual aids and interaction tools would be used, as well as the duration of each one of them and whether they would be carried out individually, in teams or plenary sessions. Once this was defined, it was also specified how many support facilitators would be involved in the session and the role that each of them would be playing.

In order to successfully implement the workshop, several support tools were selected (Zoom, Jamboard, Google drive, among others) and complementary strategies for innovation processes (WakeUp brain dynamics, Instant Challenge, etc.) so that the students could successfully solve the challenge posed as a trigger for the Design Thinking process.

Once the workshop was over, the students, both remotely and in person, expressed their satisfaction with the dynamics carried out and were also clear about each of the stages of the process, both conceptually and procedurally.

Keywords:

Innovation, Design Thinking, Hybrid Model.