Mind Map: Covit-19 Time Instruction

1. Challenge: Describe your challenge, including all relevant information.

In Covit-19 pandemic time, teach a group of low-income university students virtually,

with unstable internet service and very basic computer skills.

2. Selection: In your own words, briefly describe the tool you selected (for example,

what it is and why you selected it for your challenge, including appropriate video

conference references).

Mind Map: diagram that serves us to plot an idea or pattern of work; quickly, simply

and easilyunderstanding.

Radiating Thinking reflects the structure and internal processes of the brain. The Mind

Map is an external mirror of them and allows us to access the immense cerebral power

plant.

A Mind Map always radiates from a central image. Each word and image becomes

itself a subcenter of associations, and all of them expandor create a potentially infinite

chain of designs in the form of branches linked to a common center. (Buzan, T., 2017. The

Book of Mindl Maps. Barcelona: Uranus Editions, p.25. )

3. Application: Describe how you applied the tool you selected to your challenge (for

example, what you did and how the tool was applied effectively or ineffectively).

At the time of the pandemic in my country, the state of emergency and mandatory

quarantine was declared, which is why thousands of students (some are basic computer

skills) had to take classes remotely; that being the moment when the houses of study

(colleges and universities) had to narrow the disposition, letting the level of students

see when it comes to the management of the computer and the internet. Some low-

income private schools stopped working because they did not have their own or

payment platform to teach their classes. It is at this time that through the use of this

tool, students of a university were consulted if they were happy with the classes that

their teachers had to teach them, and also with what means they had to receive the

instruction; as well as if they were thinking of some alternative to better take their

classes.

It was the Mind Map a useful tool when describing the different possibilities for

teaching classes and looking for the most appropriate option according to their

possibilities and preferences.

4. Perspective: Describe the information you gained when applying the tool you

selected to your challenge (for example, how a perspective affected your thinking

about the challenge and design thinking more broadly).

Definitely addressing a problem from different perspectives gives us a better approach

to how to address it and look for the best solution to this.

In our problem we were surprised that some students did not have internet service,

others barely had a smartphone to receive their classes, and some places of residence of

the students the internet service had no coverage; so you had to opt for an option that

would provide classes synchronously and asynchronously, with a free tool that is easy

and well-known to handle by most.

5. Focus: Describe what you might do differently next time, applying the same or

different tool you selected, and why.

If this is the case, it could be scaled into several diagrams differentiating each type of

student, or include descriptions in the diagram to make it more explicit on its own. The

mind map is an easy-to-read tool since almost no prior training is required to understand

it, so if we included the different types or summaries of each type of student it would be

an interesting idea.

