Experience Design Thinking    1. Challenge:    I work as a postgraduate teacher at a Natural Tresors, I teach the course of  the master's degree project in teaching in higher education, in this subject the students  (lecturers) must generate an innovative project and design thinking remains as ring to the  finger. The challenge that we detected with the students is related to the subject of  suturing within the dentistry career, where the students (of the subject) had to practice  the suture simulating with an orange and when they had to take the evaluation many  failed because the reality was different. The Covid-19 pandemic brought another problem:  the classes had to be online, not face-to-face.    2. Selection:     Within the tools I used the mind map, the mind map consists of looking for ideas or  patterns in the data collected in the definition of "what is", about the current reality.  The main reason was because there was a high percentage of clarity in the "what is" and  we needed to move to the "What if", in a way that allowed us to generate ideas or  discover patterns within the data that we already had.    3. Application:     We met a couple of sessions, I helped in the process (but also participated) to design what  it is, (like the garage sale in the example: https://www.coursera.org/learn/uva-darden- design- thinking-innovation / lecture / lsFRa / mind-mapping-tool) then we cited teachers  from the following year, who complained that students came to the subject without  knowing how to suture (it was added to what is), also the students of the following year  and a couple of managers, who saw the mind map and provided fresh ideas. The tool  allowed us the birth of patterns and ideas from those involved, teachers, students and  managers,    We used the mind map in several sessions, we drew the problem with ovals and  connectors, then each one (within the team of 5) contributed on how to solve each  problem where there was discussion, discarded ideas and agreements, for example: the  orange (where they sutured the students) went to an artificial skin kit, with the  instruments to suture, the problem of learning the suture technique and the low grades,  went to a video recording uploaded to YouTube and shared in the virtual classroom forum  to be assessed by classmates, the teacher and the student himself, based on a rubric (like  this course)      4. Perspective:

The application of the mind map tool was interesting, the way in which more information  was added to the "what is" and how the collaboration of entities as different as other  teachers, other students and managers, contributed to generate the "what if" , which was  made a nap on a course, where the instructions were uploaded to the virtual classroom,  the suture kits and artificial skin were sent, the students uploaded their videos to the  classroom and in the forums there were many comments of feedback on the technique of  suture, then the self-evaluation of each student was impressive, very critical, the  evaluation of the classmates was very objective and that of the teacher was very  concerned with the details. The results were excellent, not only did the grades go up, but  they learned how to stitch a cut. Then by actually doing it, it was very easy for the  students. A lot of data was collected, in surveys of the students of the course and the  teachers, the grades, the messages in the photos, likes on YouTube. The project generated  such an impression that this 2021 it will be carried out in all careers in the health area that  have to be sutured, regardless of whether there are covid-19 restrictions or not.    5. Approach:     One of the important topics is training in design thinking, the students did not know what  it was, and I wasted a lot of time generating material and instructions for them, they  finally learned by doing, but that time could have been better used, the reason being it  had never been used in postgraduate studies, a product of this is that design thinking was  incorporated into the study plans. On the other hand, I feel that more tests were lacking,  more different, crazy or crazy options; The reason why it was not done was because of the  time we had to do tests (2 weeks) and not much more could be done. I would apply the  mind map tool again, but adding something else, although it was collaborative in its final  result, it was difficult to agree on the initial approach, the basic map, because everything  was online and the tool selected for this was the Blackboard collaborate board, where it  was complex to develop, I think the best solution could be google docs, or google  presentations, where everyone can collaborate in real time.


Experience Design Thinking 1 . Challenge : I work as a postgraduate teacher at a Natural Tresors , I teach the course of the master 's degree project in teaching in higher education , in this subject the students ( lecturers ) must generate an innovative project and design thinking remains as ring to the finger . The challenge that we detected with the students is related to the subject of suturing within the dentistry career , where the students ( of the subject ) had to practice the suture simulating with an orange and when they had to take the evaluation many failed because the reality was different . The Covid-19 pandemic brought another problem : the classes had to be online , not face - to - face . 2 . Selection : Within the tools I used the mind map , the mind map consists of looking for ideas or patterns in the data collected in the definition of " what is " , about the current reality . The main reason was because there was a high percentage of clarity in the " what is " and we needed to move to the " What if " , in a way that allowed us to generate ideas or discover patterns within the data that we already had . 3 . Application : We met a couple of sessions , I helped in the process ( but also participated ) to design what it is , ( like the garage sale in the example : https://www.coursera.org/learn/uva-darden- design- thinking - innovation / lecture / lsFRa / mind - mapping - tool ) then we cited teachers from the following year , who complained that students came to the subject without knowing how to suture ( it was added to what is ) , also the students of the following year and a couple of managers , who saw the mind map and provided fresh ideas . The tool allowed us the birth of patterns and ideas from those involved , teachers , students and managers , We used the mind map in several sessions , we drew the problem with ovals and connectors , then each one ( within the team of 5 ) contributed on how to solve each problem where there was discussion , discarded ideas and agreements , for example : the orange ( where they sutured the students ) went to an artificial skin kit , with the instruments to suture , the problem of learning the suture technique and the low grades , went to a video recording uploaded to YouTube and shared in the virtual classroom forum to be assessed by classmates , the teacher and the student himself , based on a rubric ( like this course ) 4 . Perspective : The application of the mind map tool was interesting , the way in which more information was added to the " what is " and how the collaboration of entities as different as other teachers , other students and managers , contributed to generate the " what if " , which was made a nap on a course , where the instructions were uploaded to the virtual classroom , the suture kits and artificial skin were sent , the students uploaded their videos to the classroom and in the forums there were many comments of feedback on the technique of suture , then the self - evaluation of each student was impressive , very critical , the evaluation of the classmates was very objective and that of the teacher was very concerned with the details . The results were excellent , not only did the grades go up , but they learned how to stitch a cut . Then by actually doing it , it was very easy for the students . A lot of data was collected , in surveys of the students of the course and the teachers , the grades , the messages in the photos , likes on YouTube . The project generated such an impression that this 2021 it will be carried out in all careers in the health area that have to be sutured , regardless of whether there are covid-19 restrictions or not . 5 . Approach : One of the important topics is training in design thinking , the students did not know what it was , and I wasted a lot of time generating material and instructions for them , they finally learned by doing , but that time could have been better used , the reason being it had never been used in postgraduate studies , a product of this is that design thinking was incorporated into the study plans . On the other hand , I feel that more tests were lacking , more different , crazy or crazy options ; The reason why it was not done was because of the time we had to do tests ( 2 weeks ) and not much more could be done . I would apply the mind map tool again , but adding something else , although it was collaborative in its final result , it was difficult to agree on the initial approach , the basic map , because everything was online and the tool selected for this was the Blackboard collaborate board , where it was complex to develop , I think the best solution could be google docs , or google presentations , where everyone can collaborate in real time .