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- To understand the challenge or problem from the user or customer point of view that allows achieving higher added value. - To work in a team, valuing diversity in the creative resolution of the challenge, understanding the richness that a diverse team brings to solve the challenge. - Finding the insights and opportunities that comes with a deep understanding of the challenge that also open up the field to innovative solutions. - Being aware of the potential of creativity that we have inside and being able to put into practice ideation techniques focused on disruption. - Learning to design a solution by prototyping and validating satisfactory the hypotheses for its success. - Learning and reviewing of the concept of failure as a tool for improvement and search for the solutions of the proposed challenges. - Be able to presentation of the solution to the jury so that the greatest impact is achieved. - Discovering fun as a powerful innovation tool allowing a novel and creative approach to any solution. - To be able to identify what challenges are likely to be addressed through Design Thinking and have the tools to take the path towards its solution.

1. What is Design Thinking, its origins and current situation. 2. Formulation of the challenge and the work to be done from the user's point of view: How to formulate a challenge and how to reformulate it using the telescoping technique. Elaboration of the value network. Definition of the project through the innovation brief. 3. Empathising and looking for the need: What is the job to be done. Fundamental motivations of the users. Techniques to empathise and find out the user's ultimate need. Map of extreme users. Making a research plan. How to conduct an interview. Technique of analogous situations. Observation techniques. Immersion techniques. 4. Formulation of revelations and search for areas of opportunity: Empathy maps. Motivational map. Formulation of revelations or insights. Formulation of areas of opportunity. 5. Ideation: How to break the opportunity into foci. How to do an ideation session. Idea filtering. 6. Prototyping and testing: What is a learning loop. Cognitive risk mitigation. Innovation drivers. Hypothesis map and experiment board. Prototyping. 7. How to sell the solution: Elevator pitch. Presentation of the proposed solution to a jury.

The schedule is distributed according to the following methodology and training activities: ¿ Seminars-Workshops: The activity is carried out in small groups with the presence of the teacher, working in monographic sessions in depth on a specific topic. Knowledge is built through interaction and work guided by the teacher. ¿ Debates: A topical, controversial or conflictive subject is used to discuss the different points of view on the subject or the pros and cons of certain positions in a dialogue and with specific rules. Open debates guided by the teacher can be used, or students are assigned to hold specific positions to be defended in subgroups of students. ¿ Simulations: The teacher or students design role-plays of real-life situations related to the objective(s) worked on in the subject. ¿ Presentations: Students in groups or individually work on a specific topic assigned by the teacher or chosen by them to structure a specific content to be presented to the rest of their classmates. Some action may subsequently be established to facilitate feedback or to guide students in the debate. Technological aids can be used to facilitate the presentation of the topic. ¿ Teamwork: In small groups of students, a work or project requested by the teacher is carried out with a series of characteristics or objectives that have to be developed as a group. ¿ Individual work: This activity may include individual work on tasks, assignments, projects, readings, etc., which must be carried out autonomously by the student. In this subject, students must not use artificial intelligence tools to carry out the written tests. In the case of assignments or exercises proposed by the teacher, it will be expressly indicated in each case whether their use is permitted and how they are to be identified. In the event that the use of AI by the student gives rise to academic fraud by falsifying the results of an assignment required to accredit academic performance, the provisions of the Carlos III University of Madrid Regulations for the partial development of Law 3/2022, of 24 February, on university coexistence will be applied.