The <<Ingeniería en Gestión Empresarial>> or IGEM, is part of my role as Head of Educational Design at TSJ en Línea. One of the first major responsibilities in this position was to lead the design of online courses for the Engineering in Business Management (IGEM) program. The role demanded not only technical expertise in instructional design for virtual environments but also leadership skills to manage a large-scale project.
Amazingly, my previous position at PLAi had prepared me well for this. It was there that I gained the practical experience and confidence needed to take on such a complex challenge. When the opportunity came, I felt completely thrilled and ready to give my best.
Interestingly, the expectations for this engineering program were not very high at the beginning, as it was believed the program might soon be phased out. However, I decided to approach it with full commitment—what a wonderful decision, because the program was never canceled, and its continuity became a testament to the value of our work.
One of the most rewarding parts was connecting with the instructional design community in Guadalajara. I had the privilege of bringing together some of the best designers to collaborate on this project. We’ve built a strong network where we support one another, and we invite each other to contribute to the most meaningful projects. This sense of community has been key to the success of IGEM and many other initiatives.
Learning to lead and the reality of redesign
From the very start, I knew I needed control—clear documentation that showed who was designing what, in which phase each course was, and what feedback or results had come from previous revisions. Managing such a large team meant understanding that each designer had their own rhythm, their own methods, and their own strengths. I quickly realized that to lead effectively, I couldn’t impose a single way of working—I had to adapt.
But how much should a leader adapt? They were working for me, after all. That’s when I started developing not only leadership skills but a leadership mindset. I discovered how fulfilling it is to lead, to guide a team through uncertainty, and to see them grow alongside the project. I enjoy it deeply—being a leader has become one of the most rewarding parts of my professional life.
Of course, some designers finished their tasks earlier than others. This wasn’t surprising, because what we faced was not just a matter of gathering the old course materials and giving them a quick polish. It was a full redesign—a process of deconstruction and re-imagination. We had to break down courses built for face-to-face environments and rebuild them for an online platform, aligned with a model we were still learning to navigate.
From templates to transformation: Learning the model and sparking creativity
When we first approached the design process, we were given a template—one that was dense, poorly structured, and full of ambiguous sections. There was a clear gap between the instructions provided to the instructional designers and what the TECNM educational model actually required. At that point, we didn’t fully understand the model either—because no one had laid out a structure for us.
This wasn’t just my first experience working in an online university—it was the first time anyone was working within this newly created online space. That meant we had to build everything from the ground up: learning the educational model mid-way, gathering initial content (without subject-matter experts in the first round), translating it into meaningful online learning experiences, and communicating clearly with montaje and graphic design teams. All of this, while trying to prevent overloading other departments with rework or confusion.
The creative challenge of building without Subject Matter Experts (SME)
One of the biggest creative challenges was that, during the first round of course design, we didn’t have access to subject-matter experts. This meant the instructional designers had to rely on existing materials from face-to-face classes—many of which weren’t suitable for online formats. Instead of seeing this as a limitation, we saw it as an opportunity to reimagine content delivery.
The team used their creativity to reinterpret outdated materials, design engaging learning activities, and propose new ways of presenting content that aligned with virtual learning principles.
As a result of this process, every designer brought their unique perspective to the table, and I encouraged that. We created a collaborative environment where ideas could flow, even as we worked under tight constraints. I realized that good leadership isn’t about enforcing a rigid vision—it’s about nurturing creative autonomy while guiding the team toward a shared goal.
This project allows to developed templates that were not only functional but flexible enough for each designer to adapt while maintaining coherence. This balance helped spark a sense of ownership and pride in their work, which ultimately elevated the quality of the courses.
In the second and third rounds of design, we finally had the support of subject-matter experts. Their insights allowed us to validate the creative choices we had made and refine the courses further. The collaboration between experts and designers brought depth to the content and strengthened the pedagogical structure of each subject.
Impact: creativity that shaped the team
This creative process didn’t just shape the courses—it shaped the team. Instructional designers grew more confident in their abilities to solve problems creatively, to work without all the answers, and to collaborate across disciplines. It also reinforced the importance of flexibility, innovation, and continuous learning in instructional design.
Real lessons from real students: Improving through iteration
Once the first courses went live, everything changed. Designing in theory is one thing—but seeing students engage with the content showed me just how crucial clarity and coherence are in an online environment.
I quickly realized that instructions must be clear and precise. Any ambiguity led to confusion and frustration for students. Every educational resource had to be perfectly aligned—objectives, instructions, content, and evaluations all needed to point in the same direction. And rubrics? They weren’t just a formality—they were the students’ guide. A well-crafted rubric empowered them to understand exactly what was expected and how to succeed.
One of the most valuable lessons was learning that good students give feedback. They reached out to comment on the clarity—or lack thereof—of certain activities. They became collaborators in improving the course, showing me that course design is never truly finished. It’s a living process.
The Fundamentos de Física experience
Our experience with Fundamentos de Física was a turning point. It was one of the first subjects to go through this real-world test, and it showed us where we needed to improve. Students struggled with some of the activity instructions and how certain resources connected to the learning goals. But through this, we learned how to adapt quickly, how to adjust content on the fly, and how important it is to listen closely to student feedback.
All of that iteration—the constant refinement and small adjustments—helped us approach the design of the fifth-semester courses with much more insight and confidence. By the time we began publishing those, we already had a better sense of what worked, what needed extra attention, and how to support students more effectively in an online format.
Conclusion: A journey of growth, creativity, and purpose
Looking back, this project has been one of the most challenging—and rewarding—experiences of my professional life. Leading the design of IGEM’s online courses taught me not only about instructional design at scale, but also about people, processes, and the power of adaptability.
From working with a broken template and no initial structure, to creating coherent, student-centered courses that are now shaping future professionals, this journey was a true test of creativity, leadership, and perseverance. I learned that great design is born from iteration, collaboration, and a deep respect for the learner’s experience.
I’m proud of what our team has accomplished. We didn’t just create courses—we built the foundation for a new way of learning at TSJ en Línea. The systems, templates, and collaborative spirit we developed will continue to evolve, guiding future projects and designers long after this first phase.
As for me, I carry forward not only new skills but a renewed passion for what I do. There is still much to improve, much to build—but that’s the beauty of it. Education is alive, and so is design.