The market is increasingly diversified and offers opportunities forprofessionals in the technological field. This study presents theimplementation of a course offered as part of the projectLearningLab, based on the elicitation of requirements for collegestudents at Federal University of Ceará from Russas Campus usingreal examples from software development companies. Thedevelopment of the course took place in two main phases: duringthe implementation of distance learning and later during theimplementation of the practical exercise. The Grounded Theorymethod was used to analyze the qualitative data using the Atlas.titool, and the quantitative data was also analyzed using the IntrinsicMotivation Inventory method - IMI. 100% of the students definedthe methodology as easy to understand, indicating a great level ofsatisfaction, leading the students to participate in a new courseoffered by the college. The analysis of the data set allowed us todiscuss new actions and effects obtained with the implementationof the experiment.

The use of agile methods in companies is becoming more common,such as the Scrum method. So, students reported the need to acquirepractical knowledge of agile methods. Due to the COVID-19pandemic, remote teaching has become the most practical andefficient way of imparting knowledge through courses andworkshops. Based on the needs of the project's target audience, thisstudy presents a proposal for teaching a practical approach usingthe Scrum method to college students. This paper presents themethodology used, describing the students' perceptions of thestrategies, didactics, and the resources used. Also, we describe thereal examples of hands-on activities and Kahoot, and the results ofa questionnaire applied to collect feedback. The data obtained wereanalyzed qualitatively and quantitatively. According to the resultsthe satisfaction level with the course was high, given thecontribution of students to the practice of Scrum roles. Regardingthe methodology, 100% of the students considered it easy and 85%were satisfied with the course, in general. In addition, most of theparticipants stated that they enjoyed the hands-on activities and feltquite competent after completing them. Moreover, students statethat they enjoyed the course due to (a) the teaching methodology,(b) the use of real examples, and (c) the content approach. Thus, therelevance of good results obtained leads us to discussions aboutfuture actions.

Universities and extension projects had to redesign their teaching approaches and methods as a consequence to the replacement of face-to-face teaching by distance learning. The project LearningLab presents a proposal for a practical laboratory that offers courses to students in order to promote and expand their knowledge. This paper reports the findings of the application of the mentioned methodology on the course ‘Leadership in IT: A Practical Approach’. For this, examples of real situations from daily life in the labor market were used. The data obtained were analyzed qualitatively using the grounded theory method and quantitatively to identify positive and negative points related to the implementation of the course. The results show that the main positive points mentioned by the students were (a) the content covered in the course, (b) the teaching methodology, (c) examples of real situations, and (d) the didactics of the lecturers. 100% of the students pointed out that: (i) the teaching methodology was easy to learn, (ii) the content was easy to remember, (iii) the teaching was objective and clear, and (iv) questions were answered promptly. All the participants also did not find it tedious to submit the final project of the course. Therefore, the main contribution of this study can be noted on the student’s professional development of project LearningLab.