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The online teaching support platform was changed by the Universitat Politècnica de Catalunya in 2004. Moodle, an open source software, was used in place of the prior proprietary software. The population's confinement at home owing to the COVID-19 pandemic in 2020 was a stress test for the whole university community, particularly those responsible for providing support for the online teaching support platform. Concerns about possible scalability challenges with the quiz functionality during the examination period arose as a result of the increased activity and the prospect of the generalization of online assessment. The solution included deploying a high-performance version of the Moodle Quiz Module As A Service (SaaS) to plug-and-play within the university's LMS without relying on internal resources using Moodle's IMS LTI interoperability features. This study aims at analyzing the solution, which included a systems strategy, private cloud operations, internal communication, and teacher training, that allowed the university course to be assessed in a confined space., Peer Reviewed, Postprint (published version)

Debido a la pandemia causada por el COVID19, la práctica totalidad de las actividades evaluativas del área de Ingeniería Gráfica y de Diseño, se están realizando en formato telemático. Este hecho genera en los docentes una inseguridad al respecto del plagio entre estudiantes, pues la vigilancia durante la prueba es mucho menos fiable que cuando la prueba se realiza en formato presencial. Presentamos aquí una metodología para dificultar el plagio entre iguales durante una prueba del área de Ingeniería Gráfica y Diseño, y en general para cualquier área que realice evaluaciones no presenciales con medios informáticos

In 2004, the Universitat Politècnica de Catalunya decided to change one of its critical and strategic information services: the online teaching support platform. An Open Source software, Moodle, was adopted and the previous proprietary software was abandoned. In 2020, the home confinement of the population due to the pandemic caused by COVID-19 has been a stress test for the entire university community, and very specifically by those responsible for providing the support of the online teaching support platform. The increase in activity and the prospect of the generalization of online assessment raised the concerns of possible scalability issues with the quiz functionality during the examination period. The solution applied involved using Moodle’s IMS LTI interoperability features to deploy a high-performance version of the Moodle Quizz Module As A Service (SaaS), to plug-and-play within the university’s LMS without drawing on its internal resources. This solution combined with a systems strategy, private cloud operations, internal communication and teacher training, solved this problem and successfully complete the assessment of the university course in a situation of confinement., Peer Reviewed, Postprint (published version)

La problemática tanto de distribución de horarios como de exámenes en el sector de la educación ha existido desde mucho tiempo atrás y es conocida como calendarización de actividades o Timetabling. En este trabajo se plantea un modelo de programación entera que resuelve esta problemática para el caso concreto del Instituto Tecnológico de Buenos Aires, cumpliendo así las exigencias de tamaños de aula, materias del mismo cuatrimestre y correlatividades entre éstas, minimizando la asignación en periodos no deseados. El modelo utilizado para este trabajo puede ser aplicado a una gran cantidad de problemas de Programación de Horarios de Universidades, proporcionando una gran flexibilidad de resolución. Cabe destacar que el modelo se le pueden implementar nuevas restricciones que lo conviertan en uno más complejo y sólido, favoreciendo por ejemplo las preferencias que tienen algunos profesores para la realización de sus exámenes en aulas determinadas, o el uso de laboratorios especiales para determinadas materias., Outgoing

En las asignaturas de los últimos cursos resulta difícil plantear un examen. ¿Cómo evaluar en dos o tres horas a un alumno, si nos hemos planteado como objetivo alcanzar niveles altos en la taxonomía de Bloom? En este trabajo se presentan actividades orientadas a incidir en el aprendizaje en una asignatura tradicional sin ningún tipo de examen. También se describe su implementación en una asignatura. Como experimento, los estudiantes sufrieron un examen sorpresa de tipo tradicional. Los resultados del mismo demuestran que se cumplieron todos los objetivos educativos sin necesidad de usar exámenes y que probablemente hayan realizado un aprendizaje más profundo., Postprint (published version)

Professional Skills, such as the ability to communicate effectively or the ability to gather and integrate information, are not easy to teach or to assess. A traditional exam is not the best way of assessing these skills because it is limited both by time and by the resources students are able to consult. Moreover, in a traditional exam it is difficult to assess if professional skills have been acquired in depth. In this paper we propose to substitute the traditional exam by a take-home exam in which students have more time to solve the questions and are not restricted by the sources they can consult, thereby providing a highly educational task in which students experience a deep learning process. We also analyze what kind of questions should be asked to evaluate professional skills, as well as analyzing the potential drawbacks of these kind of exams (such as inappropriate student behavior). Finally, we show the results of one subject at the Barcelona School of Informatics, in which the take-home exam replaced the traditional exam. This course has been taught over 11 terms with good results., Postprint (published version)