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[EN]The coronavirus pandemic has had a high impact worldwide. The health crisis has not only had an impact on people's own health and on health systems, but has also affected other areas. In the educational context, the lockdown measures implemented by different governments have challenged the learning ecosystem. In the case of higher education in Spain, with a strong attendance factor in most public universities, face-to-face classes were interrupted after a month in the second term, ending the academic year in the online mode. This change has meant a great effort on the teachers' side to transform the face-to-face teaching into the online approach, which in many cases has meant quite a comprehensive new design of the subject, changing the evaluation process and the methodologies used. This work presents a success case of online assessment developed in the Software Engineering I subject of the Degree in Computer Engineering at the University of Salamanca. The objective is to show how the previous use of active methodologies and the integration of educational technologies in classroom-based teaching facilitates the transformation of assessment to an online or blended approach while maintaining a high degree of student involvement and satisfaction. After presenting a comparison between the face-to-face approach and the adaptation to the online approach, an analysis is made of the learning results and student satisfaction concerning previous academic years. The results show that the change of approach has not reduced the satisfaction results obtained in previous courses. In terms of learning outcomes, there is an overall increase in the grades obtained by students in all assessment items.

The coronavirus pandemic has had a high impact worldwide. The health crisis has not only had an impact on people's own health and on health systems, but has also affected other areas. In the educational context, the lockdown measures implemented by different governments have challenged the learning ecosystem. In the case of higher education in Spain, with a strong attendance factor in most public universities, face-to-face classes were interrupted after a month in the second term, ending the academic year in the online mode. This change has meant a great effort on the teachers' side to transform the face-to-face teaching into the online approach, which in many cases has meant quite a comprehensive new design of the subject, changing the evaluation process and the methodologies used. This work presents a success case of online assessment developed in the Software Engineering I subject of the Degree in Computer Engineering at the University of Salamanca. The objective is to show how the previous use of active methodologies and the integration of educational technologies in classroom-based teaching facilitates the transformation of assessment to an online or blended approach while maintaining a high degree of student involvement and satisfaction. After presenting a comparison between the face-to-face approach and the adaptation to the online approach, an analysis is made of the learning results and student satisfaction concerning previous academic years. The results show that the change of approach has not reduced the satisfaction results obtained in previous courses. In terms of learning outcomes, there is an overall increase in the grades obtained by students in all assessment items. ; La pandemia de coronavirus ha tenido un alto impacto a nivel mundial. La crisis sanitaria no solo ha tenido un impacto en la propia salud de las personas y en los sistemas de salud, sino que ha afectado a otros ámbitos. En el contexto educativo, las medidas de confinamiento implementadas por los diferentes gobiernos han supuesto un ...

The gender gap is a problem that occurs in different forms in regions and countries around the world. It is a goal of large international organisations, governments, companies and other entities. Although it is not a new issue, it is important to continue studying it and seek mechanisms and strategies to attract and maintain more women in these areas. In particular, in the field of education and employment, the STEM areas present large gender gaps whose reduction would not only impact the equality of men and women but would also have an impact on the economy of the countries and on improving the economic situation of women. In this context, there are initiatives in Latin America working on this issue, but it is necessary to look more deeply into the elements that influence the decision to study careers in these areas. In this context, two focus groups have been held as roundtables with STEM women from different Latin American and European countries, to answer a series of questions centred on their motivations and decisions before and during their university studies. The results obtained have provided some inputs for defining gender equality action plans in ten Higher Education Institutions from Chile, Colombia, Costa Rica, Ecuador, and Mexico. Furthermore, the results show similarities with previous studies involving STEM women with different Latin American profiles. ; This work has been possible with the support of the Erasmus+ Programme of the European Union in its Key Action 2 "Capacity-building in Higher Education". Project W-STEM "Building the future of Latin America: engaging women into STEM" (Reference number 598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP). The content of this publication does not reflect the official opinion of the European Union. Responsibility for the information and views expressed in the publication lies entirely with the authors

[EN] Entrepreneurship is one of the main objectives of the European Union to ensure that people have the right skills for jobs. It is also part of the Key Competences for Lifelong Learning. Different stakeholders should be involved in fostering entrepreneurial skills. These skills need to be developed from an early stage. For this reason, teachers and parents have an essential responsibility in helping students gain entrepreneurial skills. This work describes the project Today's Children Tomorrow's Changemakers; a European funded project focused on developing entrepreneurial skills at primary school through a set of educational resources for teachers and children.