A friendly online C compiler to improve programming skills based on student self-assessment

This paper presents an online C compiler designed so that students can program their practical assignments in Programming courses. What is really innovative is the self-assessment of the exercises based on black-box tests and train students’ skill to test software. Moreover, this tool lets instructors, not only proposing and classifying practical exercises, but also evaluating automatically the efforts dedicated and the results obtained by the students. The system has been applied to the 1st-year students at the Industrial Engineering specialization at the Universidad Politecnica de Madrid. Results show that the students obtained better academic performance, reducing the failure rate in the practical exam considerably with respect to previous years, in addition that an anonymous survey proved that students are satisfied with the system because they get instant feedback about their programs.

Success possibilities of grid parity in particular cases in the new spanish regulatory framework

During the last 10 years the Spanish photovoltaic market has experienced one of the most important increases worldwide. The continuous raise on the price of the electricity in Spain, as in other European countries, USA and Japan, as well as the decrease of the cost of solar photovoltaic systems along this decade is opening a new way to reach grid parity point in some particular scenarios. A new Spanish legislation is being performed toward selfconsumption, and it is in this new context where the grid parity in a wide sense could be achieved. This work will study different cases in Spain, in order to determine whether grid parity would be possible along 2012. Keywords: grid parity, self-consumption, photovoltaic, net-metering

Performance and Professional Skills in an Online Java Programming Course for Engineering Students

The main purpose of this work is to describe the case of an online Java Programming course for engineering students to learn computer programming and to practice other non-technicalabilities: online training, self-assessment, teamwork and use of foreign languages. It is important that students develop confidence and competence in these skills, which will be required later in their professional tasks and/or in other engineering courses (life-long learning). Furthermore, this paper presents the pedagogical methodology, the results drawn from this experience and an objective performance comparison with another conventional (face-to-face) Java course.