# Atenea Exams, an IMS LTI Application to Solve Scalability Problems: A Study Case
## 3 Solution and Results
### Training the Faculty  
Given this situation, the Institute of Education Sciences (ICE) of the UPC was a key player, as the body responsible for faculty training. During this crisis period, the ICE provided a very fast and proactive response, working in forced marches, becoming a benchmark of expertise to make the abrupt transition to online learning. A number of specific actions were taken:  
* The creation of specific courses for the transition to online teaching. Some of which were designed, prepared and offered to faculty urgently in a few days.
* The documentation produced by various units of the university was organized in a single point of documentary access.
* Multimedia content (video podcasts) was created to answer the specific questions received.
* Q&A sessions were conducted through videoconferencing, with massive participation (more than 200 faculty members simultaneously).  
With regard to teacher training, it should be mentioned that from March to July 2020, 79 specific training courses are being developed for the transition to non-face-to-face teaching, with a total of 6190 applications for registration. This offer responds to a specific  
Figure 4: When switching to a confinement situation, the average length of the session and the average number of pages viewed per session go up significantly.  
Figure 5: There is a significant raise in the number of daily sessions on the Atenea platform when confinement begins.  
total of 4559 registrations, with an average of 57, 7 attendees per course. The academic and management part obtained a quality index valued at 4.53 out of 5, according to the surveys carried out after each course and on all participants (See Table 1).  
The change in the way the Atenea platform is used is not limited to the faculty. Students are starting to use the platform more and in a different way. The maximum number of concurrent sessions goes from 4000 to 6000. Surprisingly, Figure 6 shows how the levels of access on weekends and during Easter holidays are equivalent to, or higher, than those of school days before confinement.  
The next academic year Q1-2020-2021 started with some courses taught in the classrooms and some courses with a hybrid approach: teaching done part-time online and part-time in the classrooms. This situation changed in November 1--when we returned to online teaching due to the second wave of the COVID-19 pandemic. However, even if not all the teaching is done online in this semester we can observe that the usage of Atenea keeps on intensifying: the maximum number of concurrent sessions in Atenea are maintained and they even increase slightly (see Figure 7). Whether this suggests a permanent change in the way teachers and students use online tools is a question that will be answered after this pandemic end.  
The way the faculty uses the LMS for the learning design in their courses also changed. A comparative analysis of the activity in the LMS between the course 2018-2019 Q2 and the course 2019-2020 Q2 reveals some interesting facts. The number of tasks (assignments) in the platform doubled, and half of the courses presented more than 40 tasks while in the last year the number was down to 7. The number of questionnaires per student and course quadrupled compared to the last course.