## 2 Methods  
The method followed in this work is shown in Figure 4. First, FTP is developed for the Moodle framework. Its main features are introduced in Section 2.1. Next, the case study sample to test the method is presented in Section 2.2. In Section 2.3, the characteristics of the surveys conducted before the training to validate the sample are described. In Section 2.4, the characteristic of the delivery of the courses/workshops are presented. It should be noted that the method has been presented in training courses and workshops at conferences to educators from different areas of knowledge. Next, the surveys conducted after the training/explanation of FTP are presented in Section 2.5. Finally, in Section 2.6 the evaluation of the responses given by educators is presented. A brief description of the methodology followed to design the survey on the use of questions in Moodle is presented in this section. * Definition of Objectives: Initially, the objectives were established by considering what information was needed and its intended purpose. * Population Identification: Initially, this work aimed to include educators from all educational cycles. However, only university instructors participated, as very few secondary school teachers attended the courses/workshops. Consequently, this portion of the population was excluded due to their negligible influence on the sample. * Question Type Selection: The next step involved selecting the types of questions to be included in the survey. Originally, it was planned to focus solely on the question types that can be configured using the FTP application. However, additional question types within the quiz creation category were incorporated to assess their usage by educators. This inclusion led to significant improvements in the FTP application. * Question Design: With the gathered information, the questions were designed with the following considerations: they needed to be clear and concise; each question had to directly relate to the survey objectives; questions should be neutral to avoid biasing responses; the questionnaire should combine various question types for a more comprehensive view; and measurement scales, such as Likert scales and/or numeric scales, should be used to evaluate attitudes and opinions. * Survey Structure: Once the questions were designed, the survey was structured to explain its purpose and ensure participant anonymity. The questions were organized logically, starting from general inquiries, and progressing to more specific ones. It concluded with an expression of gratitude for participation and space for additional comments. * Pilot-Test: Before publishing the survey, a pilot test was conducted with a small group to identify potential comprehension issues or ambiguities. Adjustments were made to both the questions and survey structure based on feedback from this test. * Survey Application: Two similar surveys were designed: one to be carried out before the FTP course/workshop and another at the end, to enable the comparison of results. Once the surveys were finalized, they were implemented using Google Forms [27]. The first survey was distributed to the instructors registered for the course/workshop prior to the first class through the Moodle platform. The second survey was sent via the platform after the course concluded. * Data Analysis: Data analysis included both quantitative and qualitative methods. Figure 4: Flowchart of the methodology followed. Elaborated by the authors. * Additional Considerations: A concise survey design was employed to maintain participant interest, and incentives were offered to enhance response rates. Additionally, all measures were taken to respect participant privacy throughout the process. The surveys aimed at the continuous improvement of the FTP application, with objectives defined. First, information about the user profile of the application was sought by inquiring about their teaching discipline and age range.