THESIS

FACULTY OF SCIENCE AND ENGINEERING

PROFESSIONAL SCHOOL OF SYSTEMS
ENGINEERING AND COMPUTER SCIENCE

THESIS

To apply for the professional title of Systems and Computer Engineer

Implementation of a learning management system to improve the

educational quality of the students of the
I.E 2015 Manuel Gonzales Prada

PRESENTED BY
Muñoz Cabanillas, Razu Arturo

ADVISER

Andrade Arenas, Laberiano

Los Olivos, 2019

Thesis published with the permission of the authors

don't forget to quote this thesis www.uch.edu.pe
Dedication

To my family, sister, and grandfather, especially to my

dear parents, who, with their effort, love, and example,

were able to guide me on the right path, overcoming

obstacles until I achieved my goals.

ii
 Gratitude

To God almighty, for being the manager of all the

great acts, for making possible every day of my life,
and illuminating my path and all the beings I love
most.
 Summary

Within the present thesis work, it has been sought that the student of the I.E., 2015 Manuel
Gonzales Prada improve his academic development; where teaching and learning
reflect the cause and effect of the interactions between teacher and student,
complementing traditional education with virtual learning so that the educational quality
provided is adequate.

The difficulties encountered within the I.E., 2015 Manuel Gonzales Prada have related
to the traditional methodology that teachers apply in their teaching, without
complementing activities in the classroom with the use of digital tools and materials related
to learning as an opportunity. To capture the student's attention, familiarize its use with
the current environment that students have with technology, and guide them for constant
learning and efficient educational quality. Another drawback is the limitations in terms
of the technological infrastructure to use the tools available to the learning management
system (LMS), both in the classrooms as in the laboratories of the, i.e., despite the little
available equipment, it is chosen to work with what is currently available.

That is why a learning management system was implemented, which promotes the
interest and participation of students in conjunction with E.I. teachers. 2015 Manuel
Gonzales Prada Nº 2015, making feedback of the learning that is given and whose
objective is to maintain the line of development of the student in the course of his training,
as well as to efficiently manage a virtual environment that promotes the communication
and interaction between students and teachers. To achieve this, the following doodle LMS
3.0.1 learning management tools, MySQL 5.6.43 database manager written in PHP
5.4.45, and an ERP based on Ruby 1.8.7 with Ruby on Rails framework, as well as
software tools for content creation such as Articulate Storyline 3 were used and
packaged in SCORM 1.2 format and digital documents including books, videos, magazines,
among other digital materials, which we will delve into later.

Keywords: Content, learning, educational quality.

 Abstract

Within this thesis work, it has been sought that the, i.e. student 2015 Manuel Gonzales
Prada, improve their academic development where teaching and learning reflect the
cause and effect of the interactions between teacher and student, complementing
traditional education with virtual learning so that the educational quality that is
provided is adequate.

The difficulties encountered in I.E 2015 Manuel Gonzales Prada are related to the
traditional methodology that teachers apply in their teaching, without complementing
the activities in the classroom with the use of digital tools and materials related to
learning, as an opportunity to get the attention of the student, then familiarize their use
with the current environment that students have with technology and guide them for
constant learning and efficient educational quality. Another drawback is the limitations in
terms of technological infrastructure to use the tools available to the learning
management system (LMS), both in the classrooms and in the laboratories of EI;
despite the little equipment available, it is decided to work with what you currently
have.

That is why a learning management system was implemented which promotes the
interest and participation of students together with the teachers of i.e., 2015 Manuel
Gonzales Prada No. 2015, making feedback on the learning that occurs and whose
objective is to maintain the line of development of the student in the course of their
training, as well as efficiently manage a virtual environment that promotes
communication and interaction between students and teachers.

For which Moodle LMS 3.0.1 learning management tools, MySQL 5.6.43 database
manager written in PHP 5.4.45, and a Ruby 1.8.7 based ERP with Ruby on Rails
framework were used, in addition to tools of software for the creation of content such as
Articulate Storyline 3 packaged in SCORM 1.2 format and digital documents between
books, videos, magazines, among other digital materials, which we will delve into later.

Keywords: Content, learning, educational quality.

 Content

Resumen....................................................................................................... iiv
Abstract.......................................................................................................... v
Contents......................................................................................................... vi
List................................................................................................................ of
figures............................................................................................................ xi i
List................................................................................................................ of
tables........................................................................................................... xix
I....................................................................................................... ntroduction 1
.........................................................................................................................
CHAPTER..................................................................................................... I:
GENERAL....................................................................................... ASPECTS 2
.........................................................................................................................
1.1. Organization.............................................................................................
.............................................................................................. Diagnosis3
1.1.1 Organization............................................................................. data 3
.........................................................................................................
1.1.2 Company........................................................................................
location4..........................................................................................
1.1.3. Strategic........................................................................diagnosis 5
A. Mission..................................................................................... 5
B. Vision........................................................................................ 5
C. SWOT Analysis........................................................................6
D. Organization Chart...................................................................7
1.1.4.........................................................................................................
Value............................................................................................... chain 8
..................................................................................................................
CHAPTER.................................................................................................... II:
APPROACH............................................................................................ AND
FORMULATION................................................................................ OF THE
PROBLEM...................................................................................................... 9
2.1. Problem formulation............................................................................ and
............................................................................................. approach10
2.1.1. Problem statement.................................................................... and
description.....................................................................................
10....................................................................................................
2.1.2. Formulation............................................................................ of the
general problem...........................................................................11
 2.1.3. Formulation.................................................................................. of
specific............................................................................. problems 11

2.2. Definition................................................................................................ of
research.................................................................................. objectives
11.............................................................................................................
2.2.1. General............................................................................. objective 11

2.2.2. Specific.......................................................................objectives11
2.3. Justification.................................................................................... for the
investigation........................................................................................... 12
2.3.1. Technical..................................................................justification12
2.3.2. Economic..................................................................justification12
2.3.3. Social............................................................................ justification 12

2.4. Scope................................................................................................. and

limitations of............................................................................... research 13

2.4.1. Scope.......................................................................................... 13
2.4.2. Limitations................................................................................... 13
CHAPTER................................................................................................... III:
THEORETICAL....................................................................... FOUNDATION 14
.........................................................................................................................
3.1. Background........................................................................................... 15
3.1.1. International................................................................................. 15
3.1.2. Nationals..................................................................................... 17
3.2. THEORETICAL...............................................................FRAMEWORK20
3.2.1. Education..................................................................................... 20
3.2.2. Learning...................................................................................... 21
3.2.3. Educational......................................................................Quality22
3.2.4. Learning............................................................................. Styles23
A. Sensory..............................................................classification24
B. The............................................................................................. kolb
27 rating......................................................................................
3.2.5. Cloud............................................................................. Computing
....................................................................................................
29....................................................................................................
3.2.6. How does........................................................................................
 Cloud............................................................................ Computing
work?.......................................................................................... 30
3.2.7. Software...................................................................................... as
.................................................................................................... a
Service......................................................................................... (
SaaS.......................................................................................... 31
A. SaaS....................................................................................... 32
Features.....................................................................................
3.2.8. Platform.......................................................................................... as
a..................................................................................................
Service..........................................................................................
(PaaS)......................................................................................... 33
A. Features................................................................................. of
PaaS....................................................................................... 33
3.2.9. Infrastructure.........................................................................................
........................................................................................................... as
a............................................................................................. Service
(PaaS).................................................................................................... 35

A. Features................................................................................. of
IaaS........................................................................................ 35
3.2.10. Content.................................................................... Management
System............................................................................... (CMS) 37

3.2.11. Learning................................................................... Management

System................................................................................ (LMS) 37

3.2.12. Learning........................................................................... Content

Management..................................................................... System
(LCMS)...................................................................................... 38
A. Differences between.......................................................... CMS and
an...................................................................................... LMS 39

B. Differences between LMS............................................... and an

LCMS..................................................................................... 40
3.2.13. Enterprise....................................................... Resource Planning
(ERP)......................................................................................... 40
3.3. METHODOLOGICALFRAMEWORK......................................................42
3.3.1. AUP....................................................................... 42 Methodology
3.3.2. Phases of maths AUP..............................................................43
A. Start................................................................................. Phase 43
 B. Elaboration...................................................................... Phase
43...............................................................................................
C. Construction.................................................................... Phase
43...............................................................................................
D. Transition........................................................................ Phase
43...............................................................................................
3.3.3. Philosophies of UPA...............................................................43
3.4. LEGALFRAMEWORK............................................................................45
3.5. SYSTEM ARCHITECTURE OR METHODOLOGY ...............................47
3.5.1. Architecture in three layers.....................................................47
A. Presentation...........................................................................Layer47

B. Business.................................................................................Layer47

C. Data........................................................................................ Layer47

CHAPTER IV: DEVELOPMENT OF IMPLEMENTATION .......................48

4.1. INFORMATION GATHERING .............................................................49
4.1.1 Project planning 49 ....................................................................
4.1.2 Information Collection................................................................49
4.1.3. Flow............................................................................................. Grass of
the.............................................................................................. current
system....................................................................................... to
investigate.................................................................................... 50
A. Current................................................................................... Gram
Flow50....................................................................................
B. Flow........................................................................................ Grama
proposed................................................................................ LMS 50

C. Proposed................................................................................ Grass
Flow ERP..............................................................................51
4.2. MODELING............................................................................................ 52
4.2.1. Business...................................................................................... Model
and/or........................................................................................ Process
Map............................................................................................. 52
A. Identification........................................................................... of
actors...................................................................................... and
workers................................................................................... in the
business................................................................................. 53
 B. Specifications Business.......................................................... Model
............................................................................................. LMS 54

C. Business Use Cases (LMS) Activity Diagram. 59 4.2.2.

SystemModel.............................................................................................. 69
A. System Use Case Diagram...........................................69
B. Event Flow Documentation70 ...........................................
C. Status diagram for each use case 133 .......................
D. Class diagram....................................................................146
E. Deployment diagram ........................................................147
F. Component diagram.........................................................148
4.3. DETERMINATION OF SYSTEM REQUIREMENTS ..............................150
4.3.1. FunctionalRequirements...............................................................150
4.3.2. Non-Functional Requirements................................................151
4.4. DEVELOPMENT.................................................................................. 152
4.4.1. Design....................................................................................... and
implementation.......................................................................... of
................................................................................................ Database
152............................................................................................
A. ConceptualModel................................................................152
B. LogicModel..........................................................................153
C. PhysicalModel.....................................................................154
4.4.2. System Interface Design155 .............................................
A. Security Access Forms (Access Levels)............................155
B. System Main Menu...........................................................156
C. Process forms, maintenance main tables, secondary . 161

D. Company Business Processes....................................172

E. Design of prototypes or system..................................176
4.5. DEVELOPMENT.................................................................................. 179
4.5.1. Programming:............................................................................ Development
.................................................................................................. of the
.................................................................................................. prototypes
.................................................................................................. of the 179
.................................................................................................. system
A. Management Pack ............................................................179
B. Core Process Module ......................................................180
 C. Debugging...........................................................................182
4.6. IMPLEMENTATION.............................................................................182
4.6.1. Integration.................................................................................. of 182
prototypes................................................................................
4.6.2. Installing.................................................................................... and
Configuring................................................................................ software
................................................................................................. 183
A. Installing a Cloud Learning Manager (LMS)......................183
B. Installation of a resource planning (ERP) system 205 4.7.
MONITORING217.............................................................................................
4.7.1. Test...........................................................................................
development.............................................................................. in
production.................................................................................. 217
4.7.2. List............................................................................................. and
track........................................................................................... changes
................................................................................................. 217
CHAPTER.................................................................................................. V:
................................................................................................................... COST-
BENEFIT.................................................................................................... ANALYSIS
................................................................................................................... 218
5.1. COST ANALYSIS................................................................................ 219
5.1.1. Human....................................................................................... Resources219

5.1.2. Hardware................................................................................... Resources219

5.1.3. Software.................................................................................... Resources

................................................................................................. 220
5.1.4. Other......................................................................................... Expenditure
220............................................................................................
5.1.5. Total........................................................................................... Cost220
5.2. BENEFIT.............................................................................................
ANALYSIS221.....................................................................................
5.2.1. Tangible..................................................................................... Benefits221

5.2.2. Intangible................................................................................... Benefits22

2
5.3. PROFIT...............................................................................................
ANALYSIS225.....................................................................................
5.3.1. Cash.......................................................................................... flow
 development.............................................................................. 225
5.3.2. Analysis..................................................................................... of NPV
226............................................................................................
5.3.3. IRR analysis................................................................................ 22
7
5.3.4. ROI.................................................................................... Analysis
227..................................................................................................
5.4. CONSOLIDATED......................................................................................
COST/BENEFIT....................................................................................... 228

Conclusions................................................................................................ 229
Recommendations...................................................................................... 230
.........................................................................................................................
REFERENCES........................................................................................... 231
Glossary.................................................................................................... 235
Annexes..................................................................................................... 236
Annex........................................................................................................... A:
Schedule....................................................................................... of activities 236
.........................................................................................................................
Annex........................................................................................................... B:
Model..............................................................................................................
questionnaires...................................................................................... and/or
interviews.................................................................................................... 237
Annex........................................................................................................... C:
Model.................................................................................. exams, practices,
............................................................................................................. sheets 245
.........................................................................................................................
Annex D:............................................................................................. Balance
Institutional Educational....................................................................... Project
(PEI)........................................................................................................... 251
Annex........................................................................................................... E:
Documents................................................................................................. 260
Annex........................................................................................................... F:
Record............................................................................... of Student Grades
................................................................................................................... 261
 List of figures

Figure 1: I.E. Location Graph Manuel Gonzales Prada (Google

Maps,2019).................................................................................................. 04
Figure 2: Nominal and functional organization chart of the, I.E., 2015 Manuel
Gonzales Prada.......................................................................................................... 07
Figure 3: Value Chain Chart .....................................................................08
Figure 4: Learning dimensions according to Kolb (UNIR, 2016).........................28
Figura 5: Software as a Service (Byrme Roisin, 2016).............................32
Figura 6: Platform as a Service (Cybage Software Pvt. Ltd, 2016)......................34
Figure 7: Infrastructure as a Service (Cloudinfinit, 2016).........................36
Figure 8: Structure of a Sample ERP (ERP Oracle)...................................................41
Figure 9: Phases and disciplines AUP methodology (AMBYSOFT, 2005). . .42
Figure 10: System Architecture ..............................................................................47
Figure 11: Flowchart of the current system to be investigated ..............50
Figure 12: Proposed flowchart of LMS to implement............................................50
Figure 13: Proposed ERP flowchart to implement...................................51
Figure 14: LMS52 Business ...................................................................................... Model
Figure 15: Activity diagram verify data.....................................................59
Figure 16: Activity diagram controlling user licenses ...........................................60
Figure 17: Diagram of activities solving user incidents ..........................61
Figure 18: Diagram of activities managing available material ............................62
Figure 19: Diagram of activities checking student development 63
Figure 20: Activity diagram adding available material ........................................64
Figure 21: Diagram of activities generating incidence............................65
Figure 22: Activity diagram generate reports.......................................................66
Figure 23: Diagram of activities looking at available material ................67
Figure 24: Diagram of activities developing evaluations.......................................68
Figure 25: LMS.......................................................................................... 69 System
Overview
Figure 26: Sequence diagram verify data..............................................................83
Figure 27: Sequence diagram new entry..................................................84
Figure 28: Sequence diagram controls permission...............................................85
Figure 29: Sequence Diagram Manages Role..........................................86
Figure 30: Sequence diagram manages course......................................................87
Figure 31: Sequence diagram new course...............................................88
Figure 32: Sequence diagram delete course...........................................89
Figure 33: Sequence diagram administers course category ..................90
Figure 34: Sequence diagram new category course...............................91
Figure 35: Sequence diagram delete category course...........................92
Figure 36: Sequence diagram manages comments................................93
Figure 37: Sequence Diagram Manages Messages................................94
Figure 38: Sequence diagram manages license plate............................95
Figure 39: Sequence Diagram Manages Lesson.....................................96
Figure 40: Sequence Diagram New Lesson..............................................97
Figure 41: Sequence Diagram Delete Lesson..........................................98
Figure 42: Sequence Diagram Administers Exams..................................99
Figure 43: Sequence diagram new question.........................................100
Figure 44: Sequence diagram edit question..........................................101
Figure 45: Sequence diagram delete question......................................102
Figure 46: Sequence diagram manages users......................................103
Figure 47: Sequence diagram new user.................................................104
Figure 48: Sequence diagram search user.............................................105
Figure 49: Sequence diagram edit user.................................................106
Figure 50: Sequence diagram delete user.............................................107
Figure 51: Collaboration diagram verify data........................................108
Figure 52: Collaboration diagram new entry.........................................109
Figure 53: Collaboration diagram controls permission................................................. 110
Figure 54: Collaboration diagram manages role............................................................ 111
Figure 55: Collaboration diagram manages course....................................................... 112
Figure 56: Collaboration diagram new course......................................113
Figure 57: Collaboration diagram delete course...................................114
Figure 58: Collaboration diagram manages course category .......................................115
Figure 59: Collaboration diagram new category course.......................116
Figure 60: Collaboration diagram delete category course...................117
Figure 61: Collaboration diagram manages comment...........................118
Figure 62: Collaboration diagram manages messages.........................119
Figure 63: Collaboration diagram manages enrollment........................120
Figure 64: Collaboration diagram manages lesson..............................121
Figure 65: Collaboration diagram new lesson........................................122
Figure 66: Collaboration diagram delete lesson....................................123
Figure 67: Collaboration Diagram Administers Exam............................124
Figure 68: Collaboration diagram new question...................................125
Figure 69: Collaboration diagram edit question....................................126
Figure 70: Collaboration diagram delete question................................127
Figure 71: Collaboration diagram manages user..................................128
Figure 72: New User Collaboration Diagram .........................................129
Figure 73: Collaboration diagram search user......................................130
Figure 74: Collaboration diagram edit user...........................................131
Figure 75: Collaboration diagram delete user.......................................132
Figure 76: Status diagram verifies data.................................................133
Figure 77: New Entry Status Diagram ....................................................133
Figure 78: Status diagram manages users............................................134
Figure 79: New User State Diagram ........................................................134
Figure 80: Search User 135 status diagram ................................................
Figure 81: Status diagram edit user.......................................................135
Figure 82: Delete User136 Status Diagram .................................................
Figure 83: Status diagram manages course...........................................136
Figure 84: New Course Status Diagram...................................................137
Figure 85: State diagram delete course..................................................137
Figure 86: Status diagram manages registration..................................138
Figure 87: Status diagram controls permission....................................138
Figure 88: State diagram administers role..............................................139
Figure 89: Status Diagram Manages Messages....................................139
Figure 90: Status diagram handles comments......................................140
Figure 91: Status diagram manages course category .........................140
Figure 92: New status diagram category course....................................141
Figure 93: Status diagram delete category course...............................141
Figure 94: Managing Status Diagram Lesson.........................................142
Figure 95: New State Diagram Lesson....................................................142
Figure 96: Delete Lesson 143 Status ............................................ Diagram
Figure 97: Status Diagram Administers Exam.......................................143
Figure 98: New state diagram question..................................................144
Figure 99: Status diagram edit question.................................................144
Figure 100: Status diagram delete question..........................................145
Figure 101: Class Diagram ......................................................................146
Figure 102: Deployment Diagram............................................................147
Figure 103: Lms ...................................................148 Component Diagram
Figure 104: 149 ERP......................................................Component Branch
Figure 105: Conceptual model diagram..................................................152
Figure 106: Logical Model Diagram.........................................................153
Figure 107: Physical Model Diagram.......................................................154
Figure 108: LMS155 System ............................................................... Login
Figure 109: ERP155 System ............................................................... Login
Figure 110: Main Menu Administration Menu .........................................156
Figure 111: ERP156 System Main ...................................................... Menu
Figure 112: Home screen, Articulate Storyline 3157 .................... program
Figure 113: Blank project in Articulate Storyline 3.................................157
Figure 114: Sample content about Linux................................................158
Figure 115: Preview content created.......................................................158
Figure 116: SCORM159 Format Content Publishing.............................................. Screen
Figure 117: Content Publishing Format Options ..................................159
Figure 118: Preview interface of the structure of a160 course..................
Figure 119: SCORM content embedded in Moodle................................160
Figure 120: Maintenance menu for a course..........................................161
Figure 121: User List Interface ................................................................161
Figure 122: Menu to enroll a user to a course........................................162
Figure 123: Interface list of users enrolled in course.............................162
Figure 124: Add Activity or Resource Menu ..........................................163
Figure 125: Add SCORM163 Content ........................................... Interface
Figure 126: Example 01 of Content..........................................................164
Figure 127: Example 02 of Content..........................................................164
Figure 128: Interface for adding student in ERP....................................165
Figure 129: Student search in ERP.........................................................165
Figure 130: Student list interface in ERP.................................................166
Figure 131: User Creation Module in ERP...............................................166
Figure 132: News Interface in ERP..........................................................166
Figure 133: Module to add a new news item in ERP...............................167
Figure 134: Exam menu in ERP...............................................................167
Figure 135: Module for adding an exam in ERP.....................................167
Figure 136: Time interface in ERP...........................................................168
Figure 137: List of time slots in ERP.......................................................168
Figure 138: Support menu in ERP...........................................................168
Figure 139: Registering support in ERP.................................................169
Figure 140: Hr Menu in ERP.....................................................................169
Figure 141: Menu to view users by the department in ERP...................169
Figure 142: Finance menu in ERP...........................................................170
Figure 143: Module to add an economic income in ERP.......................170
Figure 144: Library Options Menu in ERP...............................................170
Figure 145: List of available library books in ERP.................................171
Figure 146: Module for creating an event in ERP...................................171
Figure 147: Example of a Report generated in PDF format in ERP.............................171
Figure 148: Interface creates a course....................................................172
Figure 149: Interface creates a category.................................................172
Figure 150: Manage User Allow 173 Interface ............................................
Figure 151: Manage Reports/Reports Interface .....................................173
Figure 152: Manage external modules interface ...................................174
Figure 153: Embedded H5P Content Creation Module Interface ..............174
Figure 154: Video conferencing interface...............................................175
Figure 155: Embedded content in Moodle..............................................175
Figure 156: Demo test interface on XAMPP176 ............................... server
Figure 157: Moodle 3.0.1 native interface ..............................................176
Figure 158: Interface available languages Moodle.................................177
Figure 159: Interface language options .................................................177
Figure 160: Basic ERP178 ............................................................. Interface
Figure 161: ERP178 Native Home..................................................... Screen
Figure 162: LMS179 ................................................................ login module
Figure 163: ERP179 login ............................................. and logout module
Figure 164: ERP180 User List.......................................................... Module
Figure 165: Erp 180 Employees, Students, ................................... and Family Members Module
Figure 166: Create a user module in ERP................................................181
Figure 167: Module edit a user in ERP....................................................181
Figure 168: Delete a user module in ERP................................................181
Figure 169: Main module in ERP.............................................................181
Figure 170: Prototype main menu interface without courses...............182
Figure 171: Jelastic....................................................................183 website
Figure 172: Jelastic183 Service ..................................................... Provider
Figure 173: Servnet184 Load ........................................................... Module
Figure 174: Servnet184 Validation ................................................. Window
Figure 175: Gmail mail window ...............................................................185
Figure 176: Confirmation Mail .................................................................185
Figure 177: Password verification window and captcha.......................186
Figure 178: Servnet186 loading ...................................................... window
Figure 179: Jelastic187 dashboard welcome ................................. window
Figure 180: Main dashboard in the Jelastic187 ........................ dashboard
Figure 181: PHP188 Environment .................................................. Window
Figure 182: Dashboard creating environments......................................188
Figure 183: Option to upload 189 zip.................................................... files
Figure 184: Deploy file option to available server .................................189
Figure 185: Marketplace Apps ................................................................190
Figure 186: Moodle app in the 190 app store .............................................
Figure 187: Moodle191 environment creation ............................... window
Figure 188: Moodle installation process in-app store .................................................... 191
Figure 189: Moodle192 LMS Creation Confirmation ..................... Window
Figure 190: Error message when installing Moodle..............................192
Figure 191: Data email to enter PHPmyadmin........................................193
Figure 192: PhPmyadmin193 user and password ..................... validation
Figure 193: Main screen phpMyadmin....................................................194
Figure 194: User AccountsEnvironment..................................................194
Figure 195: Add New User Form .............................................................195
Figure 196: User Creation Panel .............................................................195
Figure 197: Jelastic196 Cloud.................................................... Dashboard
Figure 198: Home Directory of Our Server..............................................196
Figure 199: PHP code archive config.php...............................................197
Figure 200: PHP code archive config.php with our data........................197
Figure 201: Confirmation message to restart apache server ................198
Figure 202: Moodle198 installation .............................................. message
Figure 203: Installation parameters requirements................................199
Figure 204: Installation Parameters Licenses .......................................199
Figure 205: LMS200 User Creation...................................................... Form
Figure 206: Installation Parameters Names............................................200
Figure 207: Installation Parameters LMS................................201 Options
Figure 208: Basic view of the Moodle201 main ............................... screen
Figure 209: Available languages Moodle................................................202
Figure 210: Moodle.....................................................202 language options
Figure 211: PHP.ini 203 .............................................................. file options
Figure 212: Index file options.php ..........................................................203
Figure 213: LMS Moodle204 Login .................................................. Screen
Figure 214: Personal area screen without courses of our LMS.............204
Figure 215: Ruby205 Installation ..................................................... Screen
Figure 216: Ruby ..........................................................205 installation path
Figure 217: Ruby206 installation .............................................. wait screen
Figure 218: Ruby206 successful installation .................................. screen
Figure 219: Ruby version patch in command menu ...................................207
Figure 220: MySQL server 5.0207 installation ................................. screen
Figure 221: MySQL Server 5.0208 Installation ................................... Type
Figure 222: Screen Completing the Installation of MySQL Server 5.0 208
Figure 223: Full installation screen of MySQL server 5.0......................209
Figure 224: Server Instance Configuration Screen ...............................209
Figure 225: Service Configuration and System Variable Screen for Server............................210
Figure 226: Root User Key Screen ..........................................................210
Figure 227: Successful Screen installation of server instance ............211
Figure 228: C:\ Disk Folders and ERP....................................211 Location
Figure 229: Location of file database.yml...............................................212
Figure 230: MySQL database connection and Ruby..............................212
Figure 231: Start menu with Ruby tools installed..................................213
Figure 232: Command command prompt in Ruby.................................213
Figure 233: Creating Tables, Records, Entities, Dependencies in Ruby...................................214
Figure 234: Successful Command Execution ........................................214
Figure 235: ERP215 Login ................................................................ Screen
Figure 236: ERP215 Main .................................................................... Menu
Figure 237: ERP216 Configuration .................................................. Screen
Figure 238: ERP main menu screen in Spanish.....................................216
Figure 239: Project Planning 236 .................................................................
 List of tables

Table 1: SWOT analysis on E.I. 2015 Manuel Gonzáles Prada06 ..................................

Table 2: Identification of LMS53 business actors ...................................
Table 3: Use Case Specification Adding Available Material ...............................54
Table 4: Use Case Specification Controlling User Licenses ...........................................54
Table 5: Use Case Specification to Resolve User Issues ................................................... 55
Table 6: Use case specification manages available material .......................................... 55
Table 7: Use Case Specification Check Student Development .......................................56
Table 8: Use Case Specification Generate Reports.................................56
Table 9: Use case specification observe available material ..................................57
Table 10: Use Case Specification Developing Evaluations .....................57
Table 11: Use Case Specification Verify Data........................................................58
Table 12: Use Case Specification Generate Issue ...................................58
Table 13: Use case specification verifies data.........................................................61
Table 14: New Entry Use Case Specification ...........................................61
Table 15: User Manages Use Case Specification ....................................................62
Table 16: New User Use Case Specification ............................................62
Table 17: Use Case Specification Search User.......................................................63
Table 18: Use Case Specification Edit User..............................................63
Table 19: Use Case Specification Delete User........................................................64
Table 20: Use case specification manages license plate........................64
Table 21: Use Case Specification Controls Permission.........................................65
Table 22: Use Case Specification Manages Role......................................65
Table 23: Use Case Specification Manages Messages............................................66
Table 24: Use Case Specification Manages Comment..................................................... 66
Table 25: Use Case Specification Manages Course................................67
Table 26: New Course Use Case Specification .......................................................67
Table 27: Use Case Specification Delete Course.............................................................. 68
Table 28: Use Case Specification Manages Course Category ...............68
Table 29: Specification of use case new category course.......................................69
Table 30: Use Case Specification Delete Category Course....................69
Table 31: Use Case Specification Manages Lesson................................70
Table 32: Specification Use Case New Lesson.......................................70
Table 33: Specification Use Case Delete Lesson....................................71
Table 34: Specification Use Case Administers Exam.............................71
Table 35: Specification New Use Case Question......................................72
Table 36: Specification Use case edit question.......................................72
Table 37: Specification Use case delete question...................................73
Table 38: Functional requirements .........................................................150
Table 39: Non-functional requirements .................................................151
Table 40: Human Resources ...................................................................219
Table 41: Hardware Resources ...............................................................219
Table 42: Software Resources .................................................................220
Table 43: Other expenditure....................................................................................... 220
Table 44: Total cost ..................................................................................................... 220
Table 45: Tangible benefits ......................................................................221
Table 46: Intangible Benefits...................................................................222
Table 47: Cash flow .......................................................................................................... 225
Table 48: Analysis VAN.............................................................................................. 226
Table 49: IRR Analysis ............................................................................................... 227
Table 50: ROI Analysis .............................................................................................. 227
Table 51: Benefit/Cost................................................................................................. 228
 Introduction

For correct learning, the constant is always to include new tools applied to education,
which is a means that can help all the students of the Manuel Gonzales Prada School Nº
2015 to build a virtual environment that positively influences the student's learning
process.

In chapter I, we take into account the general aspects before the implementation of the
system, as well as a description of the institution where the system is planned to be
implemented; in addition to knowing its mission, vision, and the central business
processes that we identify in its value chain.

In chapter II, the research problems were raised in addition to formulating the problem;
in turn, the general and specific objectives are defined, the answer is presented in the
justification, and finally, the scope and limitations are mentioned.

In chapter III, the description of the background was made, then the theoretical bases of
the project were based, were the tools used for its development, the use of free software,
the insertion of records, and the reports of these were specified. The methodology is
shown and explained, as well as some critical concepts for the best interpretation of this
work.

In Chapter IV, both business and system models that explain the current and subsequent
operation of the system process were presented. It specifies how the system will adapt
to the established model and shows images of a demo of the developed application.

In Chapter V, the different types of costs that were taken into account for the
development of the aforementioned application are listed and detailed, from its
conception to the analysis of benefits involved in its implementation.

1
CHAPTER I: GENERAL ASPECTS
1.1. ORGANIZATION DIAGNOSIS

1.1.1. Organization data

A. Company name: I.E., 2015 Manuel Gonzales Prada

B. Commercial Name: Nº 2015 "Manuel Gonzáles Prada"

C. Business Turn: Regular Basic Education

D. RUC: Does Not Apply

E. Phone: 521-8001

F. Location: Av. Manuel Gonzales Prada s/n block 03

G. Start date of activities: August 15, 1969

H. Historical overview:

On August 15, 1969, Ministerial Resolution No. 2032 was issued, creating a
Mixed Primary School which would operate under No. 920 in the Urb.
Villa Los Ángeles (today I.E. 2015 Manuel Gonzáles Prada). Later the
current land was donated by the Urb. Villa Los Angeles laid the first stone
in October 1973, being director Nury Nanetty Sandoval de Martínez. It
should be noted that much of the construction of this infrastructure became
a reality with the valuable collaboration of the Gillette Company. It is also
necessary to point out that the Villa Los Angeles Cooperative donated Lots
3 and 4 of the Single Block for the Education Sector.

As of March 2019, Professor José Cruzalegui Arellano takes over the

direction and as deputy director of general training Professor Cristina
Briche Muñoz in secondary school, and deputy director of the primary
level Professor Hipólito Bello Garcia.
1.1.2. Location of the company

The I.E. 2015 Manuel Gonzáles Prada is located at Av. Manuel Gonzáles
Prada s/n block 03, district of Los Olivos, Lima, Peru.

Figure 1. Location graphic I.E Manuel Gonzáles Prada.

Fuente: Google Maps, 2019
In figure 1 we see the map of the I.E Manuel Gonzáles Prada in the Los Olivos district
1.1.3. Strategic diagnosis

A. Mission
"The educational actors of the I.E. 2015 Manuel Gonzáles Prada promote
a favorable school climate for the fulfillment of functions of a managerial
staff with pedagogical leadership, of teachers who develop relevant and
effective pedagogical processes, students who achieve competencies
through their cognitive processes and parents of family participative and
committed to the achievement of fundamental learning of their minor
children" (I.E. 2015 Manuel Gonzales Prada, 2014).

B. Vision
"The I.E. 2015 Manuel Gonzáles Prada to 2019 is an Institution
committed to the progressive implementation of school management
performances and achievements of fundamental learning and
comprehensive quality training: inclusive, with leadership, practice of
values, democratic coexistence and respectful of cultural and
environmental diversity that allows the student to develop their life
project, challenging the great challenges of a changing and competitive
society" (I.E. 2015 Manuel Gonzáles Prada, 2014).
 C. SWOT analysis:

Table 1. SWOT analysis of I.E. 2015 Manuel Gonzales Prada.

STRATEGIC ANALYSIS WITH THE SWOT

MATRIX

I.E. 2015 MANUEL GONZALES PRADA

INTERNAL FACTORS OF THE COMPANY EXTERNAL FACTORS OF THE COMPANY

FORTALEZ THE
AS
PORTUNIDADES
Respond to safety and health standards for students Teachers schedule their
academic activities according to MINEDU The teachers Promote the work
group y Pose Cases Real Strategic location
Communication between parents and teachers is frequent Tutorial E.I. with a growth trend
activities are based on parent interactions Agreement with the Catholic University Headquarters Sapientae
Students are interested and relate harmoniously with their peers Curricula by Possibility of accreditation for having 4 students in the School Elder
appropriate competencies IEP and curricula to improve educational work
Advantage of having dedicated internet and adequate bandwidth

DEBILIDA
DES
Lack of technological equipment, laboratory supplies, and materials There
AMENAZAS
are deficiencies in the infrastructure for climatic conditions. Teacher
Lack of continuous training on learning paths and assessment
training is not promoted Deficiencies in the general behavior of new students
Teamwork is not suitable for curricular programming This year, they have The rules do not allow to establish policies to regulate indisciplines
not made study visits and/or recreation Competition educational offer in I.E. individuals and nearby state
Insufficient practice of values

Table 1 describes a SWOT matrix according to the internal/external factors of the company

6
Source: General Management

7
D. Organization chart
 Nominal and functional

Figure 2. Nominal and functional organization chart of the I.E. 2015 Manuel Gonzales
Prada.

Source: General Management

 1.1.4 Value chain

ACCOUNTING
FINANCE
 PREPARATION OF FINANCIAL STATEMENTS INDEBTEDNESS WITH FINANCIAL INSTITUTIONS
 ELABORATION OF PROFORMA STATES ISSUANCE OF ACTIONS
ADMINISTRATION OF THE PREMISES ADMINISTRATION OF THE EQUIPMENT AND REAL ESTATE
LEGAL ADVICE LEGAL REPRESENTATION OF THE ORGANIZATION LEGAL ADVICE EXECUTION OF
CLAIMS
HUMAN RESOURCES MANAGEMENT
 RECRUITMENT OF PERSONNEL PROMOTION OF PERSONNEL
 STAFF TRAINING STAFF REMUNERATION DISMISSAL
INFORMATION SYSTEM – INFORMATION AND COMMUNICATIONS TECHNOLOGIES
 NO COMPUTER ADVICE LACK OF MANAGEMENT OF NETWORK AND COMMUNICATIONS RESOURCES
 MANUAL SYSTEMS INADEQUATE TECHNICAL SUPPORT
LOGISTICS
 MATERIAL RECEPTION MATERIAL VERIFICATION MATERIAL QUALITY
CONTROL
SUPPLIES (PURCHASES)
EVALUATION OF SUPPLIERS CALL FOR TENDERS EVALUATION OF PROPOSALS PREPARATION OF
PURCHASE ORDERS
SUPPLY INPUT LOGISTICS OPERATIONS OUTPUT LOGISTICS MARKETING AND AFTER SALES
 REQUIREMENT  RECEPTION  WORKSHOPS  RECEPTION OF THE SALES  RECEPTION
S OF  CONFERENCES EDUCATIONAL  MARKET AND
ASSESSMEN INFORMATIO  DEVELOPMENT OF SERVICE (SE). SEGMENTATION ATTENTION
T N. CURRICULUM  VERIFICATION OF SE . TO
 SUPPLIER  VERIFICATION  ELABORATION OF  CONTROL C. OF SE  PROMOTION COMPLAINT
OF  RETURN OF SE OF THE S AND
EVALUATION STUDY PROCESS SUGGESTIO
INFORMATION  STORAGE OF THE SE SERVICE.
. NS.
 ELABORATION .  TRAINING CENTER  ADVERTISING OF
 CAL CONTROL. THE  ATTENTION
OF
FROM
 CULTURAL CENTER TO
PURCHASE SERVICE
INFORMATION. COMPLAIN
ORDERS  ATTENTION
 RETURN OF TS AND
OF ORDERS
 PURCHASE INFORMATIO SUGGESTIO
ORDER  CUSTOMER NS
N SERVICE
SHIPPING
 STORAGE OF  PREPARATIO
INFORMATION N OF
SURVEYS.

Figure 3. Value Chain Chart.

Source: General Management

CHAPTER II: APPROACH AND FORMULATION OF
THE PROBLEM

11
2.1. PROBLEM FORMULATION AND APPROACH

2.1.1. Problem statement and description

The problem of education in Peru to date is still worrying; in the last ten
years, we continue to be in the previous positions worldwide in terms of
academic performance in the courses of mathematics, science, and
communication (reading ability) of Regular Basic Education.
The PISA Assessment (International Program for Student Assessment) that
evaluates the educational system and the quality of education given to the student
in the country; makes us reflect on the training that is granting the student in our
country, which has participated in this test from the year 2000 to date (2000,
2009, 2012, 2015, 2018) being in the last positions.
While it is true that progress has been made in recent years, we cannot yet think
that our country has quality education compared to other countries with
education policies and a higher and efficient educational model such as Japan,
China, or Finland.
There are several factors that make it challenging to develop the cognitive
processes of our future professionals, such as lack of interest in research
topics, distractions, class disorder, laziness, and negative influences for their
educational training, which makes it difficult to academic quality that the
teacher is willing to teach through their methodologies and strategies.
In many cases; the use of virtual educational tools such as learning managers
and their digital contents are not used by teachers who are accustomed to the
traditional teaching used to prepare students for their academic training or are
reluctant to attend training programs, this does that the student learns in a
repetitive and memoirist way.
 2.1.2. Formulation of the general problem

To what extent does the implementation of a learning management system

improve the educational quality of the students of the I.E. 2015 Manuel
Gonzáles Prada?

2.1.3. Formulation of specific problems

P.E.1: To what extent is the implementation of a learning management system

used by the teacher to increase the cognitive processes of the student
within a class in the I.E. 2015 Manuel Gonzales Prada?
P.E.2: How does the implementation of a learning management system serve as
a support tool for teachers to speed up the development of a class at I.E.
2015 Manuel Gonzáles Prada?
P.E.3: To what extent does the implementation of a learning management
system improve the academic performance of E.I. students? 2015
Manuel Gonzales Prada?

2.2. DEFINITION OF RESEARCH OBJECTIVES

2.2.1. General objective

Specify to what extent the implementation of a learning management system

improves the educational quality of I.E. students. 2015 Manuel Gonzales
Prada.

2.2.2. Specific objectives

O.E.1: Specify the extent to which the implementation of a learning

management system is used by the teacher to increase the cognitive
processes of the student within a class in the I.E. 2015 Manuel
Gonzales Prada.
O.E.2: Specify how the implementation of a learning management system
serves as a tool to support
 Teacher to speed up the development of a class at the, I.E., 2015
Manuel Gonzáles Prada.
O.E.3: Specify to what extent the implementation of a learning management
system improves the academic performance of the students of the I.E.
2015 Manuel Gonzáles Prada.

2.3. JUSTIFICATION OF THE INVESTIGATION

Given the aforementioned problem, the creation of this learning tool is justified to
increase the educational quality and growth in the development of the learning of the
student of the I.E. 2015 Manuel Gonzales Prada.

With the implementation of workshops, semi-virtual courses (b-learning), learning

sessions, audio and videoconferences, manuals and educational tools, congresses,
conferences, among other items, this learning tool can be complemented, creating a
virtual means by which the students of the I.E. 2015 Manuel Gonzáles Prada complete
their training with information that benefits them in an appropriate way.

2.3.1. Technical justification

The implementation of a learning management system will allow a better

learning path and better use of virtual learning tools, helping the school to
improve the educational quality of its students and their interaction with the
Cloud Computing environment.

2.3.2. Economic justification

Once the system is operational, it is expected to have an impact in terms of an

increase in the number of students that the school has that in turn generates more
income and minimizes as much as possible the possible data that may arise.

2.3.3. Social justification

The students of the school will benefit from the implementation of these tools;
constant training is a current standard in the
 Learning a course and in the educational development within the academic
community in such a way progressively improves the academic quality of our
Peruvian population.

2.4. SCOPE AND LIMITATIONS OF RESEARCH

2.4.1. Reaches

The scopes are:

 Through this learning management system, you can publish and manage a
collection of documents in different formats that the virtual environment has.

 Create a study alternative with collaborative tools that are in a digital

learning environment for communication, such as participation between
users (students and teachers) and teamwork.

2.4.2. Limitations

The limitations are:

 For the primary grade, the course modules included in the learning
management system have six levels.

 For the second degree, the course modules included in the learning
management system have ten levels.

 Each course in the learning management system includes a level of feedback

of what has been learned whose practical evaluation or work dynamics are at the
discretion of the assigned teacher.

 Although the language that in this part of the world dominates mos is
Spanish, most materials such as e-books, videos among other important
and updated documents, have their content in English, so the LMS is more
oriented to this language.
CHAPTER III: THEORETICAL FOUNDATION
3.1. BACKGROUND

3.1.1. International

A. According to the thesis of Manuel Rentería (2015), entitled Implementation of

a virtual platform as a methodological strategy to improve the academic
performance in the area of mathematics of the students of grade 10 of the
Chigorodo Educational Institution, during the first semester of the year 2015, it is
summarized the following:

"(...) During the course of the year, it has been observed by direct experience with
the students in addition to the statistical analysis of the periodic results during
the school year that there are few advances that have been achieved in terms of the
academic improvement of the students of grade 10 of the Institution Educativa
Chigorodo, located in the municipality of Chigorodo-Antioquia-Colombia, not
only in the area of mathematics.
A situation that has generated some disappointment in educators who see that their
daily effort does not have the expected results. Students have continuously
observed a demotivation, at least to most of them, with everything that is
related to work, consultations, and it is common to observe that there are few who
deliver on time, in the same way, a great percentage of them do not participate in
the development of class activities, stating that they do not feel interested and do
not feel motivated in the socialization of classes. (...)" (p. 17)

B. From the thesis of Carlos Grisales (2013), entitled Implementation of the

Moodle platform in the Luis López de Mesa Educational Institution, the
following is summarized:

"(...) Educational practices are undergoing a transformation since the use of ICT
offers different tools and possibilities, different tools that the teacher can make use
of to effectively transmit knowledge (Mellado-Durán E., 2011).
A clear example of the implementation of ICT in the educational field is the use
of the moodle platform; virtual and free allows the teacher to interact with
students, have on a website all the information
 of your course, upload documents, hold forums, and even evaluate students
through different tools, keep track of attendance and score sheet among other
options; Also motivates students a true sense of belonging to their process of
becoming active participants in their education. (...)" (p. 3)

C. From the thesis of Erika Vintimilla Muñoz (2015), entitled virtual learning
environments for the continuous training of students of higher basic education
and baccalaureate of the unit educational fiscomisional messengers of peace:
implementation and evaluation of the platform, the following can be
mentioned:

"(...) In the educational field, the proper use of Information and Communication
Technologies (ICT) plays an aspect of utmost importance to facilitate, both
teachers and teachers students, tools necessary to creatively impact the teaching-
learning process, thus providing opportunities to break down barriers of time and
space, allowing progress towards a knowledge-based society (...) (p. 21)

D. According to the thesis of José Luis Parada Romero (2011), entitled Design of
a website of the LMS type to Promote the Digital Inclusion of English
Teachers and Students of Subsidized Schools of the Commune of La Serena,
the following is mentioned:

"(...) while concern for education has been a hallmark that has distinguished our
country since the 19th century, it is today, paradoxically, one of our most serious
concerns. No one disputes that education in Chile is in crisis and that it fails to
effectively prepare the citizens that the new times demand. This causes frustration
and bewilderment in all areas: what to teach? And for what? They are questions
that provoke a great national debate. However, there seems to be a consensus that
the use and management of ICTs to generate knowledge and reasonable handling of
the English language are fundamental points of this challenge. (...)" (p. 2)
 E. According to the thesis of Yorbelis Rosell León (2011), entitled Content
management systems: a look from the information sciences, the following can
be summarized:

"(...) The work exposes theoretical considerations with respect to content

management systems as technological tools: concepts, brief elements that
distinguish their emergence and evolution. It reflects on the relationship of these
systems with information science and the role of its professionals. (...)" (p. 3)

3.1.2. National

A. According to César Membrillo Cabrera (2017), in his thesis entitled

Implementación de una plataforma virtual y su influencia en los círculos de
interaprendizaje colaborativos en la I.E. San Ramón, the following can be
concluded:

"(...) In Peru, the use of virtual platforms is reaching greater relevance within the
education sector, with the purpose of improving educational performance, as
mentioned by Marina Fernández and Marco A. Bermúdez (2009), who in his
research virtual platform as a strategy to improve the school performance of
students in the I.E.P Colonel José Joaquín Inclán de Piura; conclude that, the
priority is the integration of ICT into the curriculum, using the methods of
cooperative and collaborative learning, allowing to develop in students, critical and
creative thinking. (...)" (p. 2)

B. According to Julio Prudencio Nieves and Gilmer Mendoza Caushi (2017), in

their thesis entitled Implementation of the to moodle learning management
system by the soft systems methodology for the improvement of the academic
performance of the students of the Mariscal Toribio de Luzuriaga Educational
Institution, the following is summarized:

"(...) Information and communication technologies offer the possibility of

interaction \between the teacher and the student without considering the limitations
of time and space. Technology makes it possible for students to
 They find that places far from classrooms receive equity and equal opportunities
for access to the same teaching content as their other classmates. More
specifically, the use of Learning Management Systems (LMS) play an important
role in supporting the "Student-centered learning model" where the student is
able to generate and share their knowledge, interact and collaborate with their
other peers and be the active subject of the teaching process according to what is
supported by (Legorreta 2012) (...)" (p. 2)

C. According to Isaura Rojas Sánchez (2017), in her thesis entitled Moodle

platform and its influence on the attitude towards virtual learning in students
of the distance studies faculty - Pedagogical and Technological University of
Colombia, the following is summarized:

"(...) It is conjectured that the most important causes are the use of VPAs through
information and communication technologies and virtual classrooms, taking
advantage of existing software for this purpose, the development and execution of
activities that promote knowledge and competencies from any scenario of
aprendizaje, the moodle platform that influences the processes of virtual learning
in higher education, promoting the acquisition and return of knowledge, to create
critical and reflective awareness in students (...)" (p. 18)

D. According to Francisco Hilario Falcón (2018), in his thesis entitled Design of

a virtual classroom and learning environment model to optimize the internal
control system in the Public Ministry, the following is summarized:

"(...) On the understanding that the training of the personnel of the Public Ministry
is important for the fulfillment of its activities, it has been planned to dynamize
the information in real-time, so that free software such as Moodle will be used
to swallow the necessary competences, as well as the legal and administrative
arguments, so that the collaborators, in short, will become a perquisites of the
 problems that concern the work of the people who are engaged in internal
control, in all matters within their competence, within the institution. (...)" (p. VII)

E. According to Michael Ñañez Ascona (2015), in his thesis entitled The virtual
classroom as a resource for non-student assertion of the computer and
computer career, of the Castrovirreyna Institute of Public Technological
Higher Education, summarizes the following:

"(...) One of the main factors by which the dropout of the student population of the
I.E.S.T.P Castrovirreyna increases are the study schedules, and the remoteness
where they reside in this District since it is dispersed, because in many cases it is
inaccessible. This is an impediment for students who have a job responsibility to
continue with a professional career, which is why they choose to retire and
stop studying.
This is one of the challenges posed by Face-to-Face Education, which is
complemented by the virtual classroom the search for new strategies to reach a
learning the tools that we must use so that said administration and monitoring is
adequate are application tools state-of-the-art technology aimed at providing
exemplary service and support to students. Since in many cases the ignorance of
technological tools by the administrative teaching staff leads to an imbalance of
educational progress while in other places they provide good service and the
competition becomes more extensive and more competitive with technological
leverage.
If this continues, student at sight will increase and being oriented to the fracas by
the same fact of not taking advantage of the different technological tools that we
have present and in our hands. (...)" (p. 2)
3.2. THEORETICAL FRAMEWORK

3.2.1. Education

Here are some definitions that allow us to understand the concept of

Education better:

UNESCO (2019) mentions that education is a human right for all, throughout
life, and that access to education must be accompanied by quality. UNESCO is
the only United Nations organization with a mandate to cover all aspects of
education.

MINEDU (2003) confirms that education is a learning and teaching process

that takes place throughout life and that contributes to the integral formation of
people, to the full development of their potentialities, to the creation of
culture, and to the development of the family and the national, Latin American
and world community. It is developed in educational institutions and in
different areas of society.

Jaime Sarramona (1989) affirms that the term education is commonly used in
everyday life because it affects us all in some way. Everyone would dare to
give a definition of education. Although there are different ways of
conceiving it, and even more of carrying it out, the idea of perfection is given
as a common denominator, linked to an ideal vision of man and society.
Education appears precisely as an enabler of human ideals. In a broad sense,
education is as old as man. In fact, since its appearance, man was concerned with
raising and caring for his children until they could fend for themselves, and it is
with this meaning that the term education arises, the word education is also
used to designate the result or product of an action. This is how we speak of a
good or bad education, of an education adapted or not to the
 demands of the times, of a conservativeor progressive
education, etc.

3.2.2. Learning

Federación de Enseñanza de CC.OO de Andalucía (2019) indicates that there is no

theory that satisfactorily answers the question
What is learning? even so, various theories deal with defining learning.

These have significant limitations since most of their experiments are done
with animals, so when transferring this knowledge to human learning, there are
differences.

Each period of life has its learning; what I would see is the correspondence of
that learning with respect to the stages of the subject's development.

According to Hergenhahn (1976), learning is "A relatively permanent change

in behavior or in its potentiality that occurs from experience and cannot be
attributed to a temporary somatic state induced by illness, fatigue or drugs." (p.
2)

Federación de Enseñanza de CC.OO de Andalucía (2019) mentions that this

definition contemplates experience as the essential condition for learning and
includes changes in the possibilities of behavior. Thus, from the point of view of
the student's development, he will integrate his knowledge and skills throughout
life, in a process in which natural capacities, the level of maturity and the level
of interaction with the environment intervene. It is essential that we understand
the principles of learning, which we learn through induction, deduction and
transference. The different teaching methods are based on the main laws and
principles of learning. (p. 2)
3.2.3. Educational Quality

UNICEF (2019) mentions that quality education, essential for authentic learning
and human development, is influenced by factors that come from inside and
outside the classroom, such as the existence of adequate supplies or the nature
of the child's domestic environment. In addition to facilitating the
transmission of knowledge and skills needed to succeed in a profession and
break the cycle of poverty, quality plays a critical role in bridging the gender
gap in primary education.

University of Salamanca (2019) mentions that educational quality is one of

the most used expressions currently in the academic field, as a reference point
that justifies any process of change or improvement plan. In this context,
efficiency and efficiency are its two fundamental pillars.

It is already a cliché to affirm that we live in a society whose main characteristic

is change and the permanent processes of transformation that occur within it.

The school is part of society and has its raison d'ies in the service it provides to
society; therefore it is affected by the social, economic and cultural changes of the
environment or environment in which it is located. As an organisation, it must
adapt intelligently to its changing environment and permanently reflect on the
quality of the educational service it provides to society: in the field of
knowledge, a permanent review is needed in the face of their expiration; new
knowledge and skills arise in the search and treatment of information, with the
application of information and communication technologies; the formation in
values is a permanent challenge, whose importance is increased with openness
towards an increasingly intercultural society; in family relations-
 School-society; in the labor field; in the continuous revolution in the field of
pedagogy, methodology and organization; etc.

Responding to all these challenges from the school institution is a complex task
as the complex is the organization is to sneak and the teaching and learning
processes: Organization of the center, school climate, work environment,
teaching-learning, evaluation, guidance and tutoring, openness and
participation in the educational community, etc.

Only from a perspective of permanent reflection and innovation can quality

education be achieved, which responds to the needs and demands of the
students. To innovate is to respond to the needs of a society in permanent
cultural, technical, technological change, etc., which requires the school to
train its students for the future.

On the other hand, it should be remembered that Quality is not a static

concept; it is a characteristic of things that indicates improvement,
improvement, achievement of goals. Quality does not equal perfection. No
human action and therefore no educational system can be perfect, but it should
aspire to improve. When we speak of a quality educational program or system,
we refer to one that has reached higher standards of development,
philosophically, scientifically, methodologically, or humanly. (p. 2)

3.2.4. Learning styles

For the International University of La Rioja (2016), there are two

classifications of learning styles that are well studied: sensory and Kolb. It is
worth mentioning that the manner that a person has to learn is through a
combination of different factors: cognitive, affective and psychological.
A. Sensory classification

International University of La Rioja (2016) states that sensory classification,

also called VAK, highlights that we all have a favorite sense and that we can
improve learning if we contemplate these sensory references. Mainly, three large
systems are distinguished to learn the information received:

 Visual

It is a style related to seeing and reading.

- They prefer reading to listening and capture large amounts of information

just by looking, thinking about images, and visualizing in detail.
- They have an easier time remembering large amounts of information
quickly. In addition, visualizing helps them create relationships between
different ideas and concepts.
- They make summaries and outlines, underline and write in the margins of
books, always take notes in class.
- They tend to respond better to written exams.

Some examples of related actions: see, look, read, imagine, look for
differences, compare images, write, paint or draw.

Examples of valuable resources for this type of students: diagrams, diagrams,

images, films, encyclopedias, maps, brochures, magazines, internet,
dictionaries, drawings, photographs, letters, emails, documentaries,
crossword puzzles, works of art, slides, power points or instant messaging,
among others.

 Auditory

This style is related to speaking and listening, serving to unite ideas or

elaborate abstract concepts with the same skill and speed as the visual system.
- They would rather listen than read. If they have to read, they like to do it
aloud.
- They learn through oral explanations and show more skill in learning
languages and music.
- They record themselves to study and listen to their recordings, going over the
notes aloud and talking to themselves.
- They follow oral instructions diligently and like to study in a group so
they can debate and contrast. They also tend to respond better to oral
exams.

Some examples of related actions: listening, listening, singing, telephoning,

debating, counting, narrating, asking, or answering.

Examples of valuable resources for this type of student: songs, mobile

devices, videos, own and other recordings, documentaries, films, videos, talks,
conferences, radio in streaming, or instant messaging, among others.

 Kinestésico

This style is related to playing and doing. Learning is usually slower than
either of the other two and takes longer.

Tactile students:

- They capture information through sensations and movements, and they

usually make drawings or schemes instead of copying the letters' notes.
- They study by moving and taking frequent breaks, and they also like to
study in a group.
- They relate the new knowledge with what they already had and with real life.
- They tend to respond better to practical or laboratory tests.
Some examples of related actions: touching, feeling, moving, walking,
running, jumping, creating, interpreting, smelling, or dancing.

Examples of useful resources for this type of student: clay, plasticine,

construction pieces, crossword puzzles, board games, maps, instructions,
recipes, dictionaries, encyclopedias, excursions or visits, among others.

To evaluate which method we use most often, we can ask ourselves the
question: What do you remember after you are introduced to someone, their
face (visual), their name (auditory), or the impression or feeling (kinesthetic)
that the person produced to you?

Most people use all three systems unevenly. We enhance each other more,
and they develop proportionally to the use made of them. In general, we
absorb more easily that information that comes through the way we use the
most and to which we are accustomed.

In addition, as can be intuited from the previous aspects, the use of one sense
or another in a dominant way does not exclude the rest. Hence a map, for
example, can be as helpful for a visual student as for another kinesthetic,
everything will depend on how we ask them to do the activity.

At this point, it would be important to ask if all students should do the same
activity, if they should have the same material or if they should do the same
with it.

Despite considering these three basic styles, some authors introduce

variations, as with other classifications, although we will not go into it.
B. Kolb's classification

David Kolb, an American educational theorist, believed that learning developed

from three causal factors: genetics, life experiences, and environmental
experiences.

In this way, he defined four types of learning:

1. Convergent or active

The predominant skills of convergent people refer to active experimentation.

- They are practical and seek solutions to problems.

- They usually show technological interests.

Examples of activities and related resources: manuals, graphs and maps,

orientation, experiments, or practical demonstrations.

2. Divergent the reflective

The most frequent skills in divergent people refer to the areas of concrete
experience and reflective observation.

- They want to know and weigh different points of view, have an open
mind, and reflect before making decisions.
- Always ready to receive feedback, they like to listen.
- They are emotional and creative, showing interest in the arts.

Examples of activities and related resources: brainstorming, crossword

puzzles, predicting results, conducting experiments, puzzles, or puzzles.

3. Asimilador the theorist

The predominant skills in assimilating people are related to abstraction and

theoretical studies.
- They prefer to read, study and work alone, they are not very sociable.
- They are more interested in abstract ideas than in people and feelings.
- They do not care about the practical application of theory and need clear
theoretical explanations.

Examples of activities and related resources: reading texts, written reports,

dictations, dictionaries, notes, or lectures.

4. Usher or pragmatist

Ushers show
practical skills.

- They trust their intuition, acting, and deciding without too much prior
reflection.
- They are active and impatient, often employing the trial-and-error
approach.
- They show interest in group work.

Examples of activities and related resources: group work, artistic expression,

field studies, or scientific experiments.

We can try to find out our style, or that of our students, using semi-complex
questionnaires prepared for it.

Figure 4. Learning dimensions.

Source: UNIR, 2016
In Figure 4, we see the Kolb model and its dimensions.
3.2.5. Cloud Computing

Salesforce (2019) indicates that cloud computing is a technology that allows

remote access to software, file storage, and data processing through the
Internet, thus being an alternative to running on a personal computer or local
server. In the cloud model, there is no need to install applications locally on
computers.

Likewise, he explains that the world of software is constantly changing and

evolving. When Salesforce was created in 1999, it was the first enterprise
service to offer business applications on a website, which ended up being called
by the cloud computing market, or Cloud Computing. Since then, Salesforce
has been the pioneer in this type of service for small, medium, and large
companies.

In other words, the definition of Cloud Computing is to offer services through the
connectivity and large scale of the Internet. Cloud computing democratizes
access to world-class software resources, as it is a software application that
atiende to various customers. Multilocation is what differentiates cloud
computing from simple outsourcing and older application service provider
models. Now, small businesses have the ability to master the power of
advanced technology in a scalable way.

He then mentions that cloud computing offers individuals and businesses of all
sizes the capacity of a pool of well-maintained, secure, easily accessible, and
on-demand computing resources, such as servers, data storage, and application
solutions. This gives companies greater flexibility with their data and
information, which can be accessed anywhere and at any time, being essential
for companies with
 Locations around the world or in different work environments. With a minimum
of management, all the software elements of cloud computing can be sized
on-demand, you just need an Internet connection.

3.2.6. How does Cloud Computing work?

Salesforce (2019) states that cloud computing uses a network layer to connect
users' edge point devices, such as computers, smartphones, and wearable
accessories, to centralized resources in the data center. Before cloud
computing, reliable software execution by companies offering services was only
possible if they could also pay for the maintenance of the necessary server
infrastructure. In addition, traditional software typically requires a full team of
professionals, internal or external, to deal with the inevitable set of bugs, service
challenges, and upgrades. The concept of cloud computing is free of all those
outdated problems and requirements.

Rackspace Support (2017) explains that when we refer to developing

applications in the cloud, we have to specify how we are going to do it since
within the cloud concept, there are different ways of doing it that allow us a
greater flexibility or simplicity when deploying our applications or
maintaining them. Among these different forms that the cloud can take are:

 Software as a Service (SaaS)

 Platform as a Service (PaaS)
 Infrastructure as a Service (IaaS).
3.2.7. Software as a Service (SaaS)

Oracle (2019) explains that software as a service (SaaS) is a software delivery

model in which the cloud provider hosts the customer's applications at their
location. The client accesses their applications through the internet. Instead of
paying for and maintaining their own computing infrastructure, the customer
takes advantage of the pay-as-you-go subscription. Many companies consider
SaaS the ideal solution because it allows them to get up and running quickly
with the most innovative technology available. Automatic updates reduce the
burden on internal resources. Customers can scale services to support
fluctuating workloads, adding more services or features that grow. A modern
cloud suite provides complete software for every business need, such as
customer experience, ERP acquisition, ERP project portfolio management,
supply chain, and business planning.

(Rackspace Support, 2017) indicates that due to the web delivery model, SaaS
eliminates the need to install and run applications on individual computers.
With SaaS, it is easy for companies to simplify their maintenance and support
because everything can be managed by vendors: applications, runtime, data,
middleware, operating systems, virtualization, servers, storage, and
networking. Popular SaaS offering types include email and collaboration,
customer relationship management, and health-related applications. Some
large companies that are not traditionally considered to be software vendors
have begun building SaaS as an additional source of revenue to gain a
competitive advantage.
A. SaaS Features
Rackspace Support (2017) mentions that like other forms of Cloud
Computing, it is important to ensure that solutions sold as SaaS do meet
generally accepted definitions, among some defining features of SaaS
include:
 The software is managed from a remote location.
 Software delivered in a "one to many" model.
 It makes users not have to handle software updates and patches.
 Application programming interfaces (APIs) allow integration
between different pieces of software.
Knowledge Integration Strategies for Entrepreneurship and Sustainability
(2017) indicates that: Common SaaS use cases replace traditional software
on the device.
Ejemplos SaaS: Google Apps, Salesforce, Workday, Citrix GoToMeeting,
Cisco WebEx, Zendesk.
Common Uses: Replace traditional software on a device.
SaaS technology analysts: Bill Pray (Gartner), Amy DeMartini (Forrester).
(p. 137)

Figure 5. Software as a Service.

Source: Byrme Roisin, 2016
In Figure 5, we see SaaS features and applications across various platforms.
3.2.8. Platform as a Service (PaaS)

Knowledge Integration Strategies for Entrepreneurship and Sustainability,

(2017) states that cloud platform services, or platform as a service (PaaS), are
used for applications, and development, while providing software cloud
components. What developers gain with PaaS is a framework where they can
work from developing or customizing applications. It also makes the
development, testing and deployment of your applications faster, more
straightforward and more cost-effective, with this technology, the operations of
the company or a third-party provider can manage operating systems,
virtualization, servers, storage, networking, and the PaaS software itself.
Similar to the way you can create Excel macros, PaaS allows you to create
applications that use software components that are built on PaaS
(middleware). Applications that use PaaS inherit cloud features such as
scalability, high responsibility, multi-tenant, SaaS enablement, and much
more. Enterprises benefit from PaaS as it reduces the code needed, automates
company policy, and helps migrate hybrid model applications. For the needs
of businesses and other organizations, Apprenda is a private enterprise PaaS
cloud provider for .NET and Java. (p. 137)

A. Features of PaaS
Rackspace Support (2017) indicates that among the most outstanding
features are:
 Services for developing, testing, deploying, and maintaining applications
under the same integrated development environment. All the services that
vary are required to comply with the processes of application development
and creation of user interfaces.
 Web tools that help create, modify, test and deploy different scenarios
from the user interface.
 Integration with web services and databases.
 PaaS billing and subscription management tools. Knowledge
Integration Strategies for Entrepreneurship and
Sustainability (2017) explains that common PaaS use cases increase
productivity and utilization rates of developers while
decreasing the time to market of an application.
Ejemplos PaaS: Apprenda, Cloud Foundry.
Common Uses/PaaS Use Cases: Increases developer productivity and
utilization rates while decreasing an application's time to market.
Analistas de tecnología PaaS: Richard Watson (Gartner), Eric Knipp
(Gartner), Yefim Natis (Gartner), Stefan Ried (Forrester), John Rymer
(Forrester). (p. 137)

Figura 6. Platform as a Service.

Source: UNIR, 2016
In Figure 6, we see the behavior of PaaS from a computer.
3.2.9. Infrastructure as a Service (IaaS)

Oracle (2019) states that infrastructure as a service (IaaS) enables customers to

access on-demand infrastructure services over the Internet. The key advantage
is that the cloud provider hosts the infrastructure components that provide
networking, storage, and compute capacity so that its subscribers can run their
workloads in the cloud. The cloud subscriber is usually responsible for installing,
configuring, securing, and maintaining any software on the cloud-based
infrastructure, such as databases, middleware, and application software.

Rackspace Support (2017) states that compared to SaaS and PaaS, IaaS users
are responsible for managing applications, data, runtime, middleware, and
operating systems. Vendors that achieve virtualization, servers, hard drives,
storage, and networking. Many IaaS providers now offer databases, message
queues, and other services above the virtualization layer as well. Some
technology analysts make a distinction here and use the iaaS+ moniker for
these other options. What users get with IaaS is the infrastructure on which
any necessary platform can be installed.

A. Features of IaaS
Rackspace Support (2017) states that as with SaaS and PaaS, IaaS is a
rapidly developing field that is generally accepted to meet the following
characteristics:
 Resources are distributed as a service.
 It has a variable cost under a pay-as-you-go model.
  It usually includes multiple users in a single piece of hardware.
Knowledge Integration Strategies for Entrepreneurship and Sustainability
(2017) explains that common IaaS use cases extend the current data center
infrastructure for temporary workloads (for example, increases site traffic
from Christmas holidays).
Ejemplos IaaS: Amazon Web Services (AWS), Cisco Metapod, Microsoft
Azure, Google Compute Engine (GCE), Joyent
Common Uses/IaaS Use Cases: Extends current data center
infrastructure for temporary workloads (e.g., increased holiday site traffic)
IaaS Technology Analysts: Kyle Hilgendorf (Gartner), Drue Reeves
(Gartner), Lydia Leong (Gartner), Doug Toombs (Gartner), Gregor Petri
(Gartner EU), Tiny Haynes (Gartner EU), Jeffery Hammond (Forrester),
James Staten (Forrester). (p. 137)

Figure 7. Infrastructure as a Service.

Source: Cloudinfinit, 2016
In Figure 7, we see the representation of IaaS from the cloudinfinit platform.
3.2.10. Content Management System (CMS)

Liferay (2019) explains that CMS stands for the content management system,
a software that allows users without technical knowledge to store, sort and
publish content on the web in a way that easy.

Centro de Comunicación y Pedagogía (2011) defines that a CMS is a software

that allows the creation and administration of the contents of a Web page,
mainly, automatically. Thus, with it we can publish, edit, delete, grant access
permissions or set the modules visible to the final visitor of the page. The CMS
consists of 2 elements:

 The content management application (CMA): The CMA element allows the
content manager or author to create, modify and delete content on a website
without having to have knowledge of HTML language.
 The Content Dispensing Application (CDA): The CDA uses and compiles
the information to update the Web site.

Centro de Comunicación y Pedagogía (2011) mentions that there are CMS of

different types depending on tastes, sizes and pockets: from those aimed at
large companies, to those of individual publication; from those that cost several
thousand euros, to open source; and from those that are for Linux servers, to
those that are based on the Windows system.

3.2.11. Learning Management System (LMS)

Center for Communication and Pedagogy (2011) defines that a Learning

Management System or LMS (Learning Management System) is a software
that automates the administration of
 formation. The functionalities of an LMS are varied: it registers all the
actors involved in the act of learning (students, teachers, administrators,
etc.), organizes the different courses in a catalog, stores data about users,
keeps track of the learning and timing of procedures and automatically
generates reports for specific management tasks. It also develops
communication processes, and even some LMS allow possibilities of content
authorship. These would be what are known as LCMS (Learning Content
Management System).

Centro de Comunicación y Pedagogía (2011) states that usually, the LMS is

used by organizations that have a considerable volume of different coursesand
for this it is necessary for themto use a technological tool that allows them to
manage them effectively and in a practical way. Therefore, we could say that an
LMS can be considered as a CMS of specific purpose,
specificallyeducational, which enhances the possibilities of collaboration
and interactivity that a virtual space can offer, provided that the appropriate
resources are used for that purpose. The LMS, therefore, are adapted to the
specific purposes of the so-called eLearning (online learning).

Therefore, an LMS provides:

 Transmissive technologies (through presentations in the courses).
 Interactive technologies (through questionnaires, activities, etc.).
 Collaborative technologies (through forums, wikis, etc.).

3.2.12. Learning Content Management System (LCMS)

Center for Communication and Pedagogy (2011) defines a Learning Content

Management System (LCMS) as a software application that
combines the course management capabilities of an LMS with the storage
and content creation capabilities of a CMS. The LCMS are approaching the
denomination of virtual campuses. It allows the creation and efficient
development of content for learning by providing the necessary tools to
authors, instructional designers and subject matter experts.

Center for Communication and Pedagogy (2011) explains that the LCMS is
used to create and manage the content of a part of an education program, for
example, a course. Normally, parts of content are created in the form of modules
that can be customized, managed, and that can be used on different occasions
(they are called learning objects or OAs). Thus, instead of supporting the
totalizing development of courses, what an LCMS does is help instructional
designers to create modules or blocks of reusable content (OAs), which will
then be distributed as appropriate in each case, by the designers of the courses.
On the other hand, it should be noted that the LCMS follows the standards of
digital teaching IMS, AICC and SCORM.

A. Differences between a CMS and an LMS

Centro de Comunicación y Pedagogía, (2011) states that in an attempt to

specify in a simple way what are the fundamental differences, from the
point of view of content management, between a CMS and an LMS, we
can synthesize in broad strokes that the LMS administers and manages
training content and the CMS of any field, and one difference is that the
LMS allows communication tools for teaching activity, while the CMS
does not include them, since its purpose is more oriented to the
management of content, rather than to the management of learning.
 B. Differences between LMS and LCMS

Centro de Comunicación y Pedagogía (2011) mentions that an LMS and an

LCMS, although complementary, are two very different systems that
serve different purposes. We can say that an LMS is a software that plans
and manages learning events within an organization, including the online or
virtual classroom and instructor-led courses. On the contrary, an LCMS is
a software for the management of learning content of the various training
programs that are configured in the development throughout the
organization. In this second case, developers, authors, instructional
designers, and subject matter experts are provided with the means to
create and reuse learning content and reduce duplication of development
efforts, because an LCMS creates, stores, assembles, and delivers content
in the form of specific learning objects. An LMS helps us manage the
administration of a teaching or a course in all its aspects: manage users,
resources, activities, modules, permissions, generate reports, evaluations,
grades, videoconferences, chats and others. An LCMS is the same as an
LMS, but with a particularity, which is typical of CMS: the fact of being
able to manage all the contents of the system.

3.2.13. Enterprise Resource Planning (ERP)

Oracle Corporation (1989) mentions that ERP stands for enterprise resource
planning. It refers to a set of software that is used to manage day-to-day
business activities, such as accounting,acquisitions, project management,
risk compliance, and supply chain operations. A complete ERP package also
includes enterprise performance management, a
software that helps plan, budget, predict, and report on an organization's
financial results.

ERP systems come together and define a large number of business processes
and enable the flow of data between them. By collecting data from multiple
sources, ERP systems eliminate duplication and provide data integrity with a
single source of truth.

Today, ERP systems are critical to businessesof all sizes and across industries.
For these companies, ERP is as essential as the electricity that keeps the
lights on.

Figure 8. Structure of an example ERP.

Fuente: ERP Oracle, 1989
In Figure 8 we see the structure according to the areas of an ERP.
3.3. METHODOLOGICAL FRAMEWORK
3.3.1. AUP Methodology

Ambysoft (2005) explains that AUP is a simplified version of the Rational

Unified Process or RUP that describes a simple and easy-to-understand approach
to developing enterprise application software using agile techniques and
concepts, but which remains true to the RUP. The approach applies agile
techniques, including test-driven development (TDD), agile model-driven
development (AMDD), agile change management, and database refactoring
to improve productivity.

He also mentions that, as for the life cycle of the AUP, the first thing is that the
disciplines changed. First, the Model discipline encompasses RUP's
modeling, requirements, analysis, and business design disciplines. As we see,
the model is an important part of upA, but it doesn't dominate the process:
you want to stay agile by creating models and documents that are barely good
enough. Secondly, the Configuration and Change Management discipline is
now the Configuration Management discipline. In agile development, your
change management activities are often part of your requirements management
efforts, which is part of the Model discipline.

Figure 9. Phases and disciplines AUP methodology.

Source: AMBYSOFT, 2005

In Figure 9, we see the phases that comprise the AUP methodology.

3.3.2. Phases of AUP methodology

Ambysoft (2005) explains that Agile Unified Process divides a development

cycle into four phases:

A. Start-up phase
The goal is to identify the initial scope of the project, a potential
architecture for your system, and obtain initial project funding and
stakeholder buy-in.
B. Elaboration phase
The goal is to demonstrate the architecture of the system.
C. Construction phase
The goal is to create work software on a regular and incremental basis
that meets the highest priority needs of your project stakeholders.
D. Transition phase
The transition phase focuses on the activities needed to get the
software into the hands of users. Typically, this phase includes several
iterations, including beta versions, general availability releases, as well
as bug fixes and enhancement releases.

3.3.3. Philosophies of the AUP

Ambysoft (2005) states that AUP is based on the following principles:

 Their staff knows what they are doing. People aren't going to read
detailed documentation of the process, but from time to time, they'll
want high-level guidance and/or training. The AUP product provides
links to many of the details, if you are interested, but does not impose
them.
 Simplicity Everything is described concisely using a handful of
pages, not thousands of them.
 Agile UP conforms to the values and principles of the Agile Alliance.
 Focus on high-value activities. The focus is on the activities that really
count, not all the possible things that can happen to you in a project.
 Independence tool. You can use any set of tools you want with Agile
UP. My suggestion is that you use the most suitable tools for the job,
which are often simple tools or even Abierto code tools.
 You'll want to customize this product to meet your own needs. The
AUP product can be easily customized through any common HTML
editing tool. You don't need to buy a special tool, or take a course, to
adapt the AUP.
3.4. LEGAL FRAMEWORK

 Standard: Law No. 30096

Entity name: Congress of the Republic Type of norm: Law

Description: Computer Crime Act.

Date Created: 22/10/2013

Article 1.- The purpose of this law is to prevent and punish illegal conduct that
affects computer systems and data and other legal assets of criminal relevance,
committed through the use of technologies of information or communication in
order to ensure the effective fight against cybercrime.

 Standard: Law No. 30171

Entity name: Congress of the Republic Type of norm: Law

Description: Law amending Law No. 30096, Computer Crimes Act.

Date Created: 10/03/2014

Document: Law No. 30171

Article 2.- Anyone who accesses without authorization all or part of a computer
system, provided that it is carried out in violation of security measures established to
prevent it, will be punished with a custodial sentence of not less than one or more
than four years and with thirty to ninety days fine. Anyone who accesses a system
exceeding what is authorized will be punished with the same penalty.
 Standard: Law No. 28493

Entity name: Congress of the Republic Type of norm: Law

Description: Law regulating the use of mail

unsolicited commercial electronic (SPAM)

Date Created: 12/04/2005

Article 1.- This law regulates the sending of unsolicited commercial advertising or
promotional communications made by email, without prejudice to the application of
the current provisions in commercial matters on advertising and consumer
protection.

Article 2.- For the purposes of this law, the means:

a) E-mail: Any message, file, data, or other electronic information that is transmitted
to one or more persons through an interconnection network between computers or any
other equipment of similar technology. The information contained in the form of a
reference or annex accessible by a direct electronic link contained within the email
is also considered an email.

b) Commercial email: Any email that contains commercial advertising or promotional

information of goods and services of a company, organization, person, or any other
for profit.

c) Email service provider: Any natural or legal person who provides the electronic mail
service and acts as an intermediary in sending or receiving it.
d) Email Address: A series of characters used to identify the source or destination of
an email.
3.5. SYSTEM ARCHITECTURE OR METHODOLOGY
3.5.1. Architecture in three layers

The system was developed using the architecture in three layers, which aims to
segment the application under three layers, which are:

A. presentation layer:
This layer is the one presented to the user, also called forms or presentation
interface; here, the user's data is captured in the form and invokes the
business layer, loading the requirements that the user requests, either save,
modify.
B. BusinessLayer:
In this layer, processes and validates the rules of the business and act as a
communication intermediate between the presentation layer and the data
layer; in conclusion, it comes to be the result of the general analysis of all
business processes.
C. DataLayer:
This is where the connections between the server and the database are
implemented, and the stored procedures from which they receive requests
for storage or retrieval of information requested from the business layer are
invoked.

Figure 10. System architecture.

Source: Own elaboration
In Figure 10, we see how the architecture of our LMS system is shaped.
CHAPTER IV: IMPLEMENTATION DEVELOPMENT
4.1. LEVATAMIENTO OF INFORMATION

4.1.1. Project planning

A schedule of activities was carried out that correspond to the research work with
their respective execution dates as well as the mode of use and distribution of
both physical and human resources, which is categorized by phases that in turn
include a programmed beginning and end. (See Annex A)

4.1.2. Information Collection

 Questionnaire model
Person: Peregrina Cabanillas Cotrina (See annex B) Position:
Communication teacher

 Model of exams, practices, files Person: Hilda

Gutiérrez Calderón (See annex C) Position: CTA
teacher

 Registration of Student Notes Person: Hilda

Gutiérrez Calderón (See Annex F) Position: CTA
Teacher
4.1.3. Flow Grass of the current System to investigate

A. Current flowchart

Figure 11. Flowchart of the current system to be investigated.

In Figure 11, we see the states of the current flowchart from beginning to end.

B. Proposed LMS Flowchart

Figure 12. Proposed flowchart of LMS to be implemented.

In Figure 12, we see the states of the proposed flowchart from beginning to end.
 C. Proposed ERP flowchart

Figure 13. Proposed FLOWchart of ERP to be implemented.

In Figure 13, we see the states of the proposed ERP flowchart from beginning to end.
4.2. MODELING
4.2.1. Business Model and/or Process Map

- Business Model

Figure 14. LMS business model.

In Figure 14, we see the business model of the LMS with its actors and business processes.

52
 A. Identification of actors and workers of the Business

Table 2. Identification of the actors of the LMS business.

Code Business actor Description

A001 User (Registered) It is the user who sees how it is

the platform up to the layer
view, after a record
and
validity becomes
a user granted to you
Some basic permissions.

A002 Administrator He is in charge of reviewing

that the platform works from
functional way, review the
incidents that may
succeed, assign and control
licenses, and
Platform support.

A003 Teacher It is the person who is at

both of the students and in
constant communication with
they, as well as with
the administrator through the
reports that are sent to this
User.

A004 Pupil It is the user who accesses the

platform with the purpose of
use the materials
available and also
Solve the tests uploaded by the
teacher.

Table No. 2 describes the business actors of our LMS by assigning them a code and a small description
to understand their role within the business.

53
 B. LMS Business Model Specifications

a. Add available material

Table 3. Use case specification Add material available.

Actor(s) A002 – Administrator / A003 – Teacher

Purpose Add the available material according to the standards

established by the company, check that the paradigms,
processes, ideas, etc., are well formulated and raised,
otherwise send it to the administrator to be in charge
of managing the available material.

Summary The material to which it is available for each type of user is reviewed with the
permissions of reading, edit, corresponding total control.

RelatedProcesses Manage Available Material, View Available

Material

In Table 3, we will see the use case information add available material, detailing actors,
purpose, detailed summary, processes, and conditions.

b. Control user licenses

Table 4. Use case specification controlling user licenses.

Actor(s) A002 – Administrator

Purpose Correctly assign licenses to each user, segmenting the

type of user and controlling the necessary permissions
for each of them.

Summary, Each user, has a license at the time of registration; as an administrator of such licenses, it
should be noted that each type of license grants different
permissions and has an expiration date.

RelatedProcesses None

In tabla 4, we will see the information of the use case-control user licenses, with actors, their purpose,
detailed summary, processes, and conditions.
 c. Resolve User Issues

Table 5. Specification of use cases to resolve user incidents.

Actor(s) A002 – Administrator

Purpose To make an exhaustive follow-up of all cases of errors,

observations, contributions, suggestions, among other incidents
that users have reported, in order to identify problems and
solve them promptly.

Summary As an administrator, he is responsible for the platform working

properly and analyzing any eventuality that may occur, based
on events that have already passed, correcting errors to prevent
them from being repeated or analyzing technologies that can
be incorporated.

RelatedProcesses None

In table 5, we will see the information of the use case to solve user incidents, detailing actors, their
purpose, summary, processes and conditions.

d. Manage available material

Table 6. Use case specification manages available material.

Actor(s) A002 – Administrator

Purpose Verify the available material and complete the progress that
corresponds to each user (student) be the teacher who verifies
the material and verifies that the paradigms, processes, ideas,
etc. are well formulated and raised, otherwise inviewing it to
the administrator to be responsible for managing the
available material.

Summary The material that is available for each type of user isreviewed with the permissions
of read, edit, corresponding total control.

RelatedProcesses Add Available Material, Observe Available Material

In Table 6, we will see the information of the use case manages available material, detailing actors,
purpose, summary, processes and conditions.
 e. Check student development

Table 7. Use case specification Check student development.

Actor(s) A002 – Administrator / A003 – Teacher

Purpose To keep track of all the progress made by the student, in

addition to keeping a record of notes that have been
generated at the time of verification.

Summary The user as administrator, is responsible for being the filter

between the actions taken by the docente and the user as a
teacher is responsible for monitoring the students who are in
charge.

RelatedProcesses None

In table 7, we will see the information of the use case check student development, detailing actors, their
purpose, summary, processes and conditions.

f. Generate reports
Table 8. Specification of use case generate reports.

Actor(s) A003 – Teacher

Purpose To collect all information necessary for an audit or a

monthly balance.

Summary A report is generated from the virtual platform using the

tools available to it, according to the user's privileges.

RelatedProcesses None

In Table 8, we will see the information of the use case generate reports, detailing actors, purpose,
summary, processes and conditions.
 g. Observe available material

Table 9. Specification of use case observe available material.

Actor(s) A004 – Student

Purpose Observe and develop the materials available on the platform

in order to generate a platform development percentage
note.

Summary The material that is available to the user with only read permissions is reviewed.

Relatedproceedings None

In Table 9, we will see the use case information look at available material, detailing actors, their
purpose, summary, processes and conditions.

h. Develop evaluations (Test)

Table 10. Use case specification develop evaluations.

Actor(s) A004 – Student

Purpose Observe and develop the tests and evaluations available on

the platform in order to generate a grade of practice and /
or exams.

Summary The material that is available to the user with only read permissions is reviewed.

RelatedProcesses None

In Table 10, we will see the use case information develop evaluations, detailing actors, purpose,
summary, processes and conditions.
 i. Verify data

Table 11. Use case specification verify data.

Actor(s) A002 – Administrator / A001 – User (guest)

Purpose Observe and filter the data generated in order to eliminate all
unnecessary data or update it as the case may be.

Summary The user as an administrator, is responsible for verifying all

the data that is saved in the database, for example: income,
users that are created, etc.

RelatedProcesses None

In table 11, we will see the information of the use case verify data, detailing actors, their purpose,
summary, processes and conditions.

j. Generate Incidence
Table 12. Specification of use case generates incidence.

Actor(s) A002 – Administrator / A003 – Teacher / A004 – Student

Purpose Report and add all cases of errors,

observations, contributions, suggestions, among other
incidents, in order to identify problems and solve them
promptly.

Summary , Each registered user, has the option to create an incident

and send it to review the administrator user for its prompt
solution.

Related processes Resolve user incidents.

In table 12, we will see the information of the use case generate incidence, detailing actors, purpose,
summary, processes, and conditions.
 C. Business Use Case (LMS) Activity Diagram

- Verify Data

a
Figure 15. Activity diagram verify data.

In Figure 15 we observe the flows and processes of the activity diagram to verify data.
59
- Control user licenses

Figure 16. Diagram of activities controlling user licenses.

In Figure 16 we observe the flows and processes of the activity diagram controlling user licenses.
- Resolve User Issues

Figure 17. Diagram of activities to solve user incidents.

In Figure 17 we observe the flows and processes of the activity diagram to solve user incidents.
- Manage available material

Figure 18. Diagram of activities manage available material.

In Figure 18 we observe the flows and processes of the diagram of activities managing available material.
- Check student development

Figure 19. Diagram of activities check student development.

In Figure 19 we observe the flows and processes of the diagram of activities check student development.
- Add available material

Figure 20. Activity diagram add available material.

In Figure 20 we observe the flows and processes of the activity diagram adding available material.
- Generate Incidence

Figure 21. Diagram of activities generate incidence.

In Figure 21 we observe the flows and processes of the diagram of activities generate incidence.
- Generate reports

Figure 22. Diagram of activities generate reports.

In Figure 22 we observe the flows and processes of the activity diagram generate reports.
- Observe available material

Figure 23. Diagram of activities observe available material.

In Figure 23 we observe the flows and processes of the activity diagram looking at available material.
- Develop evaluations (Test)

Figure 24. Diagram of activities Develop evaluations.

In Figure 24 we observe the flows and processes of the diagram of activities develop evaluations.
4.2.2. System Model
A. System Use Case Diagram

Figure 25. Overview of the LMS system.

In Figure 25 we look at the actors and use cases involved in the system use case diagram shown.
 B. Event Flow Documentation

-System Use Case Diagram (LMS)

a. CUS_Verifica_Datos
Table 13. Specification Use case verifies data.
Use case N°001 Use Case Name:
CUS_Verifica_Datos
Actor(s) Registered User, Administrator, Teacher, Student
Objective Check the user's data to enter the LMS system.
Preconditions -
Postcondiciones The LMS recognizes the data entered.
Event Flow
Actor's action System Response
1. Enter username and password 2. See data.
3. Verify Data.
4. Correct data
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.

In table n° 13 we see the use case verifica_datos in which we record the data at the moment a user identifies
himself.

b. CUS_Nuevo_Ingreso
Table 14. Specification Use case new entry.
Use case N°002 Use Case Name:
CUS_Nuevo_Ingreso
Actor(s) Registered User, Administrator, Teacher, Student
Objective Allow entry to the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to enter the LMS system.
Event Flow
Actor's action System Response
1. Enter username and password 2. Validate data.
3. Allows entry to the LMS system.
4. Displays user interface according to the
permissions/roles assigned to you.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Limit one user per IP.

In table n° 14 we see the use case nuevo_ingreso in which a new entry slot is saved.

70
 c. CUS_Administra_Usuarios
Table 15. Specification Use case Manage Users.
Use case N°003 Use Case Name:
CUS_Administrar_Usuarios
Actor(s) Administrator
Objective Allow managing user(s) with the corresponding permissions.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to manage the users created in the LMS system.
Event Flow
Actor's action System Response
1. Enter your username and password. 2. Validate data.
4. Enter the user module. 3. Displays user interface.
5. Performs maintenance to the
users created.
Exceptional Situations
 An error connecting to the database failed.
 The data entered is incorrect.
 Session expired.

In table n° 15 we see the use case administra_usuarios in which users will be maintained either Add, Edit,
Search or Delete

d. CUS_Nuevo_Usuario
Table 16. Specification New user use case.
Use case N°003 Use Case Name:
CUS_Nuevo_Usuario
Actor(s) Administrator
Objective Allow you to create a user with the appropriate permissions.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to create a user in the LMS system.
Event Flow
Actor's action System Response
1. Enter your username and password. 4. Load the form for user creation.
2. Enter the user module. 5. Validates entered information and saves
3. Enter new user. information.
6. Sends a notification to the email of the
created user.

Exceptional Situations
 An error connecting to the database failed.
 The user already exists.
 The data entered is incorrect.
 Session expired.
 It does not load the form for user creation.

In table n° 16 we see the use case nuevo_usuario in which the data for the creation of a user will be added,
assigning them the corresponding permissions.

71
 e. CUS_Buscar_Usuario
Table 17. Specification Use case search user.
Use case N°004 Use Case Name:
CUS_Buscar_Usuario
Actor(s) Administrator
Objective Search for registered user information in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to find data of the user registered in the LMS.
Event Flow
Actor's action System Response
1. Enter username and password 4. Consult the data according to the search
2. Enter the user module. criteria.
3. Enter the search criteria in search 5. Displays user information or
user. Users.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 17 we see the use case buscar_usuario in which the search for a user will be carried out, in
order to apply the process of editing or deleting the user in question.

f. CUS_Editar_Usuario
Table 18. Specify Use case edit user.
Use case N°005 Use Case Name:
CUS_Editar_Usuario
Actor(s) Administrator
Objective Update the personal information of a user registered in the LMS.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to edit data of a user registered in the LMS.
Event Flow
Actor's action System Response
1. Enter username and password 4. Consult the data according to the search
2. Enter the user module. criteria.
3. Enter the search criteria in search 5. Displays user or user information.
user. 7. Validate information entered and save
6. Choose user to edit their data. information.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 18 we see the use case editar_usuario in which the data of a user will be modified, in order
to keep their data updated.
 g. CUS_Eliminar_Usuario
Table 19. Specify Use case delete user.
Use case N°006 Use Case Name:
CUS_Eliminar_Usuario
Actor(s) Administrator
Objective Delete a user's account.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to delete the user account registered in LMS.
Event Flow
Actor's action System Response
1. Enter username and password 4. Consult the data according to the search
2. Enter the user module. criteria.
3. Enter the search criteria in search 5. Displays user or user information.
user. 7. Validates entered information and deletes
6. Choose user to delete. information from the database.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 19 we see the use case eliminar_usuario in which the data of a user already created will be
deleted, under the parameters taken into account by the administrator.

h. CUS_Gestiona_Matricula
Table 20. Specification Use case manages registration.
Use case N°007 Use Case Name:
CUS_Gestiona_Matricula
Actor(s) Administrator
Objective Manage the registration process for user(s) and save the process.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user may be enrolled in a created course.
Event Flow
Actor's action System Response
1. Enter your username and password. 4. Consult the data according to the search
2. Enter the course module. criteria.
3. Enter the search criteria in the search 5. Displays user or user information.
user text box. 8. Gives a confirmation message.
6. Locate the user to enroll. 9. Validates information and saves data.
7. Register user.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired.
 There is no course to enroll.

In table n° 20 we see the use case gestiona_matricula in which the data is loaded to manage a
registration process.
 i. CUS_Controla_Permiso
Table 21. Specification Use case controls permission.
Use case N°008 Use Case Name:
CUS_Controla_Permiso
Actor(s) Administrator
Objective Give permissions by user type to users registered in LMS.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to provide the necessary permissions for the
performance
of users registered in the LMS system.
Event Flow
Actor's action System Response
1. Enter username and password 4. Consult the data according to the search
2. Enter the user module. criteria.
3. Enter the search criteria in the search 5. Displays user or user information.
user text box. 7. Validate information and save data.
6. Assign permissions to the indicated
user.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 21 we see the use case controla_permiso in which the necessary permissions are
provided for the performance of registered users.

j. CUS_Administra_Rol
Table 22. Specification Use case manages role.
Use case N°010 Use Case Name:
CUS_Administra_Rol
Actor(s) Administrator
Objective Assign a role for a registered user.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to assign roles for registered users.
Event Flow
Actor's action System Response
1. Enter username and password 3. Upload the form for role creation.
2. Enter the roles module. 5. Validate entered information and save
4. Assign a new role with the information.
corresponding permissions.
Exceptional Situations
 An error connecting to the database failed.
 It does not load module roles.
 Session expired

In table n° 22 we see the use case administra_rol in which the data for the assignment of a role will be
added.
 k. CUS_Administra_Mensajes
Table 23. Specification Use case manages messages.
Use case N°012 Use Case Name:
CUS_Administra_Mensajes
Actor(s) Administrator, Registered User, Teacher, Student
Objective Allow the user to send or delete messages.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user may send a message(s) to another registered user.
Event Flow
Actor's action System Response
1. Enter username and password. 3. Save the data.
2. Go to messaging and write a new
message or delete the ones that
already
Has.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 23 we see the use case administra_mensajes in which the data will be processed for sending or
deleting messages.

l. CUS_Gestiona_Comentarios
Table 24. Specification Use case handles feedback.
Use case N°014 Use Case Name:
CUS_Gestiona_Comentarios
Actor(s) Administrator, Registered User, Teacher, Student
Objective Allow the user to enter a comment in some
publication or where it could be done.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to enter a new comment or delete it.
Event Flow
Actor's action System Response
1. Enter username and password. 3. Save the data.
2. Go to the section that allows you
to write a new comment,
preserving or deleting it.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 24 we see the use case gestiona_comentarios in which the data will be added for the creation
of a comment or the deletion of it.
 m. CUS_Gestiona_Curso
Table 25. Specification use case gestiona_curso.
Use case N°016 Use Case Name:
CUS_Gestiona_Curso
Actor(s) Administrator, Teacher
Objective Allow you to manage one or more courses in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user can create a new course, edit it or delete it.
Event Flow
Actor's action System Response
1. Enter username and password 4. Load the form for course creation.
2. Enter the course module. 5. Validates entered information and
3. Add a new course. saves information.
6. Edit or delete a course. 7. Gives a confirmation message.
8. Validate information and save data

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired.
 It does not load the course module.

In table n° 25 we see the use case gestiona_curso in which the data for the maintenance of a course will be
checked, under the parameters taken into account by the administrator.

n. CUS_Nuevo_Curso
Table 26. Specification use case nuevo_curso.
Use case N°016 Use Case Name:
CUS_Nuevo_Curso
Actor(s) Administrator, Teacher
Objective Create a new course in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to create a new course.
Event Flow
Actor's action System Response
1. Enter username and password 4. Load the form for course creation.
2. Enter the course module. 5. Validates entered information and
3. Add a new course. saves information.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired.
 It does not load the form for course creation.

In table n° 26 we see the use case nuevo_curso in which the data for the creation of a course will be
added, under the parameters taken into account by the administrator.
 o. CUS_Eliminar_Curso
Table 27. Specification Use case delete course.
Use case N°017 Use Case Name:
CUS_Eliminar_Curso
Actor(s) Administrator, Teacher
Objective Remove a course created in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to remove a course created in the LMS system.
Event Flow
Actor's action System Response
1. Enter username and password 3. See the data.
2. Enter the course module. 4. Gives a confirmation message.
3. Choose course to delete. 5. Validates information and saves data.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 It does not load the course module.
 Session expired.

In table n° 27 we see the use case eliminar_curso in which the data of a course will be deleted, under the
parameters taken into account by the administrator.

p. CUS_Administra_Categoria_Curso
Table 28. Specification Use case manages course category.
Use case N°018 Use Case Name:
CUS_Administra_Categoria_Curso
Actor(s) Administrator, Teacher
Objective Create or delete course categories in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to create a new course category in the system
LMS or remove it if applicable.
Event Flow
Actor's action System Response
1. Enter username and password 4. Load the form for course category
2. Enter the module category of creation.
courses. 5. Validates entered information and
3. Adds a new course category. saves information.
6. Delete a course category. 7. Gives a confirmation message.
8. Validate information and save data
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired.

In table n° 28 we see the use case administra_categoria_curso in which data will be added for the creation
of a course category or its elimination, under the parameters taken into account by the administrator.
 q. CUS_Nueva_Categoria_Curso
Table 29. Specification Use case new category course.
Use case N°018 Use Case Name:
CUS_Nueva_Categoria_Curso
Actor(s) Administrator, Teacher
Objective Create a new course category in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to create a new course category in the system
LMS.
Event Flow
Actor's action System Response
1. Enter username and password 3. Upload the form for course category
2. Enter the module category of creation.
courses. 5. Validate entered information and save
4. Add a new course category. information.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired.
 It does not load the form for course category creation.

In table n° 29 we see the use case nueva_categoria_curso in which data will be added for the creation of a
course category, under the parameters taken into account by the administrator.

r. CUS_Eliminar_Categoria_Curso
Table 30. Specification Use case delete course category.
Use case N°019 Use Case Name:
CUS_Eliminar_Categoria_Curso
Actor(s) Administrator, Teacher
Objective Remove a course category created in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to remove a category created in the LMS
system.
Event Flow
Actor's action System Response
1. Enter username and password 4. See the data.
2. Enter the module category of 5. Gives a confirmation message.
courses. 6. Validates information and saves data.
3. Choose course to delete.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired.

In table n° 30 we see the use case eliminar_categoria_curso in which the data of a course category will be
deleted, under the parameters taken into account by the administrator.
 s. CUS_Gestiona_Leccion
Table 31. Specification Use case manages lesson.
Use case N°020 Use Case Name:
CUS_Gestiona_Leccion
Actor(s) Administrator, Teacher
Objective Allow the creation of a lesson to the LMS system or its deletion.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user can create a new lesson to the LMS system or delete it.
Event Flow
Actor's action System Response
1. Enter username and password 4. Load the form for lesson creation.
2. Enter the lesson module. 5. Validates entered information and
3. Add a new lesson. saves information.
6. Choose lesson to delete. 7. Gives a confirmation message.
8. Validates information and saves data.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 It does not load the lesson module.
 Session expired

In table n° 31 we see the use case gestiona_leccion in which data will be added for the creation of a lesson or
its elimination, under parameters taken into account by the administrator.

t. CUS_Nueva_Leccion
Table 32. Specification Use case new lesson.
Use case N°020 Use Case Name:
CUS_Nueva_Leccion
Actor(s) Administrator, Teacher
Objective Allow the creation of a lesson to the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to create a new lesson to the LMS system.
Event Flow
Actor's action System Response
1. Enter username and password 4. Load the form for lesson creation.
2. Enter the lesson module. 5. Validates entered information and
3. Add a new lesson. saves information.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 It does not load the form for creating lessons.
 Session expired

In table n° 32 we see the use case nueva_leccion in which data will be added for the creation of a lesson,
under the parameters taken into account by the administrator.
 u. CUS_Eliminar_Leccion
Table 33. Specification Use case delete lesson.
Use case N°022 Use Case Name:
CUS_Eliminar_Leccion
Actor(s) Administrator, Teacher
Objective Remove one or more lessons in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to delete lessons created in the LMS system.
Event Flow
Actor's action System Response
1. Enter username and password 4. See the data.
2. Enter the lesson module. 5. Gives a confirmation message.
3. Choose lesson to delete. 6. Validates information and saves data.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 It does not load the lesson module.
 Session expired

In table n° 33 we see the use case eliminar_leccion in which the data of a lesson will be deleted, under the
parameters taken into account by the administrator.

v. CUS_Administra_Examen
Table 34. Specification Use case manages exam.
Use case N°023 Use Case Name:
CUS_Administra_Examen
Actor(s) Administrator, Teacher
Objective Manage an exam by adding, editing, or deleting questions.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to add new question, edit or delete it according
to
Corresponds.
Event Flow
Actor's action System Response
1. Enter username and password 4. Load the form for question creation.
2. Enter the question module in an 5. Validates entered information and
exam. saves information.
3. Add a new question. 7. Gives a confirmation message.
6. Edit or delete question. 8. Validates information and saves data.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 34 we see the use case administra_examen in which data will be added for the creation of a
question edit or deletion of it, under the parameters taken into account by the administrator.
 w. CUS_Nueva_Pregunta
Table 35. Specification Use case new question.
Use case N°023 Use Case Name:
CUS_Nueva_Pregunta
Actor(s) Administrator, Teacher
Objective Allow you to add a new question where appropriate.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to add a new question where appropriate.
Event Flow
Actor's action System Response
1. Enter username and password 4. Load the form for question creation.
2. Enter the question module in an 5. Validates entered information and saves
exam. information.
3. Add a new question.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 35 we see the use case nueva_pregunta in which data will be added for the creation of a question,
under the parameters taken into account by the administrator.

x. CUS_Editar_Pregunta
Table 36. Specification Use case edit question.
Use case N°024 Use Case Name:
CUS_Editar_Pregunta
Actor(s) Administrator, Teacher
Objective Edit the information of a question in the LMS system.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to edit the questions where appropriate.
Event Flow
Actor's action System Response
1. Enter username and password 4. See the data.
2. Enter the question module in an 5. Validates information and saves data.
exam and see the question to be
edited.
3. Choose edit question.

Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired

In table n° 36 we see the use case editar_pregunta in which the data of a question will be modified, in
order to keep your data updated.
 y. CUS_Eliminar_Pregunta
Table 37. Specification Use case delete question.
Use case N°025 Use Case Name:
CUS_Eliminar_Pregunta
Actor(s) Administrator, Teacher
Objective Remove one or more questions where appropriate.
Preconditions The user must be registered in the LMS system.
Postcondiciones The user will be able to delete questions created in the LMS system.
Event Flow
Actor's action System Response
1. Enter username and password 4. See the data.
2. Enter the module questions in an 5. Gives a confirmation message.
exam and see the question to be 6. Validates information and saves data.
eliminated.
3. Choose question to delete.
Exceptional Situations
 An error connecting to the database failed.
 Incorrect data entered or the user does not exist.
 Session expired
In table n° 37 we see the use case eliminar_pregunta in which the data of a question will be deleted, under the
parameters taken into account by the administrator.
 C. Interaction diagram for each Use Case.

a. Sequence Diagram

- Verify data

Figure 26. Sequence diagram verify data.

In Figure 26 we see the sequence diagram verifying data structuring the behavior of the actor and its interactions in the LMS.

83
 - New Entry

Figure 27. Sequence diagram new entry.

In Figure 27 we see the new entry sequence diagram structuring the behavior of the actor and their interactions in the LMS.
 - Control permission

Figure 28. Sequence diagram controls permission.

In Figure 28 we see the sequence diagram controls permission structuring the behavior of the actor and its interactions in the LMS.
 - Manage Role

Figure 29. Sequence diagram manages role.

In Figure 29 we see the sequence diagram manages role structuring the behavior of the actor and their interactions in the LMS.
 - Manage course

Figure 30. Sequence diagram manages course.

In Figure 30 we see the sequence diagram manages course structuring the behavior of the actor and their interactions in the LMS.
 - New course

Figure 31. Sequence diagram new course.

In Figure 31 we see the new course sequence diagram structuring the behavior of the actor and its interactions in the LMS.
 - Delete course

Figure 32. Sequence diagram delete course.

In Figure 32 we see the sequence diagram eliminate course structuring the behavior of the actor and its interactions in the LMS.
 - Manage course category

Figure 33. Sequence diagram manages course category.

In Figure 33 we see the sequence diagram manages course category structuring the behavior of the actor and interactions in the LMS.
 - New course category

Figure 34. Sequence diagram new category course.

In Figure 34 we see the sequence diagram new category course structuring the behavior of the actor and their interactions in the LMS.
 - Delete course category

Figure 35. Sequence diagram delete course category.

In Figure 35 we see the sequence diagram delete course category structuring the behavior of the actor and interactions in the LMS.
 - Manage feedback

Figure 36. Sequence diagram manages comments.

In Figure 36 we see the sequence diagram manages comments structuring the behavior of the actor and their interactions in the LMS.
 - Manage messages

Figure 37. Sequence diagram manages messages.

In Figure 37 we see the sequence diagram manages messages structuring the behavior of the actor and their interactions in the LMS.
 - Manage enrolment

Figure 38. Sequence diagram manages enrollment.

In Figure 38 we see the sequence diagram manages enrollment structuring the behavior of the actor and their interactions in the LMS.
 - Manage Lesson

Figure 39. Sequence diagram manages lesson.

In Figure 39 we see the sequence diagram manages lesson structuring the behavior of the actor and their interactions in the LMS.
 - New Lesson

Figure 40. Sequence diagram new lesson.

In Figure 40 we see the new lesson sequence diagram structuring the behavior of the actor and their interactions in the LMS.
 - Delete Lesson

Figure 41. Sequence diagram delete lesson.

In Figure 41 we see the sequence diagram delete lesson structuring the behavior of the actor and their interactions in the LMS.
 - Administer exam

Figure 42. Sequence diagram administers examination.

In Figure 42 we see the sequence diagram administers examination structuring the behavior of the actor and their interactions in the LMS.
 - New Question

Figure 43. Sequence diagram new question.

In Figure 43 we see the new sequence question diagram structuring the behavior of the actor and its interactions in the LMS.
 - Edit Question

Figure 44. Sequence diagram edit question.

In Figure 44 we see the sequence diagram edit question structuring the behavior of the actor and their interactions in the LMS.
 - Delete Question

Figure 45. Sequence diagram delete question.

In Figure 45 we see the sequence diagram eliminate question structuring the behavior of the actor and its interactions in the LMS.
- Manage Users

Figure 46. Sequence diagram manages users.

In Figure 46 we see the sequence diagram manages users structuring the behavior of the actor and their interactions in the LMS.
- New User

Figure 47. Sequence diagram new user.

In Figure 47 we see the new user sequence diagram structuring the behavior of the actor and their interactions in the LMS.
- Search User

Figure 48. Sequence diagram search user.

In Figure 48 we see the sequence diagram looking for user structuring the behavior of the actor and their interactions in the LMS.
- Edit User

Figure 49. Sequence diagram edit user.

In Figure 49 we see the sequence diagram editing user structuring the behavior of the actor and their interactions in the LMS.
- Delete User

Figure 50. Sequence diagram delete user.

In Figure 50 we see the sequence diagram eliminate user structuring the behavior of the actor and their interactions in the LMS.
b. Collaboration Diagram

- Verify data

Figure 51. Collaboration diagram verify data.

In Figure 51 we see the collaboration diagram verifying data structuring the behavior of the actor and their interactions in the LMS.
- New Entry

Figure 52. Collaboration diagram new entry.

In Figure 52 we see the new entry collaboration diagram structuring the behavior of the actor and their interactions in the LMS.
 - Control permission

Figure 53. Collaboration diagram controls permission.

In Figure 53 we see the collaboration diagram controls permission structuring the behavior of the actor and their interactions in the LMS.
- Manage role

Figure 54. Collaboration diagram manages role.

In Figure 54 we see the collaborative role management diagram structuring the actor's behavior and their interactions in the LMS.
 - Manage course

Figure 55. Collaboration diagram manages course.

In Figure 55 we see the collaborative diagram manages course structuring the behavior of the actor and their interactions in the LMS.
- New course

Figure 56. Collaboration diagram new course.

In Figure 56 we see the new course collaboration diagram structuring the behavior of the actor and their interactions in the LMS.
- Delete course

Figure 57. Collaboration diagram delete course.

In Figure 57 we see the phase-out collaboration diagram structuring the actor's behavior and interactions in the LMS.
- Manage course category

Figure 58. Collaboration diagram manages course category.

In Figure 58 we see the collaboration diagram manages course category structuring actor behavior and interactions in the LMS.
 - New course category

Figure 59. Collaboration diagram new category course.

In Figure 59 we see the collaboration diagram new category course structuring the behavior of the actor and interactions in the LMS.
 - Delete course category

Figure 60. Collaboration diagram delete course category.

In Figure 60 we see the collaboration diagram delete course category structuring the behavior of the actor and interactions in the LMS.
- Manage feedback

Figure 61. Collaboration diagram manages feedback.

In Figure 61 we see the collaboration diagram manages comments structuring the behavior of the actor and interactions in the LMS.
 - Manage messages

Figure 62. Collaboration diagram manages messages.

Figure 62 shows the collaborative diagram manages messages structuring the behavior of the actor and their interactions in the LMS.
 - Manage registration

Figure 63. Collaboration diagram manages registration.

In Figure 63 we see the diagram of collaboration manages matricula structuring the behavior of the actor and their interactions in the LMS.
 - Manage lesson

Figure 64. Collaboration diagram manages lesson.

In Figure 64 we see the collaborative diagram manages lesson structuring the behavior of the actor and their interactions in the LMS.
- New lesson

Figure 65. Collaboration diagram new lesson.

In Figure 65 we see the new lesson collaboration diagram structuring the actor's behavior and their interactions in the LMS.
 - Delete Lesson

Figure 66. Collaboration diagram delete lesson.

In Figure 66 we see the collaborative diagram eliminate lesson structuring the behavior of the actor and their interactions in the LMS.
 - Administer exam

Figure 67. Collaboration diagram manages exam.

In Figure 67 we see the collaborative diagram manages examination structuring the behavior of the actor and their interactions in the LMS.
- New Question

Figure 68. Collaboration diagram new question.

In Figure 68 we see the new collaboration question diagram structuring the behavior of the actor and their interactions in the LMS.
- Edit Question

Figure 69. Collaboration diagram edit question.

In Figure 69 we see the collaborative edit question diagram structuring the behavior of the actor and their interactions in the LMS.
 - Delete question

Figure 70. Collaboration diagram delete question.

In Figure 70 we see the collaborative diagram eliminate question structuring the behavior of the actor and their interactions in the LMS.
 - Manage Users

Figure 71. Collaboration diagram manages users.

In Figure 71 we see the collaborative diagram manages users structuring the behavior of the actor and their interactions in the LMS.
- New User

Figure 72. New user collaboration diagram.

In Figure 72 we see the new user collaboration diagram structuring the behavior of the actor and their interactions in the LMS.
 - Search User

Figure 73. Collaboration diagram search user.

In Figure 73 we see the collaboration diagram looking for user structuring the behavior of the actor and their interactions in the LMS.
- Edit User

Figure 74. Collaboration diagram edit user.

In Figure 74 we see the user edit collaboration diagram structuring the behavior of the actor and their interactions in the LMS.
 - Delete User

Figure 75. Collaboration diagram delete user.

In Figure 75 we see the collaboration diagram eliminating user structuring the behavior of the actor and their interactions in the LMS.
 C. State diagram for each use case

- Verify Data

Beginning

Request login data

Login

Validates entry data

Send
Data

Verify Data

End

Figure 76. Status diagram verifies data.

Figure 76 shows the data-checking state diagram and we see the interaction of objects and their
sequence moving from an initial state to a final state according to the use cases of the system.

- New Entry

Beginning

Request login data

Login

Validates entry data

BD Guard

New Entry

End

Figure 77. New entry status diagram.

Figure 77 shows the new entry status diagram and we see the interaction of the objects and his
sequence passing of one state initial a one state final according to the Cases of
use of the system.

133
 - Manage Users
Beginning

Request login data

Login

Redirect to the controller

User maintenance

Manage Users

Send
Data

Displays User Data

End

Figure 78. User management status diagram.

Figure 78 shows the user management state diagram and we see the interaction of objects and
their sequence moving from an initial state to a final state according to the use cases of the
system.

- New User
Beginning

Request new registration

Fill out the

form

Redirect to the controller

User
Maintenance

New user

BD Guard

User created

End

Figure 79. New user status diagram.

Figure 79 shows the new user state diagram and we see the interaction of the objects and their
sequence going from an initial state to a final state according to the use cases of the system.

134
 - Search User
Beginning

Request new search

Fill out the

form

Redirect to the controller

User
Maintenance

Find User

Send
data

Shows user

End

Figure 80. Search user status diagram.

Figure n° 80 shows the search user state diagram and we see the interaction of the objects and their
sequence going from an initial state to a final state according to the use cases of the system.

- Edit User
Beginning

Request login data

Login

Redirect to the controller

User
Maintenance

Edit User

BD Guard

Displays user data

End

Figure 81. Edit user status diagram.

Figure n° 81 shows the user edit state diagram and we see the interaction of the objects and their
sequence going from an initial state to a final state according to the use cases of the system.

135
 - Delete User
Beginning

Request to delete user

Loading
interfac
e

Redirect to the controller

User
Maintenance

Delete user

BD Guard

Deleted User
End

Figure 82. Delete user status diagram.

Figure 82 shows the delete user state diagram and we see the interaction of objects and their sequence
going from an initial state to a final state according to the use cases of the system.

- Manage Course

Beginning

Request login data

Login

Redirect to the controller

Course
maintenance

Manage course

Send
Data

Displays Course Data

End

Figure 83. Status diagram manages course.

Figure n° 83 shows the course management status diagram and we see the interaction of the objects
and their sequence going from an initial state to a final state according to the use cases of the system.
 - New Course
Beginning

Request new registration

Complete
Form

Redirect to the controller

Course
Maintenance

New Course

BD Guard

Course created

End

Figure 84. New course status diagram.

Figure 84 shows the new course state diagram and we see the interaction of the objects and their
sequence going from an initial state to a final state according to the use cases of the system.

- Delete Course
Beginning

Request to delete course

Loading Interface

Redirect to the controller

Course
Maintenance

Delete Course

BD Guard

Course Eliminated

End

Figure 85. State diagram delete course.

Figure n° 85 shows the delete course status diagram and we see the interaction of objects and their
sequence going from an initial state to a final state according to the use cases of the system.
 - Manage Registration
Beginning

Request new registration

LLena Form

Redirect to the controller

Registration
maintenance

New Registration

BD Guard

Registration Created

End

Figure 86. Status diagram manages registration.

Figure n° 86 shows the license plate management status diagram and we see the interaction of
the objects and their sequence going from an initial state to a final state according to the use
cases of the system.

- Control Permission
Beginning

Request new registration

LLena Form

Redirect to the controller

Maintenance Permit

New Permit

BD Guard

Permission Created

End

Figure 87. Status diagram controls permission.

Figure n° 87 shows the permission control status diagram and we see the interaction of objects and
their sequence going from an initial state to a final state according to the use cases of the system.
 - Manage Role
Beginning

Request new registration

LLena Form

Redirect to the controller

Maintenance
Role

New Role

BD Guard

Role Created

End

Figure 88. State diagram administers roll.

Figure 88 shows the role-management state diagram and we see the interaction of objects and their
sequence moving from an initial state to a final state according to the use cases of the system.

- Manage messages
Beginning

Request new registration

LLena Form

Redirect to the controller

Maintenance
Message

New Message

BD Guard

Message created

End

Figure 89. Status diagram manages messages.

Figure 89 shows the message management status diagram and we see the interaction of objects
and their sequence moving from an initial state to a final state according to the system's use
cases.

139
 - Manage comments
Beginning

Request new registration

LLena Form

Redirect to the controller

Maintenance
Comment

New Comment

BD Guard

Comment Created

End

Figure 90. Status diagram manages comments.

Figure n° 90 shows the status diagram manages comments and we see the interaction of objects
and their sequence going from an initial state to a final state according to the use cases of the
system.

- Manage Course Category

Beginning

Request login data

Login

Redirect to the controller

Maintenance
category course

Manages course category

Send
Data

Displays Data

End

Figure 91. Status diagram manages course category.

Figure 91 shows the managed status diagram course category and we see the interaction of objects
and their sequence moving from an initial state to a final state according to the use cases of the
system.
140
- New Course Category
Beginning

R
e
q
u
e
s
t

n
e
w

r
e
g
i
s
t
r
a
t
i
o
n

LLena Form

Re
dir
ect
to
th
e
co
ntr
oll
er

M
a
i
n
t
e
n
a
n
c
e

C
a
t
e
g
o
r
y

141
 t
C e
o n
u a
r n
s c
e e

C
New
Course a
Category t
e
BD Guard g
o
r
y
Category
course
Created C
o
End u
r
Figure 92. Status diagram new category s
course. e

Figure n° 92 shows the new course Delet

category state diagram and we see e
Cour
the interaction of the objects and se
Categ
their sequence going from an initial ory

state to a final state according to BD Guard

the use cases of the system.
Cat
- Delete Course ego
Category ry
Cou
Beginn rse
ing Eli
min
ated
Requ
est
delet End
e
cours Figure 93.
e Status diagram
categ delete course
ory
category.
LLena Form Figure 93 shows the delete course category status
diagram and we see the interaction of objects and
Redir their sequence moving from an initial state to a
ect to
the final state according to the use cases of the system.
contro
ller

M
a
i
n
142
 - Manage Lesson
Beginning

Request login data

Login

Redirect to the controller

Lection
Maintenance

Manage Lesson

Send
Data

Displays Data

End

Figure 94. Status diagram manages lesson.

Figure n° 94 shows the lesson management status diagram and we see the interaction of the objects
and their sequence going from an initial state to a final state according to the use cases of the system.

- New Lesson
Beginning

Request new registration

LLena Form

Redirect to the controller

Lection
Maintenance

New Lesson

BD Guard

Lesson Created

End

Figure 95. New lesson status diagram.

Figure 95 shows the new lesson state diagram and we see the interaction of objects and their sequence
moving from an initial state to a final state according to the use cases of the system.
 - Delete Lesson
Beginning

Request to delete lesson

LLena Form

Redirect to the controller

Lection
Maintenance

Delete Lesson

BD Guard

Lesson Deleted

End

Figure 96. Status diagram delete lesson.

Figure n° 96 shows the delete lesson status diagram and we see the interaction of objects and their
sequence moving from an initial state to a final state according to the use cases of the system.

- Administer Exam

Beginning

Request login data

Login

Redirect to the controller

Maintenance
Question

Administer Exam

Send
Data

Displays Data

End

Figure 97. Status diagram administers exam.

Figure 97 shows the scan-managed status diagram and we see the interaction of objects and their
sequence moving from an initial state to a final state based on the system's use cases.

- New Question
 InicI

Request new registration

LLena Form

Redirect to the controller

Maintenance
Question

New Question

BD Guard

Question created

End

Figure 98. New question status diagram.

Figure 98 shows the new question state diagram and we see the interaction of the objects and their
sequence moving from an initial state to a final state according to the use cases of the system.

- Edit Question

Beginning

Request login data

Login

Redirect to the controller

Maintenance
Question

Edit Question

BD Guard

Displays question data

End

Figure 99. Status diagram edit question.

Figure n° 99 shows the edit question status diagram and we see the interaction of the objects and their
sequence going from an initial state to a final state according to the use cases of the system.

- Delete Question

Beginning
 Request to delete question

LLena Form

Redirect to the controller

Maintenance
Question

Delete Question

BD Guard

Deleted Question

End

Figure 100. Status diagram delete question.

Figure n° 100 shows the delete question state diagram and we see the interaction of the objects
and their sequence going from an initial state to a final state according to the use cases of the
system.
D. Class Diagram

Figure 101. Class diagram.

In Figure 101 we see the class diagram with its attributes and type of relationships of the LMS system

146
 E. Deployment diagram

2
1 Intel core i5 6400
Intel core i5 6400
3.3 GHZ RAM 6GB HDD 1TB
3.3 GHZ RAM 6GB HDD Wi ndows 10 - 64bits
1TB
Wi ndows 10 - 64bits

3
Intel core i5 6400
3.3 GHZ RAM 6GB HDD Fast Ethernet IEEE 802.3an
1TB 10GBASE-T 5
Wi ndows 10 - 64bits Intel core i5 6400
Ethernet at 10 G bit/s over 3.3 GHZ RAM 6GB
HDD 1TB
non-bli ndado twisted pair Wi ndows 10 - 64b
(UTP)

6 4
Intel core i5 6400 Firewall Intel core i5 6400
3.3 GHZ RAM 6GB HDD
1TB 3.3 GHZ RAM 6GB HDD
Wi ndows 10 - 64bits 1TB
Wi ndows 10 - 64bits

Cloud data Amazon web

server services Jelastic
Azure

Private Server
Intel core i5 6400
3.3 GHZ RAM 6GB HDD
1TB
Wi ndows 10 - 64bits

Figure 102. Deployment diagram.

In Figure 102 we see the deployment diagram with its architecture and stereotypes, using nodes.

147
 F. Component Diagram

LMS.exe

Once
Learning Management System Users

Platform.exe

Teacher

incidence.dll

license.dll usuarios_roles.dll
material.dll

report

Pupil

Administrator

Figure 103. LMS component diagram.

In Figure 103 we see the diagram, showing organizations and dependencies between software components under the perspective of the LMS.

148
 ERP.exe
Familiar
Users
Onc
e

Enterprise Resource
Planning System recursoshumanos.dl
l
Platform.exe
support.dll

Employee
controlfinanciero.
dll
usuarios_roles.dl
l
examinati reports.dll news.dll
on.dll

schedules.
library.dll dll

Administrato Pupil
r

Figure 104. Diagram of components ERP.

In Figure 104 we see the diagram, showing organizations and dependencies between software components under ERP perspective.
4.3. DTERMINATION OF SYSTEM REQUIREMENTS
4.3.1. Functional Requirements
Table 38. Functional requirements.
Code Number Priority
RF01 New Entry Loud

RF02 New user Lou

d
RF03 Edit User
Lou
d
RF04 Find User Loud

RF05 Delete user Loud

RF06 New course Loud

RF07 Delete course Loud

RF08 New Registration Loud

RF09 New Permit Loud

RF10 Delete Permission Loud

RF11 New Role Lou

d
RF12 Delete Role
Lou
d
RF13 New Message Casualty

RF14 Delete Message Casualty

RF15 New Comment Casualty

RF16 Delete Comment Casualty

RF17 New Course Category Loud

RF18 Delete Course Category Loud

RF19 New Lesson Loud

RF20 Edit Lesson Lou

d
RF21 Delete Lesson
Lou
d
RF22 New Question Media

RF23 Edit Question Media

150
 RF24 Delete Question Media
In the table we list the essential functional requirements in the software and the priority that each of them
has.

151
 4.3.2. Non-Functional Requirements
Table 39. Non-functional requirements.

Number RequirementDescriptionPriority

RNF1 USABILITY The interface should be user-friendly, Loud

that is easy to understand and use.

RNF2 SECURITY Once permissions are assigned Loud

corresponding to each user, the credentials of
each user (username and password) should be
tracked and recommended to change them from
time to time.

RNF3 PERFORMANCE Being a large number of users, which Loud

the learning platform is oriented, it must support
a large load of data, connected users, and the
necessary power in the servers and equipment
where the data will rest.

RNF4 PERFORMANCE The system must be adequate not to Loud

present problems in its execution and stability.

RNF5 CROSS-PLATFORM While the platform is designed to be Casualty

worked on a desktop pc or laptop, can also be
viewed on mobile devices, as for operating
systems should be optimized for any of them
that can enter an environment web.

In this table we detail the non-functional requirements of the system, which do not have a specific
functionality in terms of information, processes or functions to be performed, however, it is important to
mention them because they apply to the the entire system.
4.4. DEVELOPMENT
4.4.1. Design and implementation of the Database
A. Conceptual Model

Figure 105. Conceptual model diagram.

In Figure 105 we see the conceptual model diagram, showing the main entities involved in the LMS.

153
B. Logic Model

Figure 106. Logical model diagram.

In Figure 106 we see the logical model diagram, showing the main entities in a more detailed way.
C. Physical Model.

Figure 107. Physical model diagram.

In Figure 107 we see the physical model diagram, showing the tables and columns with their interacting relationships in the LMS.
4.4.2. System Interface Design

A. Security access forms. (Access levels)

Figure 108. Login of the LMS system.

In Figure 108 we see a quick look at the login to the LMS.

Figure 109. Login of the ERP system.

In Figure 109 we see a quick look at the ERP access login.

156
 B. System Main Menu

Figure 110. Main menu administration menu.

In Figure 110 we see the main screen of the LMS after validating data as an administrator.

Figure 111. ERP system main menu.

In Figure 111 we see the main screen of the ERP after validating data as an administrator.
Articulate Storyline 3 Content Creation Program

Figure 112. Home screen, Articulare Storyline 3 program.

In Figure 112 we give a quick look at the interface of the software to create content
Educational Storyline 3.

Figure 113. Blank project in Articulate Storyline 3.

In Figure 113 we see a blank project of the software to create educational content
Storyline 3.
 Figure 114. Example content about Linux.
In Figure 114 we see an example of a content of the program to create content
Educational Storyline 3.

Figure 115. Preview created content.

In Figure 115 we see an example of a content being played in SCORM format
for Storyline 3.
 Figure 116. SCORM format content publishing screen.
Figure 116 shows the options before saving/publishing a file in Storyline 3.

Figure 117. Content publishing format options.

In Figure 117 we see the format of publishing a file in Storyline 3.
 Figure 118. The interface for previewing the structure of a course.
In Figure 118 we see the preview of the structure of a course by level in the LMS.

Figure 119. SCORM content embedded in Moodle.

In Figure 119 we see a quick look at a file embedded in the LMS.
 C. Process forms, maintenance main tables, secondary.

Figure 120. Maintenance menu of a course.

In Figure 120 we see a glimpse of the options interface of a course in the LMS.

Figure 121. User list interface.

In Figure 121 we see a quick look at the list of users in the LMS.
 Figure 122. Menu to enroll a user to a course.
Figure 122 provides a glimpse of the process for enrolling a user in a course in the LMS.

Figure 123. Interface list of users enrolled in the course.

In Figure 123 we give a look at the interface of users enrolled in a course in the LMS.
 Figure 124. Add Activity or Resource menu.
In Figure 124 we take a look at the menu to add an activity or resource in the LMS.

Figure 125. Add SCORM content interface.

In Figure 125 we take a look at the interface for adding SCORM content to the LMS.
 Figure 126. Example 01 of content.
Figure 126 shows an example of a content played in the LMS.

Figure 127. Example 02 of content.

In Figure 127 we see another example of a content played in the LMS.
 Figure 128. Interface to add student in ERP.
In Figure 128 we see the interface of the process adding student in the ERP.

Figure 129. Student search in ERP.

In Figure 129 we see the interface of the search for student process in the ERP.
 Figure 130. Student list interface in ERP.
In Figure 130 we see the interface of the list of students in the ERP.

Figure 131. User creation module in ERP.

In figure 131 we see the interface to create a new user in the ERP.

Figure 132. News Interface in ERP.

In Figure 132 we see the news interface in the ERP.
 Figure 133. Module to add a new news in ERP.
In figure 133 we see the interface to be able to publish a news in the ERP.

Figure 134. Exam menu in ERP.

In figure 134 we see the exam interface and the options it gives us in the ERP.

Figure 135. Module to add an exam in ERP.

In Figure 135 we see the interface to add an exam and its options in the ERP.
 Figure 136. Time interface in ERP.
In Figure 136 we see the schedule interface and its options in the ERP.

Figure 137. List of time intervals in ERP.

In Figure 137 we see the interface of the intervals of schedules and shifts in the ERP.

Figure 138. ERP Support Menu.

In Figure 138 we see the support interface and its options in the ERP.
 Figure 139. Register an assistance in ERP.
In figure 139 we see the interface to register attendance through floating menu in ERP.

Figure 140. Human resources menu in ERP.

In Figure 140 we see the human resources interface and its options in the ERP.

Figure 141. Menu to see users by department in ERP.

In Figure 141 we see the user interface by department (area) in the ERP.
 Figure 142. Finance menu in ERP.
In figure 142 we see the finance interface and the options they give us in the ERP.

Figure 143. Module to add an economic income in ERP.

In Figure 143 we see the finance interface creating an income in the ERP.

Figure 144. Menu of library options in ERP.

In figure 144 we see the library interface and the options that the ERP gives us.
 Figure 145. List of books available from library in ERP.
In figure 145 we see in the library interface, the options manage books in the ERP.

Figure 146. Module for the creation of an event in ERP.

In Figure 146 we see the interface about events and their options in the ERP.

Figure 147. Example of a Report generated in PDF format in ERP.

In Figure 147 we see an example report in the ERP.
D. Business processes of the company

Figure 148. Interface create a course.

In Figure 148 we see the course interface and a form to create one in the LMS.

Figure 149. Interface create a category.

In Figure 149 we see the interface to create a course category in the LMS.
 Figure 150. Interface manage user permissions.
In Figure 150 we see the permissions interface and its options to apply to a user in the LMS.

Figure 151. Interface manage Reports/Reports.

In Figure 151 we see the reporting interface and its options in the LMS.
 Figure 152. Interface manage external modules.
In Figure 152 we see the interface to install external modules in the LMS.

Figure 153. Embedded H5P content creation module interface.

In Figure 153 we see the module to create content with H5P module in the LMS.
 Figure 154. Videoconferencing interface.
In figure 154 we see the module to make a videoconference in the LMS.

Figure 155. Embedded Content in Moodle.

In Figure 155 we see an embedded content shown in the LMS.
E. Design of prototypes or system.

Figure 156. Demo test interface on XAMPP server.

Figure 156 shows the interface of an XAMPP server.

Figure 157. Native moodle 3.0.1 interface.

In Figure 157 we see the beta stage of the LMS launched on an XAMPP server
 Figure 158. Interface available languages Moodle.
In Figure 158 we see options to change the language to the LMS in its native version.

Figure 159. Interface language options.

Figure 159 shows the language options in the native LMS.
 Figure 160. Basic ERP interface.
In Figure 160 we see the access interface in a beta stage of the ERP.

Figure 161. Native ERP home screen.

In Figure 161 we see a main menu interface in the beta stage of the ERP.
4.5. DEVELOPMENT
4.5.1. Programming: Development of system prototypes
A. Management Pack

 User Validation

Figure 162. LMS login module.

In Figure 162 we see the code for the operation of the LMS access.

Figure 163. Erp login and logout module.

In Figure 163 we see the code for the operation of ERP access.
B. Core Process Module

a. User Module

Figure 164. MODULE list of ERP users.

In Figure 164 we see the user list code in the ERP.

Figure 165. Module list of employees, students and family ERP.

In Figure 165 we see the user list code by type in the ERP.
 Figure 166. Module create a user in ERP.
In Figure 166 we see the code for the operation of creating user in ERP.

Figure 167. Module edit a user in ERP.

In Figure 167 we see the code for the operation of editing user in ERP.

Figure 168. Module delete a user in ERP.

In Figure 168 we see the code to delete user in ERP.

Figure 169. Main module in ERP.

In figure 169 we see the code of the dashboard (main page) in the ERP.
 C. Purification

Among some observations and standards that can be observed and applied, we list

the following:

- Adapt the colors of each interface based on those used by the Educational

Institution in its infrastructure.

- Keep the version of the LMS and the items to be used, updated.

4.6. IMPLEMENTATION

4.6.1. Integration of prototypes:

The integration of the prototypes in the following user interface was achieved:

Figure 170. Prototype interface of the main menu without courses.

In Figure 170 we see a main menu of the LMS without courses.
4.6.2. Software installation and configuration:

We will detail step by step the procedure for hosting our Moodle LMS in a cloud,

as well as a supporting ERP.

A. Installing a Cloud Learning Manager (LMS)

Step 1: To begin with, we will visit the website jelastic.com...

Figure 171. Jelastic website.

Step 2: We will look for a service provider of choice...

Figure 172. Jelastic service providers.

Step 3: We hope you will load the following module...

Figure 173. Servnet load module.

Step 4: Opens a window with email and key validation ...

Figure 174. Servnet validation window.

Step 5: Now we enter our mail to confirm and activate our data ...

Figure 175. Gmail mail window.

Step 6: Locate the email and click on the link provided by the server ...

Figure 176. Confirmation email.

 Step 7: We confirm our password and validate a verification or captcha
code...

Figure 177. Password and captcha verification window.

Step 8: Upon completion it will redirect us to the loading screen of the service
provider...

Figure 178. Servnet loading window.

Step 9: Then give us a welcome message to the Jelastic dashboard...

Figure 179. Welcome window dashboard Jelastic.

Step 10: Closing will give us the option to create a new environment..

Figure 180. Main panel in the Jelastic dashboard.

Step 11: We will click on create new environment ...

Figure 181. PHP environment window.

Step 12: When you click on Create, we will wait for the environment to be
created

Figure 182. Dashboard creation of environments.

 Step 13: Once created, it gives us the option to upload a zip file, for example,
a version of Moodle by clicking on send...

Figure 183. Option to upload zip files.

Step 14: Then we can deploy our uploaded file on the apache server created
(clear if necessary) ...

Figure 184. Option deploy file to available server.

 Step 15: But in this case, we will use the Store tool, which is like a set of
varied applications with different approaches that we can upload to our cloud...

Figure 185. Marketplace Applications.

Step 16: We will search for Moodle in the search box and click
by installing ...

Figure 186. Moodle app in the app store.

Step 17: We will name the environment and choose to install...

Figure 187. Moodle environment creation window.

Step 18: We will wait for you to finish installing...

Figure 188. Process installing Moodle in the app store.

 Step 19: Once finished, it will give us to choose that we open and access our
environment created using the Open in browser button ...

Figure 189. Moodle LMS creation confirmation window.

Step 20: Opening it will show us an error message in the database

connection ...

Figure 190. Error message when installing moodle.

 Step 21: Then we will have to check our database to which we must first look
for the credentials in our mail ...

Figure 191. Data email to enter PHPmyadmin.

Step 22: We enter it in the PHPMyAdmin login window

validating our credentials....

Figure 192. PHPmyAdmin username and password validation.

 Step 23: Enter the main PHPMyAdmin panel...

Figure 193. Main screen phpMyAdmin.

Step 24: We will add a username, password, and database with the name
"moodle" by clicking on Add new user ...

Figure 194. Environment user accounts.

 Step 25: We follow the steps and fill in the required spaces and place a check in
the option create database with all privileges....

Figure 195. Add new user form.

Step 26: Then it will show us the message that a user was created...

Figure 196. Panel for creating users.

 Step 27: We will return to our Jelastic cloud dashboard, looking for the
apache server and then clicking on the config icon ...

Figure 197. Jelastic cloud dashboard.

Step 28: Search our directory for our config file.php...

Figure 198. Home directory of our server.

 Step 29: When opening the config file.php we see the php code as follows...

Figure 199. PHP code archive config.php .

Step 30: We complete the fields $CFG -> dbhost, $CFG -> dbname, $CFG
-> dbuser and $CFG -> dbpass with the name of our database ...

Figure 200. PHP code archive config.php with our data.

 Step 31: We restart our server...

Figure 201. A confirmation message to restart the apache server.

Step 32: We check our application again, to which the Moodle installer now
appears correctly; click on continue

Figure 202. Moodle installation message.

Step 33: We continue with the installation by clicking on continue ...

Figure 203. Installation parameters requirements.

Step 34: We keep clicking on Continue...

Figure 204. Licensing installation parameters.

 Step 35: We add a validation user to enter our content manager, completing
the form

Figure 205. Form for the creation of the LMS user.

Step 36: We give the LMS a name...

Figure 206. Installation parameters names.

 Step 37: We continue to complete the final parameters of our installation...

Figure 207. Installation parameters LMS options.

Step 38: Finally we complete the installation and we are left with the screen of
our Moodle LMS...

Figure 208. Basic view of the main moodle screen.

 Step 39: We seek to change the language options of the LMS, adding the
Spanish language from the available languages...

Figure 209. Available languages Moodle.

Step 40: Then we change the language...

Figure 210. Moodle language options.

 Step 41: Now we will see the most important files to modify, for example
php.ini which is where we will change the parameters of our LMS such as the
size in MB of our files to upload, libraries, etc ...

Figure 211. Options php file.ini .

Step 42: Our index file.php will be where we will modify our main page of
our LMS...

Figure 212. Options file index.php .

 Step 43: After some modifications, this is how you see our content manager
(Login screen) ...

Figure 213. Moodle LMS Login screen.

Step 44: And when entering our username and password it shows us the home
page of our LMS...

Figure 214. Screen personal area without courses of our LMS.

B. Installation of a Resource Planning System (ERP)

Step 1: First we will install the open source language Ruby in its version 1.8.7...

Figure 215. Ruby installation screen.

Step 2: We will locate the Ruby installation path...

Figure 216. Ruby installation path.

Step 3: We will wait for you to copy the necessary files...

Figure 217. Ruby installation waiting screen.

Step 4: We finish installing the open source ruby language...

Figure 218. Screen successful installation of Ruby.

Step 5: Now we will check that the Ruby version has been installed
correctly by running cmd and then the ruby -v command...

Figure 219. Ruby version revision in the command menu.

Step 6: Now we will install version 5.0 of MySQL Server...

Figure 220. MySQL server 5.0 installation screen.

Step 7: We will proceed to do a basic installation or Typical ...

Figure 221. Mysql Server 5.0 installation type.

Step 8: Wait for you to finish performing the installation...

Figure 222. Screen completing the installation of Myqsl server 5.0.

Step 9: Once the installation is finished, it will ask us to configure the server...

Figure 223. Full installation screen of Mysql server 5.0.

Step 10: We will choose the server instance type (standard) ...

Figure 224. Server instance configuration screen.

Step 11: We choose to install a Windows service and include a PATH
system variable...

Figure 225. Server Service Configuration and System Variable screen.

Step 12: Now, we will choose a key (1234) for our root user

Figure 226. Root user key screen.

Step 13: We will wait for our configurations to be validated...

Figure 227. Screen successful installation of server instance.

Step 14: We will extract the data from the free_globoschool.rar file in C:\ ...

Figure 228. C:\ disk folders and ERP location.

Step 15: We will look for the path free_globoschool\config\ we look for
the database.yml file and open it with a code editor ...

Figure 229. Location of the database.yml file.

Step 16: We are located in the development section of the file so that our
database connection is executed ...

Figure 230. Mysql and Ruby database connection.

Step 17: Then we will launch the Ruby command prompt...

Figure 231. Start menu with Ruby tools installed.

Step 18: When opening it we will locate the path where our ERP has been
unpacked by navigating with the command "cd" and the folder
free_globoschool, and then write the command "install" ...

Figure 232. Command prompt in Ruby.

Step 19: Once you have finished installing all the dependencies, logs,
database and the ruby on rails framework, we run the command "ruby
script/server -e production" to run the server...

Figureto 233. Creation of Tables, records, entities, dependencies in Ruby.

Step 20: Executed the command successfully we will wait a few minutes..

Figure 234. Successful command execution.

Step 21: To open our installed ERP we will type http://localhost:3000 in any
browser and start with our user credentials: admin – password: admin123...

Figure 235. ERP Login screen.

Step 22: Once entered as an admin user we will configure ...

Figure 236. ERP main menu.

 Step 23: We will head to the settings / configuration option...

Figure 237. ERP configuration screen.

Step 24: Finally we will have the basis of the ERP in Spanish ...

Figure 238. Erp main menu screen in Spanish.

4.7. MONITORING

4.7.1. Development of tests in production:

For greater stability of the system it is required to make a progressive monitoring,

this will consist of monitoring possible server failures, unexpected problems or
other inconveniences; in conjunction with maintenance weekly backups of the
system will be made in terms of database and file backups.

The modules that are installed in the content manager will have to be listed in
case one of these inconveniences occurs and reinstalled or uninstalled as
required by the system.

As for the code of the nodes and template designs, itwill be inspected which
changes are convenient for a better functioning of the content manager.
Proceeding then to the execution of the changes.

4.7.2. List and track changes

Several changes were made to the system in parallel at the development and

testing stage:

- Scalability on any device.

- Dynamic and friendly design.

- Bright and vivid colors.

CHAPTER V: BENEFIT AND COST ANALYSIS
5.1. COST ANALYSIS
This section will explain the different types of costs that we are taking into account for
the development of the software.

5.1.1. Human Resources

The cost for each participant for the project is taken into account, which is
responsible for the use and administration of the LMS platform to a Moodle
Administrator, a technical support staff for LMS incidents and a project
manager to ensurean order anda correct structure of the educational standards
of the company.

Table 40. Human Resources

ITEM CANT DESCRIPTION TIME, COST COST

DAYS, MONTHS MONTHLY TOTAL S/.
1 01 Moodle Administrator 2 months 1500 3000
2 01 Technical Support 2 months 1000 2000
3 01 Project Manager 2 months 2000 4000
TOTA 9000
L

As shown in the table the Moodle Administrator works for 2 months, where the amount per month is
1500.00 nuevos soles. Likewise, the technical support works the same time, the amount per month is 1000
nuevos soles and that of the project manager 2000.00 soles per month.

5.1.2. Hardware Resources

The expenditure on hardware for the development of the LMS is detailed.

Table 41. Hardware Resources

ITEM CAN . DESCRIPTION COST X A IDAD TOTAL COST S/.

T
1 01 PC Intel Core i5 6400 1600 1600
2 01 Laptop 1400 1400
3 01 USB keyboard 30 30
4 01 Mouse 20 20
TOTA 3050
L

As can be seen in the table, the cost in hardware resources is 3750.00 new soles, for the total hardware
inputs used in the project.
 5.1.3. Software Resources

Being free software both the LMS and the ERP the expenses in software are
minimal.
Table 42. Software Resources

ITEM CANT. DESCRIPTION PRICE X TOTAL COST

UNIT S/.
1 02 Free Windows 10 license 0 0
2 02 Microsoft Office 2019 0 0
3 01 Using ERP 0 0
3 01 Public/Private Cloud 200 200
4 01 Moodle 0 0
TOTA 200
L

As seen in the table, an estimate of the cost in software resources is made, so that staff can use the
necessary digital tools in the implementation process.
5.1.4. Other expenses

We consider other expenses as variable costs where the resources used various
go.
Table 43. Other expenses.

ITEM DESCRIPTION TOTAL COST S/.

1 Light Service 100
2 Internet Service 100
3 Paper Report x 5 (13.00 x package) 65
TOTAL 265

In the table, we list additional expenses.

5.1.5. Total Cost

Table 44. Total cost.

ITEM DESCRIPTION TOTAL COST S/.

1 Human resources 9000
2 Hardware Resources 3050
3 Software Resources 200
4 Other Expenses 265
TOTAL 12515

In the table, we list all the costs that have been calculated and get a total.
5.2. BENEFIT ANALYSIS

The benefits obtained by implementing the learning platform will be detailed

in tangible and intangible benefits measured in time, efficiency, quality,
operation.

5.2.1. Tangible Benefits

Some tangible benefits are listed, after having done the analysis and
development in the table below:

Table 45. Tangible benefits.

Traditional Teaching Teaching with the use of

LMS
Proceeds Time RR. Cost Time RR. Cost Total
(days) HH (days) HH Benefit
a) Reduce 20 1 3000 10 1 1500 1500
training costs

(b) Reduce 20 1 4000 10 1 2000 2000

time in
Elaborate
materials
Educational
c) Make a 20 30 1500 10 30 0 1500
better follow-
up
of students

d) Savings in 20 1 4000 10 1 1000 3000

physical
educational
materials
TOTAL 12500 4500 8000

The table calculates a tangible benefit calculated in the short term.

5.2.2. Intangible Benefits

The intangible benefits that influence process improvement shown in the following table are detailed:

Table 46. Intangible benefits.

Traditional Teaching Teaching with the use of LMS

Benefits and improvements Time RR.HH Cost Time RR.HH Cost Total Profit
in (days) (days)
a) Saving time in 40 1 6000 20 1 4200 1800
educational processes and
teaching methods
(b) Quality of service and 20 20 5000 10 20 2500 2500
staff efficiency
(c)Overall satisfaction 20 30 3000 10 30 1300 1700
of students
TOTAL 14000 8000 6000

As can be seen in the table we list a number of intangible benefits that can be measured in monetary income for the benefit of the company.

Intangible Benefit 1, to find the first intangible benefit we will rely on the current learning and teaching system, and
taking an amount in soles of certain resources related to education:

 The cost of actor (Teacher) as an educational tool in approximate salary: S /3000 x month (20 working days) applying
traditional teaching with the slogan of educating and evaluating students in a bimestre.
 Taking into account that the I.E. It has 4 bimestres of education (bone 2 months per bimestre) it is estimated that each
teacher as an educational tool per bimestre the approximate salary is S /6000.

223
 So since 70% of the time, the teacher uses the LMS as a support tool for the teaching of the course he is in charge of, it
is estimated that the approximate cost of S / 4200 of his salary (hours worked) is used in time to explain, apply his
methodology and evaluate students.
 Indirectly, an intangible benefit is obtained that does not influence the teacher's salary but the saving of the work it
takes him to use his teaching methods and educational processes that manifests to his students of S /1800.

Intangible Benefit 2 ,to find the second intangible benefit we will rely on the efficiency of the worker and the
recognitions that can be given or not to them for a good job done or for their excellent performance in educational tasks
demonstrating quality of service for the benefit of the I.E.

 Taking into account that every year there are opportunities for the teacher to stand out in tests for example the
teacher promotion exam, competitions, scholarships, etc.; and also their support in individual and / or group projects we
calculate a cost of S /250 per monthly achievement to about 20 outstanding teachers, which is estimated at S /5000 that
gives us a how to achieve efficiency by paying incentives.
 With the use of an LMS by the teacher, it is estimated that in fewer days efficiency can be achieved without
affecting the amounts of monthly achievements that can be given to outstanding teachers, giving prestige to the I.E.
with half of the total (S/2500),
 Indirectly, an intangible benefit is obtained in terms of quality of service of the I.E. generating confidence in parents
and students for the work done and efficiency in conjunction with the experience that the teaching staff has
demonstrated of S /2500.
Intangible Benefit 3, to find the third intangible benefit we will rely on the satisfaction and pleasure that students feel for
their I.E., taking into account 30 students and one teacher per classroom.

 Whose value in terms of satisfaction will be measured by the value of the student representing the I.E. as a success story
for a university, institute or company.
 It is common that in the I.E. 2015 Manuel Gonzales Prada, the children of alumni, relatives and acquaintances
enroll based on positive comments that their parents, family and close ones have expressed about the I.E.
 If a teacher traditionally educates an average of 30 students, the most positive scenario is that in the time it takes the
teacher his monthly salary S /3000, the students express their pleasure for the work of the teacher as educator, figure of
authority and trust.
 The teacher using the LMS platform as a way to support their work as aneducator looking for ways to capture
attention, direct, support or solidify the knowledge that the student has acquired, can do so in less time and indirectly
with a lower cost S /1300(43.33% approximately).
 This gives us an essential benefitof S/1700,where the student manifests his way of thinking about the attitude, values,
methodology, treatment, and virtues that he observes in the teacher in a positive way and therefore falls the same on
the I.E., meaning a general satisfaction of the student.
5.3. BENEFIT ANALYSIS

5.3.1. Cash flow development

Table 47. Cash flow

Description/months 0 1 2 3 4 5 6 7 8 9 10 11 12
Revenue
Monthly benefit 14000 14000 14000 14000 14000 14000 14000 14000 14000 14000 14000 14000
Accrued benefits 14000 28000 42000 56000 70000 84000 98000 112000 126000 140000 154000 168000
Total Accumulated 28000 42000 56000 70000 84000 98000 112000 126000 140000 154000 168000 182000
Revenue
Expenses
Cost of development 12515
Personnel cost 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000
Variable costs 265 265 265 265 265 265 265 265 265 265 265 265
Total Accumulated 12515 25030 37545 50060 62575 75090 87605 100120 112635 125150 137665 150180 162695
Expenditures

Cash Flow (Net Income) -12515 5000 5000 5000 5000 5000 5000 5000 5000 5000 5000 5000 5000
Cost Benefit -7515 -2515 2485 7485 12485 17485 22485 27485 32485 37485 42485 47485

In the following table we calculate the estimated cash flow to 1 year, and we will analyze if it is viable for the company or not, calculating the VAN, IRR
and ROI. What we can see is that the investment is recovered the third month after the project began.
5.3.2. NPV analysis

The net present value VAN is an investment criterion that consists of

updating the collections and payments of a project or investment to know how
much will be gained or lost with that investment.
To calculate the NPV we use the following formula:

k = interest rate (10%) = 0.01

This discount rate is based on information provided by the SBS
(Superintendency of Banking and Insurance)
And it is the minimum rate of profit that is expected to work (10%)
Where:
Ft are the money flows in each period t
I0 is the investment made at the initial moment (t = 0) n is
the number of time periods
k is the discount rate or interest rate required of the investment

VAN > 0: The updated value of the collection and future payments of
the investment, at the chosen discount rate will generate benefits.
VAN = 0: The investment project will not generate profits or losses, being its
realization, in principle, indifferent.
VAN < 0: The investment project will generate losses, so it must be
rejected.

Table 48. VAN Analysis

Average Investment (1 year)

FROM S/ 30,443.31

VAN: which gives us a greater result to the investment, that is to say that the
project is viable.

227
5.3.3. IRR analysis

The Internal Rate of Return is an indicator of profitability in a project, the

higher the rate of return.

TIR = (−Inversifromn ~ Flujo de Caja)

Table 49. IRR Analysis

Average Investment (1 year)

SHOOTING 39%

IRR: which is the rate of return on investment, gives us a 39% profit.

5.3.4. ROI Analysis

Return on Investment is a value that measures the return on an investment to

assess how efficient the expense is planned.

ROI = (beneficio obtenido − inversión) / inversión

Table 50. ROI Analysis

Average Investment (1 year)

KING 12%

ROI:which is the return on investment calculates a 12% return.

5.4. CONSOLIDATED COST/BENEFIT
The cost/benefit ratio (B/C) or also known as the net return index, is obtained by the
following formula:

B/C = VAI / VAC

Where:
VAI: present value of total net income or net profit. VAC: current value of
investment costs or total costs.

To determine the cost/benefit ratio, it was analyzed whether the system is

profitable or not, for this the following was taken into account:

• B/C > 1, the project is profitable.

• B/C <= 1, the project is not profitable.

Table 51. Benefit/Cost.

Description Amoun
t
Total investment in 1 year 162.695
Total benefits to 1 year 182.000
KIN 0.12
G
B/C 1.12

In the table, it can be seen that the B/C ratio is greater than 1, so we can say that carrying out
the project is profitable.
 Conclusions

 It is concluded that the skills demonstrated by the students of the CTA course (Science,
Technology and Environment) have complied with the competences outlined by the I.E.
2015 Manuel Gonzáles Prada, as well as the teacher has been able to direct the student to
complyeffectively; using the learning management system as a complement in his
teaching methodology 70% of the time; promoting values and communication, thus
creating an ideal environment for learning.
 The student was instilled with research through scientific methods for the development of
their knowledge and cognitive skills from the first evaluations and explanations of
topics on the course through the LMS environment; making a follow-upin the
difficulties they presented through a review, analyzing the behavior and type of
learning that each student has reflected in the notes, which 100% of students have an
average passing grade in the referida area competition. (See Annex F)
 It was achieved that the teacher integrates into his teaching methodology the use of the
LMS tool following its structure and having an order by levels (Level 1, Level 2, ... etc)
making their classes more agile, dynamic, active and less monotonous, making the
student's learning process autonomous, setting goals and commitment measured in the
evaluations, worksheets and practices made to the students, having as competence
transversal the development in virtual environments generated by ICTs (Information and
Communications Technologies) in all measured capacities, more than 77% of students
with passing grades. (See Annex F)
 It was achieved that the average of the students maintains a positive school
performance in terms of the balance that they achieved the desired achievements
measured in the competences and capacities as evaluation items; so far this year in
quantityor average, 11% maintains a grade defined as C (00-10), 67% as B (11-13),
19% as A (14-17) and 0% as AD (18-20). (See Annex F)

229
 Recommendations

 Keep the platform updated to avoid any type of incompatibility or vulnerabilities.

 If third-party components are to be added, verify in advance that that component does not
have vulnerability reports, or that it has the corresponding security updates.
 Constantly review the content to avoid any incident.
 Use strong passwords both of users of the site, as well as in operating system accounts
and databases.
 For connections to the database, use accounts with limited privileges.
 Delete the installation files, or any irrelevant data that has been temporarily saved.
 The SCORM contents will have priority in courses where students have difficulties to
understand a topic, through real cases illustrated and explained in a didactic way, this
will make the student feel motivated to learn more about the course, for example, in
mathematics you can apply some of the mathematical formulas to an everyday case,
explaining how it is how it works and resolves me to a digital content. Another example
is with respect to the reading of a work or book that involves an investment of a lot of time to
understand the aspects and messages that the copy has to offer, with a SCORM content
you can increase the understanding of a writing by 60%, as well as reduce by 70% the
time it would take to explain some important event that occurred in the history of Peru
or the world.
 Instill and make students feel that mistakes are not a failure but a form of learning.
 For an education to be of quality, it is not enough to have all the technological tools for
its academic use, but also to create a pleasant environment and mutual respect between
teacher and student taking into account that both are important actors in the learning
objectives.

230
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 Glossary

After the above we can list the following terms:

 LMS. - (Learning Management System) is an online learning management system,

which allows to manage, distribute, monitor, evaluate and support the different
activities previously designed and programmed within a completely virtual training
process (eLearning), or blended learning (Blended Learning).

 Cloud computing. – consists of the possibility of offering services through the Internet
and seeks to have all our files and information on the Internet, without worrying
about having enough capacity to store information on our computer.

 Paas. – acronym for Platform as a Service, is a concept of cloud computing through

which users can develop, run and manage applications without worrying about the
infrastructure underneath. In this way, developers only have to worry about the
programming of the applications, never about the configuration or the software that is
underneath, saving time and resources.

 IaaS. – acronym for Infrastructure as a Service, is a form of cloud computing where you
offer your customers resources, physical and virtual, such as virtual machines,
firewalls, storage systems or load balancers, among others

 SaaS. – acronym of Software as a Service, is a modelor distribution of software by

which third party developers offer certain applications through the Internet accessible
only through their own client. Although we do not know it, this type of cloud computing
is used almost daily, for example, when connecting to Twitter or Facebook from their
respective clients or when watching a video or a movie in streaming, for example,
from Netflix.
Annexes

Annex A: Schedule of activities

Figure 239. Project planning.

In image 239 we see the activities to be carried out in a certain period of time through a Gantt chart.

236
Annex B: Model questionnaires and/or interviews

237
ANNEX C: Model of exams, practices, sheets
 ANNEX D: Balances Institutional Educational Project (PEI)

TEACHER SURVEY
 93% know Mission, Vision and Values. The vast majority of Teachers know the P.E.I in a
 53% know the Strategic Goals. Superficial way and in its theoretical form the Mission,
 57% know the Pedagogical Proposal. Vision and Values, etc. But the relevant guidelines
 17% know the Environmental Educational Project.
such as Strategic Objectives, Pedagogical
 97% know the Management Proposal. Proposal, Management Proposal, Defining and
 03% know the Budget.
Determining Elements due to their importance in
Pedagogical and Management Work do not
know it.
 57% Participate in the Application of Management The CONEI, the APAFA, the School Municipality, and
Documents. the Academic Council are not contributing adequately
 60% Participate in PAT Activities.
 53% Fulfill Surveillance Role according to their competences because 53% of
 53% Facilitate Conflict Resolution. members of these levels do not know the Strategic
 70% Contribute ideas to improve process. Objectives.
 53% Do not have clarity on the Strategic
Objectives.

THE I.E MANAGES IN A TIMELY MANNER

 77% Without basic services.
 53 % Secure Infrastructure.
 63 % Infrastructure Relevant to Weather
Conditions.
 53 % Physical Environments Needed.
 50% Infrastructure Needed for Disabled Access.
 67 % Internet service.
The I.E has Basic Necessary Services, but there are
deficiencies in the infrastructure, because it is not safe,
it is not suitable for various weather conditions
(modules) It is also not suitable for people with
disabilities and the internet service is deficient.

THE I.E MANAGES BASIC IMPLEMENTATION OF THE

CLASSROOM
 63% We do not have basic implementation for the The I.E does not have basic implements for the
classroom. classroom such as equipment, supplies, work materials
 57% We do not have basic texts. such as texts and others. In addition, we do not have
 87% If we have MINEDU texts.
mechanisms that allow us to use educational
 63% We have no relevant materials.
 50% We don't have equipment. materials and equipment in a timely and orderly
 83 % No inputs. manner.
 73% Lessons enough.
 77 % Free areas.
 63 % Adequate hygienic services. As for the infrastructure, the I.E does have the
 63% Meet the conditions for the development of appropriate spaces for the integral development of
learning. the students.
 43% Responds to requirements of students with
special needs.
 67% have specialized spaces.
EDUCATIONAL MATERIALS
 80% If they meet safety and health standards. They respond to safety and health standards for
 60 They are not enough for all students. students, although they are not enough.
 60% Allows you to develop skills in various
areas and levels.
 57% Is tailored to learning needs.
 EQUIPMENT AND FURNITURE
 63% comply with safety and health standards. The Equipment and Furniture in the I.E are not
 60% Not enough. sufficient or adequate, because they do not allow
 50 % Does not allow the development of skills. the development of competences in the different areas
 57% Does not adapt to different needs.
 59 The I.E does not have a because we do not have a maintenance plan.
maintenance plan.

ANNUAL MANAGEMENT REPORT

 67% do not know it. Most teachers are unaware of the Annual Management
Report
 63% There is no training on teacher performance. The I.E does not program or promote teacher training
 52% There is no training on student learning on various topics during the last academic years.
outcomes.
 60% Specific topics demanded by the teacher.
 60% Needs that arise in the development of
teaching-learning

PARTICIPATION IN TEAM ACTIVITIES

 50% Prepare the curricular programming as a There is no teamwork at an adequate level, to elaborate
team. documents, curricular programming and the exchange
 53% Reflect on student achievements. of successful experiences.
 50% Exchange successful experiences.
 50% Do not study or investigate aspects that allow
them to better develop their teaching work.
PLANNING AND PREPARATION OF CLASSES
 53% E.I. provides basic materials. The I.E does not have musical instruments, sports,
 57% E.I. does not provide specialized and current computers, projectors, televisions,
texts. , etc. sufficient for the development of
 57% If there are suitable environments for educational activities.
meetings.
 63% We do not have musical instruments or sports
implements.
 60% If we have a laboratory.
 50% We do not have computers, printers,
televisions.

PEDAGOGICAL MANAGEMENT
The Curricular programming is carried out taking into account...
 93 % Contents proposed by the DCN. The vast majority of teachers program their
 90 % Competition cartel. academic activities as regulated by the Ministry of
 63% The curricular progress of the previous year. Education (DCN and Learning Routes),
previous year.
considering the progress of the
 COEXISTENCE IN THE I.E AND AULA
 70% Freely and respectfully exchange opinions. integrative
There are no moments to strengthen the
 57% analyze the aspects that interfere with or hinder between teachers that favor the
relationships
good relationships.
development of a good institutional climate.
 50% analyze aspects of the institutional climate.
 53% Share integration spaces.

FATHERS MOTHERS FAMILY COMMUNITY

 70% Collect knowledge and experiences from The tutorial activities are carried out collecting the
families. knowledge and experiences of the parents of the same
 50% Carry out learning sessions incorporating that are considered in the learning sessions, in the present
knowledge and knowledge of community year there have been no study and / or recreation
actors. visits.
 60% PP. FF do not come to the classroom to share
their knowledge.
 67% We have not developed visits to
community institutions.

 83 % The I. E does not engage in exchange The I.E does not program activities to exchange
activities with other I.E. in the community to solve experiences within the NETWORK
problems.
 83% Exchange activities are not carried out to
strengthen the capacities of the teaching team.

SURVEY OF STUDENTS ABOUT THE EDUCATIONAL INSTITUTION

 82% do not know IEP. The majority of students know in a theoretical way the
 75% Know the mission. mission, Vision and Values and do not know the PEI as
 54% Know the vision. the main document that organizes the operation of
 89% know the values. the I.E.

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

 64% believe that there are no talks on how to accept The I.E has students with special educational
students with special educational needs. and these are properly integrated into the
needs
 71% If there are facilities for the enrollment of
to do with the
group; the deficiencies have
students with special educational needs.
impossibility of being able to move to the
 64% believe that activities are carried out so that
second level.
students with special educational needs are
integrated.
 57% There is no necessary care for students with
special educational needs.

USING RESOURCES IN CLASS

 71% are always allowed to use texts from the
Library's MED.
 39% They almost always provide them with slate
specks, etc.
 57% Yes they are allowed to use lounges, patios,
sports fields.
The I.E allows the use of its educational environments
to students, but does not satisfactorily provide
educational material: specks, down, musical
instruments and sports implements.
 50% The I.E allows the use of TV and Projector.
 43 % Rarely musical instruments and sports
implements.
 54% They are always allowed to use laboratory and
innovation classroom.

HOW ARE YOUR CLASSES

 57% We almost always work in a group. raise problematic
Teachers promote group work and
 54% Always pose problems for you to think about
and solve.
into account previous
situations, but do not take
 39% Rarely ask you if you know anything about knowledge for the development of their sessions.
the subject at issue.
 39% Always advise us and help us improve.

HOW THEY ARE LEARNING

 50% Always explain the topic to be developed.
 39% Highlight the usefulness of what they have
learned in their lives.
 43% Almost always relate what they have
learned to daily life.
 36% Teachers tell you their academic progress.
Teachers are not developing meaningful learning because
we do not relate them to the solution of
problems of their daily life and their social
environment, both in the I. E. as outside of it. In addition,
teachers do not track student progress.

SUPPORT FOR THE DEFICIENT OR OUTSTANDING

 54% think there is no support with additional The I.E does not provide additional support to students
classes or delivery of materials, etc. with disabilities or with outstanding learning.
 69% Do not give advance classes or perform
additional book tasks.

SCHOOL COEXISTENCE
 96% You can always say the right things or the best. I.E students feel thatthey are not taken into account
 46% I am rarely taken into account.
in the decision-making for the various educational
 50% You are rarely treated with respect.
 46% Listen to your opinions rarely. activities.
 43% rarely feel that they value their effort.

YOUR REACTION AGAINST ABUSE

 86% If you know who to consult. The most of I.E. students have confidence in the staff
 79% have confidence in someone within the I.E. who work in the I.E. and know who to consult about
 75% are sure they will listen to you. any situation of abuse.
 93% know they should let their parents know.

INTERPERSONAL RELATIONSHIPS IN THE CLASSROOM

 79% Know what to do and should not do in the Students are interested and interact
classroom. harmoniously with their peers.
 64% The rules of coexistence have been
developed together.
 71% Problems are solved with everyone's
participation.
 79% can express what they think and feel without
fear.
 89% The teacher encourages you to keep learning.

SURVEY OF PARENTS
EDUCATIONAL LEVEL
Parents Only 16% of fathers and 14% of mothers have higher
 7% did not finish high school. education. 60% of fathers work and only 35% of mothers
 19% finish high school.
work at home.
 7 % average grade.
 7% superior.
 44% blank.
 4% None.
 2 % Licensed.
Mothers:
 12% did not finish high school.
 30% finish high school.
 12 % average grade.
 5 % superior.
 23% blank.
 4 % None.
 2 % Licensed.

FAMILY SITUATION
 44% No issues to highlight. 56% of families have problems: separated
 21 % Separated parents. parents, deceased father or mother, serious
 30% Do not respond. economic difficulties.
DEGREE OF KNOWLEDGE OF THE I.E
 70% Know the director. In the I.E. there is good communication with parents, but
 512 know the Deputy Director. some aspects can be improved, such as their attendance
 93% Know the tutors.
 74% have contacted the tutor. atclassroom committee meetings and
 72% Know the Internal Regulations of the I.E. knowledge of the schedule of visits to teachers and
 53% Visiting hours. tutors.
 60% Tutoring hours.
 86% E.E. activities
 67 % School Calendar.
 86 % Duties and rights of students.
 93% support the guardian's decision.
FAMILY INVOLVEMENT IN SCHOOL
 96% participate in APAFA activities. The vast majority of parents have not been involved in
 68% are unanssful of how they can participate in an
E.I. support group.
the elaboration and development of projects
 84% feel that they are not part of a common either because of ignorance or because they do not feel
project in the I.E. that they are part of a common project, but they do
 74% Participate in the activities of the I.E support the activities programmed by the I.E.
 SCHOOL PERFORMANCE
 50% Help their children with homework. 50% of parents do not support their children because
 40% of students are responsible. they are responsible.

FAMILY HABITS AND RULES OF CONDUCT

 74% Decisions in the home are made by In most households, mothers are the ones who make the
mothers. decisions, but the opinions of the children are
 35% Take into account the opinion of the children.
generally not taken into account, as well as they
 44% Responsibilities are shared at home.
are not taught to assume responsibilities.
HOW TO ACT WITH YOUR CHILDREN
 42% praise their children's proper behavior. The analysis of coexistence in the home shows us
 53% Sometimes reacts by screaming. that the paternal presence is not very relevant in
 30% Expect their child to obey them. the process of development of their minor
 56% Never my child gets away with it. children.
 37% Never in my house do I command.
 35% There are times when I allow them to do
whatever they want.
 28% I never do the things my children tell me.

ACQUISITION OF BEHAVIORAL HABITS

 51 % Study techniques and intellectual work. Parents need support in the training of their children
in terms of study techniques and intellectual
work.
 INTERPRETATION OF THE
SECTION VICTIM AGGRESSOR SPECTATOR NOT MANIFEST
STATISTICAL TABLE

The first degree presents an average or almost equal

1°A 05 23% 05 23% 12 54% percentage among victims (23% to 24%) ^ aggressors,
but in relation to the spectators, in the sections of 1º A
and 1°B it represents 46% to 48% compared to 52% to
54% and in El 1º C and 1° D they constitute 79.5%
1°B 05 24% 05 24% 11 52% this implies that the spectators do not wish to speak out
about it or are being threatened or are part of the
aggressors or are simply indifferent because they have
1st C 02 10% 03 15% 15 75% no problems.

Faced with this, it is suggested to follow up visualizing

the effects on those involved and guidelines for their
approach from homes and E.I. through Workshops on
1°D 01 8% 01 8% 10 84% social skills, empathy, etc.

In the second grade, the percentage of victims and

2nd A 01 6% 17 94% aggressors is minimal (6% to 8.7%), but if you must be
attentive to avoid that increase, it is suggested to
strengthen the permanent coordination between
2°B 02 8,7% 02 8,7% 16 69,6% 03 13% Tutoring and Coexistence and School Discipline to
seek

integral solution, application of experiential strategy in

2°C 01 06% 02 12% 14 82% hours of tutoring and School of Parents, emphasize
compliance with the rules of coexistence in order to
achieve harmony in interpersonal relationships.
In the 3° A there is a higher percentage of victims
(17%) compared to the aggressor who is 01 and
3° A 05 17% 01 4% 22 79% represents 4% probably can have origin in the home or
in another place other than the I.E.

257
 The 3° B presents a risk factor because according to
what has been poured there is a greater number of
classroom aggressors in the I.E. being 29% In both
3°B 02 07% 08 29% 18 64%
cases it is suggested to make a tutorial follow-up and
classification of students that indicate risks for the
following year.
The fourth grade has varied characteristics.
4° B - - 01 4,8% 14 66,7% 06 28,5%
The 4th B does not manifest problems of coexistence and
6 students do not answer the questions (28.5%).

In the 4th D there are 5 victims representing 28%.

4th D 05 28% 01 6% 12 66% In general, it is a tutorial management and compliance

with the rules of coexistence should be emphasized
to achieve harmony in interpersonal relationships.

In the fifth apparently the percentage of aggressors is

5°B - - - - 26 90% 03 10% not relevant, case of 5º C (9%) but it draws attention to
those who do not manifest their position (10% to
18%), since they are probably doomed to end the year,
but social coexistence must be ahead, basically it is
5°C - - 02 9% 16 73% 04 18%
tutorial management on
 CONSOLIDATED RISK FACTORS - COMPREHENSIVE FILE - B TUTORING
SECTIONS LOW % MEDIUM % HIGH % S.R. % TOTAL REMARKS
1st "C" 16 73 3 14 1 5 2 9 22

1° "D" 8 57 4 29 1 7 1 7 14

2° "A" 12 63 7 37 0 0 0 0 19 1 Not attending

2° "B" 17 77 3 14 0 0 2 9 22

2° "C" 10 63 3 19 1 6 2 13 16 4 Not attending

2° "D" 16 80 4 20 0 0 0 0 20

3° "B" 23 92 2 8 0 0 0 0 25

4° "A" 10 45 7 32 0 0 5 23 22

4° "D" 13 68 3 16 1 5 2 11 19

5° "A" 4 15 10 37 13 48 0 0 27

5° "B" 22 73 5 17 2 7 1 3 30

5th "C" 4 17 17 71 3 13 0 0 24

4° "C" 13 68 4 21 0 0 2 11 19 1 Not attending

TOTAL PER
168 60 72 26 22 8 17 6 279
CLASSR
OOM
Risk factors: The statistical study concludes that in the family, social, academic and health aspects, students at the secondary level show a low level of risk.
Annex E: Documents

260
Annex F: Record of Student Notes

261