We present a strategy for the acquisition and assessment of autonomous learning conducted as part of the Graphic Expression in Engineering (GE) degree course during the first quarter at the Escola Universitària d'Enginyeria Tècnica Industrial de Barcelona (EUETIB). The strategy employed is the puzzle technique in the classroom and multiple-choice questionnaires on the virtual campus. The results show that this strategy enables the continuous acquisition of the learning objectives for the subject. [Paper presented at the International Conference on University Teaching and Innovation (CIDUI): Learning and Teaching Innovation Impacts (9th, Bellaterra, Barcelona, Spain, Jul 5-7 2016.)]