This paper reports on the design, implementation and assessment of a new approach course structure based on the combination of three cooperative methodologies. The main goal is to reduce the percentage of non-passed students focusing the learning process on students by offering different alternatives and motivational activities based on working in small groups on a robotic project and changing the course assessment. The microprocessor course is a subject in the undergraduate program of telecommunication engineering at the University of the Balearic Islands (UIB) in Spain. Its traditional teaching methodology was based on Lecture sessions, Problem sessions and Practical activities in the lab (L/P/P). This methodology was changed to comply with the Bologna requirements, where new skills must be addressed and learned during the educational process. Self-Directed Learning activities (SDLA) for lecture sessions and Project based learning (PjBL) for Laboratory sessions were implemented in combination with a final competition activity between groups (CnBL). This paper describes the design, implementation and results; showing the benefits of these new teaching methods, improving student's motivation including a robotic buggy project and allowing new learning strategies based on a practical point of view and adaptability to students' previous skills. (Contains 4 tables and 5 figures.)