Flexible Teaching at Boise State: A Guide for Faculty

Dynamic teaching requires creative and flexible thinking about how instructors can support students in achieving essential core course learning objectives. This guide offers suggestions for instructors at Boise State looking to continue offering a student-centered learning experience through a variety of teaching formats including, online, hybrid, and remote environments. While the process may feel unfamiliar and at times frustrating, try as much as possible to be patient. In times of disruption or change, everyone expects some pedagogical and technological hiccups. Be willing to switch tactics if something isn’t working. Focus on maintaining a growth mindset for both yourself and your students. Under normal circumstances, we make a point of conveying to our students how much we believe they can grow as learners in our courses and disciplines. Similarly, approach new teaching formats knowing that you and your students can and will succeed in this unfamiliar learning environment. Remember, while you might not be able to teach something exactly the way you imagined, as long as you’re still meeting the learning goals of the course, you’re doing fine

Comparative Analysis of Ways to Integrate Microsoft Teams, Zoom, Google Meet Into the Educational Process of Higher Education Institutions of Ukraine

The use of online platforms for educational purposes is a topical issue and detailed studies in this field are not sufficient. The purpose of the article is the comparative analysis of ways of integration of the dominant and popular Microsoft Teams, Zoom, Google Meet services into the educational process. The article describes the Kyiv National University of Culture and Arts experience in the use of enumerated platforms in the learning process during the lockdown as well as in terms of the military aggression of the Russian army in 2022. The main scientific methods of the research: analysis, synthesis and empirical (SWOT analysis). The following issues were considered: digital tools used to solve educational tasks, analysis of possibilities and evaluation of the platforms, without specific characteristics of each platform. The results have shown that based on the analysis of the teachers’ practice, the Zoom platform was most frequently used, nevertheless Microsoft Teams has a significant potential for the further development, but its security mechanisms and general characteristics are still insufficiently evaluated

Use of Lecture Recordings in Dental Education: Assessment of Status Quo and Recommendations

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/153739/1/jddj0022033720137711tb05619x.pd

The Advocate

Headlines include: COMMISSIONER BRATTON ADDRESSES FORDHAM LAW: NYC HAS ROGUE COPS ; FLS\u27 Habitat For Humanity: Breaking New Groundhttps://ir.lawnet.fordham.edu/student_the_advocate/1109/thumbnail.jp

Group and individual time management tools: what you get is not what you need

Some studies of diaries and scheduling systems have considered how individuals use diaries with a view to proposing requirements for computerised time management tools. Others have focused on the criteria for success of group scheduling systems. Few have paid attention to how people use a battery of tools as an ensemble. This interview study reports how users exploit paper, personal digital assistants (PDAs) and a group scheduling system for their time management. As with earlier studies, we find many shortcomings of different technologies, but studying the ensemble rather than individual tools points towards a different conclusion: rather than aiming towards producing electronic time management tools that replace existing paper-based tools, we should be aiming to understand the relative strengths and weaknesses of each technology and look towards more seamless integration between tools. In particular, the requirements for scheduling and those for more responsive, fluid time management conflict in ways that demand different kinds of support

Interaction-Based Creation and Maintenance of Continuously Usable Trace Links

Traceability is a major concern for all software engineering artefacts. The core of traceability are trace links between the artefacts. Out of the links between all kinds of artefacts, trace links between requirements and source code are fundamental, since they enable the connection between the user point of view of a requirement and its actual implementation. Trace links are important for many software engineering tasks such as maintenance, program comprehension, verification, etc. Furthermore, the direct availability of trace links during a project improves the performance of developers. The manual creation of trace links is too time-consuming to be practical. Thus, traceability research has a strong focus on automatic trace link creation. The most common automatic trace link creation methods use information retrieval techniques to measure the textual similarity between artefacts. The results of the textual similarity measurement is then used to judge the creation of links between artefacts. The application of such information retrieval techniques results in a lot of wrong link candidates and requires further expert knowledge to make the automatically created links usable, insomuch as it is necessary to manually vet the link candidates. This fact prevents the usage of information retrieval techniques to create trace links continuously and directly provide them to developers during a project. Thus, this thesis addresses the problem of continuously providing trace links of a good quality to developers during a project and to maintain these links along with changing artefacts. To achieve this, a novel automatic trace link creation approach called Interaction Log Recording-based Trace Link Creation (ILog) has been designed and evaluated. ILog utilizes the interactions of developers with source code while implementing requirements. In addition, ILog uses the common development convention to provide issues' identifiers in a commit message, to assign recorded interactions to requirements. Thus ILog avoids additional manual efforts from the developers for link creation. ILog has been implemented in a set of tools. The tools enable the recording of interactions in different integrated development environments and the subsequent creation of trace links. Trace link are created between source code files which have been touched by interactions and the current requirement which is being worked on. The trace links which are initially created in this way are further improved by utilizing interaction data such as interaction duration, frequency, type, etc. and source code structure, i.e. source code references between source code files involved in trace links. ILog's link improvement removes potentially wrong links and subsequently adds further correct links. ILog was evaluated in three empirical studies using gold standards created by experts. One of the studies used data from an open source project. In the two other studies, student projects involving a real world customer were used. The results of the studies showed that ILog can create trace links with perfect precision and good recall, which enables the direct usage of the links. The studies also showed that the ILog approach has better precision and recall than other automatic trace link creation approaches, such as information retrieval. To identify trace link maintenance capabilities suitable for the integration in ILog, a systematic literature review about trace link maintenance was performed. In the systematic literature review the trace link maintenance approaches which were found are discussed on the basis of a standardized trace link maintenance process. Furthermore, the extension of ILog with suitable trace link maintenance capabilities from the approaches found is illustrated

A web-oriented framework for the development and deployment of academic facing administrative tools and services

The demand for higher education has increased dramatically in the last decade. At the same time, institutions have faced continual pressure to reduce costs and increase quality of education, while delivering that education to greater numbers of students. The introduction of software systems such as virtual learning environments, online learning resources and centralised student record systems has become routine in attempts to address these demands. However, these approaches suffer from a variety of limitations: They do not take all stakeholders’ needs into account. They do not seek to reduce administrative overheads in academic processes. They do not reflect institution-specific academic policies. They do not integrate readily with other information systems. They are not capable of adequately modelling the complex authorisation roles and organisational structure of a real institution. They are not well suited to rapidly changing policies and requirements. Their implementation is not informed by sound software engineering practises or data architecture design. Crucially, as a consequence of these drawbacks such systems can increase administrative workload for academic staff. This thesis describes the research, development and deployment of a system which seeks to address these limitations, the Module Management System (MMS). MMS is a collaborative web application targeted at streamlining and minimising administrative tasks. MMS encapsulates a number of user-facing tools for tasks including coursework submission and marking, tutorial attendance tracking, exam mark recording and final grade calculation. These tools are supported by a framework which acts as a form of “university operating system”. This framework provides a number of different services including an institution abstraction layer, role-based views and privileges, security policy support integration with external systems