These issues were addressed by configuring suitable VPL settings. In particular, the rather excessive resource requirements of the Gradle tool created numerous problems in the sandboxes used by VPL.
Cal coderunner android#
VPL gets extended by means for the usage of the Gradle build tool, the Android SDK tools and AndroidX tests for unit tests at the level of Android activities and fragments. The well-known Moodle plug-in Virtual Programming Lab (VPL) serves as a starting point for the latter part. It features both self-guided lessons and associated tests as well as practical app development tasks and associated self-assessed programming exercises. The presented project provides a virtual learning environment for university courses teaching app development using Android and Kotlin. Effective utilization of collaborative tools necessitates facilitators with the skills to create a new, innovative, collaborative virtual platform. The section then discusses potential collaborative tools and/or applications. This advancement makes it possible to design multiple collaborative tasks that use various collaborative tools, enhancing learning experiences in higher education.
Cal coderunner manual#
The time savings are quantified after determining how the collaborative task reduces the time required by course facilitators for manual evaluation. Based on the study, this article highlights additional key strengths of collaborative teaching scenarios: their strength in facilitating student tasks and assessments. The research focuses on determining the most effective applications for collaborative tools.
This article describes an action research study investigating the understanding and uses of collaborative tools, which are novel to pedagogical practices - using the steps of planning, intervening, evaluating the effectiveness, and sharing potential collaborative tools and/or applications. Hand with teaching by the faculty members. Implementing and improving the automation tools used hand in With the detailed clarification of the process, can be a useful inputįor other institutes. We believe that the ideas and improvements related toĪutomated assessment and feedback in this study, in conjunction Members showing how, if and where exactly the proposed ideas System with all the potential additions suggested by the faculty The classification of ideas was used as an input forĭesigning a schema displaying the current automated assessment Regarding automatedįeedback, three main categories emerged: feedback for teachers,įeedback for students, and feedback for both teachers and Negative effect on students, improvements of automatedĪssessment, and technical concerns. Generated based on the interviews using qualitative contentĪnalysis: use of automated assessment, instructor-related topics, Five main categories connected toĪutomated assessment emerged from analyzing the codes
A qualitative approach was used forĬlassifying the proposed ideas related to the automated assessmentĪnd automated feedback. University of Tartu, with 17 faculty members responsible for Were conducted at the Institute of Computer Science, the To gather ideas, eight one-hour mini-group interviews Processes that could be automated in the context of assessment andįeedback. The aim of this study is to ascertain the Automation of teaching activities canīe used to alleviate the high workload resulting from courses with Number of entrants continues to grow year-by-year, the load on Specialty among high-school graduates for quite some time. Information technology (IT) has been a popular