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V. N. Lukin and L. N. Chernyshov
same messages to different students. To keep the correspondence in one document,
we will use the option to work with the group (Fig. 22.1). By selecting a separate
column with check-box elements, we send a message to those students who will have
a check mark on the check box. Messages are sent by mail and simultaneously duplicated in the document “Correspondence” while the students write answers directly
into the document and do not clog the teacher’s mail. If mail communication has
occurred, one can use a special script to transfer messages to this document.
The management has a similar purpose to simplify the communication. The
manager must sometimes notify everyone about something while receiving the notifications, or make a survey. For these cases, Google forms may be useful. On the
instructions of one of the managers, a module was created to simplify the communications. The module can work either autonomously or as a part of the Department
system. When a user logs in, he/she has Send Messages button and an information
about the number of new incoming messages. When the user enters the button, the
list of teachers is displayed. Selecting the ones to which the message is sent, the
user writes the text and notes the message type: “No”—without notification, “Ok”—
with notification, “Yes/No”—the corresponding answer is required, and “Text”—the
usual answer. The user can mark the message as duplicated in a regular mail.
The recipients display the date and time of the message, the sender’s last name,
and the text of the message. The content of the response cell depends on the message
type. When answering yes/no type, two clicks are sufficient, one to a message with
notification.
The sender sees the answers in a convenient form: the lists of respondents are
displayed in the affirmative or negative. Similarly, after a little refinement, the
possibility of voting or answers to the questionnaire can be realized.
22.4 Software Tools for the Individual Use
One can free up the teacher time in a simpler and more accessible way. The fact is
that a routine work, devouring time, largely concerns the teacher himself, without
affecting his/her communication with the students and colleagues. This includes
the mentioned preparation of educational materials, attendance, and student performance, and the process control (performance of independent and laboratory works,
course and diploma projects). This also includes the work with graduate students.
It is clear that the teacher does not work in an isolation, but in the information
space. However, the time for exchanging information with the external environment
is significantly less than the time for his/her independent work. Of course, we exclude
the case of conducting training sessions. We consider some very simple approaches.
Hereinafter, a short description of such software modules as “Attendance”, “Control Actions”, “Educational Process”, and “Preparation and Conduct of the BD-exam”
are given in Sects. 22.4.1–22.4.4, respectively.
V. N. Lukin and L. N. Chernyshov
same messages to different students. To keep the correspondence in one document,
we will use the option to work with the group (Fig. 22.1). By selecting a separate
column with check-box elements, we send a message to those students who will have
a check mark on the check box. Messages are sent by mail and simultaneously duplicated in the document “Correspondence” while the students write answers directly
into the document and do not clog the teacher’s mail. If mail communication has
occurred, one can use a special script to transfer messages to this document.
The management has a similar purpose to simplify the communication. The
manager must sometimes notify everyone about something while receiving the notifications, or make a survey. For these cases, Google forms may be useful. On the
instructions of one of the managers, a module was created to simplify the communications. The module can work either autonomously or as a part of the Department
system. When a user logs in, he/she has Send Messages button and an information
about the number of new incoming messages. When the user enters the button, the
list of teachers is displayed. Selecting the ones to which the message is sent, the
user writes the text and notes the message type: “No”—without notification, “Ok”—
with notification, “Yes/No”—the corresponding answer is required, and “Text”—the
usual answer. The user can mark the message as duplicated in a regular mail.
The recipients display the date and time of the message, the sender’s last name,
and the text of the message. The content of the response cell depends on the message
type. When answering yes/no type, two clicks are sufficient, one to a message with
notification.
The sender sees the answers in a convenient form: the lists of respondents are
displayed in the affirmative or negative. Similarly, after a little refinement, the
possibility of voting or answers to the questionnaire can be realized.
22.4 Software Tools for the Individual Use
One can free up the teacher time in a simpler and more accessible way. The fact is
that a routine work, devouring time, largely concerns the teacher himself, without
affecting his/her communication with the students and colleagues. This includes
the mentioned preparation of educational materials, attendance, and student performance, and the process control (performance of independent and laboratory works,
course and diploma projects). This also includes the work with graduate students.
It is clear that the teacher does not work in an isolation, but in the information
space. However, the time for exchanging information with the external environment
is significantly less than the time for his/her independent work. Of course, we exclude
the case of conducting training sessions. We consider some very simple approaches.
Hereinafter, a short description of such software modules as “Attendance”, “Control Actions”, “Educational Process”, and “Preparation and Conduct of the BD-exam”
are given in Sects. 22.4.1–22.4.4, respectively.