Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teaching tasks. As learning is taking place in extremely diverse and rich environments, the incorporation of contextual information about the user in the recommendation process has attracted major interest. Such contextualization is researched as a paradigm for building intelligent systems that can better predict and anticipate the needs of users, and act more efficiently in response to their behavior. In this paper, we try to assess the degree to which current work in TEL recommender systems has achieved this, as well as outline areas in which further work is needed. First, we present a context framework that identifies relevant context dimensions for TEL applications. Then, we present an analysis of existing TEL recommender systems along these dimensions. Finally, based on our survey results, we outline topics on which further research is needed.

This paper describes different aspects of teaching distributed software development, regarding the types of project customers: industry and academia. These approaches enable students to be more engaged in real-world situations, by having customers from the industry, local or distributed customers in universities, distributed customers in software engineering contests or being involved in an ongoing project, thus simulating the company merging. The methods we describe are used in a distributed project-oriented course, which is jointly carried out by two universities from Sweden and Croatia. The paper presents our experiences of such projects being done during the course, the differences in each approach, issues observed and ways to solve them, in order to create a more engaging education for better-prepared engineers of tomorrow.

The most effective setting for training in Global Software Engineering is to provide a distributed environment for students. In such an environment, students will meet challenges in recognizing problems first-hand. Teaching in a distributed environment is, however, very demanding, challenging and unpredictable compared to teaching in a local environment. Based on nine years of experience, in this paper we present the most important issues that should be taken into consideration to increase the probability of success in teaching a Global Software Engineering course.

Teaching Distributed Software Development with real distributed settings is a challenging and rewarding task. Distributed courses are idiosyncratically more challenging than standard local courses. We have experienced this during our distributed course, which has been run for 14 consecutive years. In this article, we present and analyze the emerging diversities specific to distributed project-based courses. We base our arguments on our experience, and we exploit a three-layered distributed course model, which we use to analyze several course elements throughout the 14-years lifetime of our distributed project-based course. In particular, we focus on the changes that the course underwent throughout the years, combining findings obtained from the analyzed data with our own teaching perceptions. Additionally, we propose insights on how to manage the various diversity aspects. CCS Concepts: • Social and professional topics → Software engineering education;• Applied computing → Collaborative learning;•Software and its engineering → Software development methods;

Various software engineering (SE) curricula in higher education have started including courses on global software engineering (GSE), carried out as internationally distributed project-based courses. These courses, known for their closeness to “real-world” work experience, emphasize the importance of involving industry partners as customers and focus on soft skills essential for employment, an aspect often neglected in engineering education. However, not many such courses are long-lived or consistent in form throughout the years, making their impact and relevance hard to assess. The Distributed Software Development course (DSD), currently run among three universities in Croatia, Italy, and Sweden, has now been carried out for 15 years consecutively, providing a rich source of in-course and post-graduation data. To evaluate the students’ experiences of the course after they graduate and start working, a study has been carried out among former DSD students from the University of Zagreb, Croatia. Its goal is to understand how useful this course was in students’ early careers, both in first and current employment, as well as related factors at the workplace (magnitude of distributed collaboration, company size). The study results show the relevance of such distributed course experiences for future employment, as well as the importance of building upon soft skills as part of the software engineering curricula. Higher education institutions are invited to consider including such courses in the software engineering curriculum, for the benefit of their students and, indirectly, students’ future employers.

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<p>In AD 1755 a strong earthquake-generated tsunami destroyed large parts of the southwest Iberian coastline. Data for the study of the sedimentological characteristics and palaeo-ecological effects of the backwash of this well-known AD 1755 Lisbon tsunami and possible preceding events on the continental shelf was obtained during RV METEOR cruise M152 in November 2018, since the hydrodynamics of tsunami backwash currents are as yet poorly understood. Furthermore, the suitability of the shelf as a reliable sedimentary archive for tsunami deposits was investigated.</p><p>Along the Algarve coast, prominent AD 1755 Lisbon tsunami deposits have been detected onshore for quite some time. Cruise M152 conducted a geophysical survey on the corresponding shelf area to obtain bathymetry and sub-bottom profiles for the recognition of depositional basins. Subsequently, 19 sediment cores were retrieved from the most suitable depositional basins by vibracoring at water depths from 65 to 114 m. The cores were analysed in a multiproxy approach (granulometry, magnetic susceptibility, P-wave velocities, organic and inorganic geochemistry, micropalaeontology). Deposits of the AD 1755 Lisbon tsunami were identified in most of the cores as a thin layer at ca. 20 cm depth.</p><p>More surprisingly, a second event deposit dating to ca. 3700 years cal. BP was detected at core depths of 122 to 155 cm. It is even traceable in the sub-bottom profiles and consists of a distinctive ca. 30 cm thick well sorted medium-sized siliciclastic sand. Due to the thickness of the deposit an in-depth study of its characteristics was possible. It displays an erosive basal contact followed by a thin matrix-poor shell hash layer, a reversely graded fine sand layer and ultimately a massive, quite homogeneous medium sand resembling the T<sub>a</sub> division of the Bouma sequence or the S<sub>1</sub>, S<sub>2</sub> and S<sub>3</sub> divisions of the Lowe sequence. The deposit is distinguishable from the silt to silty sand-dominated background sedimentation not only due to the textural and compositional features, but also due to contrasting geophysical and geochemical properties. Terrestrial provenance for (at least parts of) the sediment is revealed by biomarker analysis. Based on these characteristics, the deposit is interpreted as the result of a high density hyperpycnal flow from the coast towards the offshore caused by tsunami backwash. This event layer may be correlated to onshore observations of tsunami deposits along the southwest coast of Spain but has never been identified in Portugal where the onshore record of tsunami deposits only covers the last three millennia.</p><p>The results of this multiproxy analysis strongly suggest the shallow offshore area below storm wave base to host reliable sedimentary archives for tsunami backwash deposits, which allow the discovery of as yet unknown events. Palaeotsunami research can benefit from the investigation of offshore archives, especially where onshore records are incomplete or sparse.</p>