Questions and Answers (Lectures)
Usage of terms must (not), should (not), and may according to RFC 2119. See also the general Q&A and the Q&A on labs, seminars, and thesis projects.
How should students ask questions about the lecture?
The preferred way to ask questions is the Q&A forum on Moodle. This allows other students to browse existing questions and answers, which prevents duplicate requests. For confidential requests, students can reach us via email. The corresponding course page links to our email addresses.
What is a flipped classroom?
In a flipped classroom, students study the assigned readings or videos before the lecture. During the lecture, they discuss the material.
See the flipped-classroom fact sheet (German) for a description of the format.
What do the verbs in assignment questions mean?
The verb in an assignment question (German: Operator) indicates what students are expected to do. Each verb belongs to one of three requirement levels (German: Anforderungsbereiche, AFB), from reproducing taught content to solving new problems:
| Level | Expected work | Software engineering example |
|---|---|---|
| AFB I: reproduction | Recall taught concepts and use familiar techniques. | Name three software process models. |
| AFB II: reorganization and transfer | Explain relationships and apply learned concepts to another situation. | Apply a requirements template to a supplied stakeholder need. |
| AFB III: reflection and problem solving | Assess a new problem, develop a solution, and justify a judgment. | Evaluate an agent-generated implementation against given requirements. |
Common verbs and their levels include:
| Verb | Level | Expected response |
|---|---|---|
| Name (nennen) | I | List the requested items or terms. |
| Describe (beschreiben) | I | Give a coherent account of the relevant properties or behavior. |
| Explain (erklären) | II | Make the relevant relationships understandable using subject knowledge. |
| Apply (anwenden) | II | Use a concept or method for the supplied situation. |
| Analyze (analysieren) | II | Examine the relevant parts and their relationships. |
| Compare (vergleichen) | II | Identify relevant similarities and differences. |
| Justify (begründen) | II | Give reasons that support the answer or decision. |
| Discuss (diskutieren) | III | Present and weigh different arguments, then reach a reasoned judgment. |
| Evaluate (bewerten) | III | Assess the subject using relevant criteria and justify the resulting judgment. |
For example, naming a process model requires a different answer from evaluating whether it fits a given project. The level of a verb indicates the expected depth of an answer, but the wording and context of each task determine what the answer needs to demonstrate. The handout on requirement levels and verbs (German) gives further definitions. The educational-objectives overview summarizes Anderson and Krathwohl’s taxonomy of cognitive learning objectives: remember, understand, apply, analyze, evaluate, and create.
How long is the exam admission valid?
The exam admission is valid for the current and the following two semesters, that is, for the first and second exam in the current and the following year. The corresponding course page lists the requirements for the exam admission.
What if a student misses an on-site assignment because of illness?
The same rules as for the exams apply. Students who cannot attend an on-site assignment or have to abort it for health reasons must inform us immediately and obtain a medical certificate on the same day.
Are the solutions to quizzes and assignments published?
We publish the quiz solutions. Sample solutions for the assignments are neither published nor presented in the tutorials. The tutorials are Q&A sessions in which students ask specific questions and the tutors answer them.
When are the lecture recordings published?
The corresponding course page states whether the lectures are recorded. We do not publish the recordings immediately after the lectures, but intend to publish them one to two weeks before the exam. The recordings are an optional service, and we cannot guarantee that all videos can be processed and uploaded.
What if a tutorial is canceled because of a public holiday?
Students can attend one of the other tutorial groups in that week.
To what extent can GenAI tools be used for the assignments?
In ISE, students may use GenAI tools for the weekly assignments, but we do not recommend doing so. Working through the assignments manually prepares students for the on-site assignments and the exam. GenAI tools must not be used for reflections, on-site assignments, or the exam.
In IASE, we expect students to use GenAI tools for the project-based assignments. The assignment sheets indicate which parts must be completed without AI assistance. In particular, GenAI tools must not be used to write reports, explanations, or reflections.
Students in both courses are fully accountable for the correctness of their submissions and must be able to explain and defend any part of them on request. Using GenAI tools without attribution constitutes plagiarism.
In ISE, weekly assignments are ungraded. Undisclosed GenAI use, or an inability to explain a submission, results in no further assignment feedback. In IASE, undisclosed GenAI use, or an inability to explain a submission, results in 0 points for the assignment.
Some assignment sheets contain canaries, i.e., hidden text that leaves a recognizable trace in answers that a GenAI tool generates from the sheet. We use them to detect undisclosed GenAI use.
How does the post-exam review work?
After each exam, we offer a post-exam review in which students can see their graded exams. The corresponding course page announces the date, the room, and how to register.