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Monitoring and evaluation (Monev) are critical to determining whether the plan has been implemented and learning for future policies and planning. In education, the information obtained from monitoring and evaluation results is beneficial and will help improve existing processes sustainably. Implementation of monitoring and evaluation using printed manual documents requires time in processing the monitoring and evaluation results, giving rise to a tendency to spend much time in the implementation process. At the same time, there are essential things to do next, namely, evaluation and follow-up of the monitoring and evaluation process. An integrated solution is needed to implement monitoring, evaluation, and reporting so that the monitoring and evaluation process can be emphasized on assessment and follow-up, not monitoring. This research aims to design a prototype e-monev application using a web platform. This system is intended to be used to monitor and evaluate lectures. E-Monev was developed using an Agile and Collaborative Model Driven Development (AC-MDD). AC-MDD helps teams identify and manage interactions between business processes, domains, software, and creative design in Web engineering projects. UML was chosen in the E-Monev system design modeling. UML was expected to assist the team in communicating, designing, and validating software architectural designs. Agile Modeling with UML can be modeling the E-Monev system by adopting changes that may arise due to policy or rule changes.

Wearable technologies will be extremely useful in the future life. This research proposes a textile wideband coplanar Vivaldi antenna constructed from a felt substrate and two distinct types of patches, shieldit, and copper tape integrated with a wearable device. This study also altered the slope of the tapered slot on the antenna's front and side to see how it affected the bandwidth and directivity antenna performance. An IoT wearable device that was connected to a microcontroller via a DS18B20 body temperature sensor and a MAX30100 sensor for heart rate and oxygen level monitoring was paired with the textile antenna. Based on the simulation findings, it was discovered that a 1 mm thick felt substrate material combined with a copper tape patch produces a workable frequency range of 2.6 GHz to 8.7 GHz, a minimum S11 of -44.93 dB at 3 GHz, and a fractional bandwidth up to 107%. According to the simulation results, the antenna's side and front tapered slots have an impact on directivity and return loss. Directivity at 3 GHz can be raised by 2.63 dBi, from 1.94 dBi to 4.57 dBi, by varying the Vivaldi antenna form on both sides of the patch. The data from the sensor was successfully conveyed by combining an IoT wearable device with a textile antenna. Thus, we deduce that the textile coplanar Vivaldi antenna is appropriate for Internet of Things applications. [ABSTRACT FROM AUTHOR]

Nowadays, with the common use of smartphones in daily lives, mobile applications have become popular around the world, which will lead to a rise in Flutter framework. Developed by Google, Flutter with Dart programming provides a cross-platform development environment to create visually appealing and responsive user interfaces across mobile, web, and desktop platforms using a single codebase. However, due to time and staff limitations, the Flutter/Dart programming course is not included in curricula, even in IT departments in universities. Therefore, independent learning environments for students are essential to meet this growing popularity. Previously, we have developed programming learning assistant system (PLAS) as a web-browser-based self-learning platform for novice students. PLAS offers various types of exercise problems designed to cultivate programming skills step-by-step through a lot of code reading and code writing practices. Among them, one particular type is the code modification problem (CMP), which asks to modify the given source code to satisfy the new specifications. CMP is expected to be solved by novices with little effort if they have knowledge of other programming languages. Thus, PLAS with CMP will be an excellent platform for independent learning. In this paper, we present PLAS with CMP for the independent learning of Flutter/Dart programming. To improve the readability of the source code by students, we provided rich comments on grammar or behaviors. Besides, the code can be downloaded so that students can check and run it on an IDE. For evaluations, we generated 38 CMP instances for basic and multimedia/storage topics in Flutter/Dart programming and assigned them to 21 master students at Okayama University, Japan, who have never studied it. The results confirm the validity of the proposal. [ABSTRACT FROM AUTHOR]