2016-17: Interactive Systems (level 3): This course introduces key concepts in interactive system design, and information visualisation. The practical component requires students to design and implement a visualisation system based on existing data sources.
2012-17: HCI: Design and Evaluation (MSc(CS), MSc(IT)): This course is a project course, with no traditional lectures and no examination. Students work in pairs on a project throughout the semester, and choose to either undertake a significant user centred design/evaluation project, or to conduct a significant HCI experiment or evaluation.
2013-14: Software Project Management (MSc(CS), MSc(IT)): This course (jointly taught with Dr John Hamer) introduces software project management, and a variety of tools available to support effective management of software development projects. Its aims are to familiarize students with the inherent problems of managing software development projects and different aspects of software project management, and to cover the major technical components of software project management, including: cost estimation, risk analysis, project planning and monitoring, team organisation, quality management and software process improvement.
2010-12: Principles and Practise of Computing Science (level 1): This course is intended for students with a non-technical background who wish to study the key principles of computing science (rather than computer programming), and to develop skills in "computational thinking." Principles of computation underpin the design of all the technology we see around us - mobile phones, ATMs, washing machines etc. - and understanding and using computational skills helps us understand an increasingly complex world. The course can be taken by any student who does not intend to do Computing Science Honours.
2010/11: Computing Science in the Curriculum(level 4): This course is a year-long elective course for Honours students. Students are allocated to a school, which they visit for half a day every week. There they take part in activities that help pupils learn about Computing Science, and are required to prepare and conduct their own workshop for teaching a fundamental computing concept. Enrollments in this class are limited, and only students who attend an interview in June may be accepted.
2007-9: General Readings in Computing Science (MSc(CS), MSc(IT)): This year-long course covers papers of general interest which discussed with the class each week: the papers and assessment material are available on Moodle.
2002-9: Information Management (level 2):
This course covers techniques in managing and
presenting information, in the context of the potential uses of an information
system. The course demonstrates the ways of building information systems,
from data repository design to presentation to users, and contrasts the
content of the information being managed with the methods of managing it
and the ways of presenting it to users.
2007-9: Human Computer Interaction (level 1, as part of CS1Q): This course covers the main aspects of HCI: users, interfaces and interaction, as well as the process of design and evaluation in an iterative process. Some special interest topics are also addressed (for example, CSCW and Information Visualisation).
2005-7: Research Readings in Computing Science (MSci, MRes): This first-semester course covers 11 Computing Science research topics, one a week for 11 weeks. The sessions revolve around discussion of four seminal research papers in the topic and are led by topic specialists as well as by students. The papers and assessmetn guidelines are available on Moodle.
2005-6: Advanced Research Readings in Computing Science (MSci, MScRes): This second-semester course is run in small groups, each group covering one of the eleven topics introduced in RRCS, thus allowing students to concentrate on the topics that interest them. Like RRCS, the meetings revolve around the discussion of research papers, and are led by one or more lecturers from the relevant research group.
2002-5: User Centered Software Design
(MScIT): This module presents key knowledge needed for the design, implementation
and evaluation of effective user interfaces. The lecture material covers theoretical
topics and principles of interative design, while the lab sessions are 'studio-based',
with students actively engaged in their own design project. [This course is not running at present]
2005/6: Professional Software Development (MSc(IT), MSc(CS)): This module covers techniques required for building large software systems (including requirements, analysis, design, testing and evaluation), and the management of software projects.
Previous Research Projects:
Computer Science Education (Higher
Education): This action learning project investigated the
use of novel learning activities that encourage students to accept the fact
that there may be multiple solutions to a single problem, and that their own
solutions (and those of their peers) can contribute to their learning.
Usability of Software Engineering
diagrams and presentation: This project is an extension of the Effectiveness of Graph Layout Algorithms project,
where the graphs under consideration are those used in software engineering
applications (for example, UML diagrams, entity-relationship diagrams). Usability
studies are used to establish the usefulness (from a human comprehension perspective)
of both the notation and layout of these diagrams.
Multimedia models: This project
used ideas and terminology from the field of semiotics to define an unambiguous
model of multimedia communication (along the dimensions of sign, syntax
and modality), which has been empirically evaluated for its understandability.
The aesthetics of interface layout (Carolyn Salimun): Carolyn iinvestigated different methods of interface design, based on formulae that measure the extent of different layout aesthetic principles (e.g. symmetry, regularity) in an interface. She ran several experiments looking at participants' performance, preferences and processes in performing a task.
Usability of Grammar Formalisms
for free and fixed-word order languages (Mark Pedersen, The University of
Queensland): Mark investigated different grammar formalisms (DG, PSG and
LFG) for the suitability for representing free-word order in Hindi and English.
Usability studies were conducted to determine the relative effectiveness of
these grammar formalisms.
Electronic Blocks (Peta Wyeth,
The University of Queensland): Peta defined and implemented electronic
blocks suitable for children between the ages of 3 and 8 which enable a simple
form of programming using input, output and logic blocks.
The use of these blocks was evaluated with pre-school and primary school children.
The best place to see the full and up-to-date list of my publications is on my Glasgow Enlighten page.
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