ORCID Profile
0000-0003-0309-4332
Current Organisation
University of Adelaide
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Publisher: Elsevier BV
Date: 09-2015
Publisher: Elsevier BV
Date: 2015
Publisher: Springer International Publishing
Date: 2021
Publisher: Informa UK Limited
Date: 17-05-2017
Publisher: IEEE
Date: 06-2013
Publisher: ACM
Date: 25-04-2016
Publisher: ACM
Date: 12-04-2017
Publisher: ACM
Date: 22-06-2015
Publisher: ACM
Date: 05-03-2014
Publisher: IEEE
Date: 2006
Publisher: ACM Press
Date: 2014
Publisher: ACM
Date: 09-09-2012
Publisher: Springer International Publishing
Date: 2015
Publisher: Informa UK Limited
Date: 02-10-2015
Publisher: Informa UK Limited
Date: 10-2018
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 02-2008
DOI: 10.1109/MDSO.2008.7
Publisher: Association for Computing Machinery (ACM)
Date: 17-02-2016
DOI: 10.1145/2793507
Abstract: Although teamwork has been identified as an essential skill for Computer Science (CS) graduates, these skills are identified as lacking by industry employers, which suggests a need for more proactive measures to teach and assess teamwork. In one CS course, students worked in teams to create a wiki solution to problem-based questions. Through a case-study approach, we test a developed teamwork framework, using manual content analysis and sentiment analysis, to determine if the framework can provide insight into students’ teamwork behavior and to determine if the wiki task encouraged students to collaborate, share knowledge, and self-adopt teamwork roles. Analysis revealed the identification of both active and cohesive teams, disengaged students, and particular roles and behaviors that were lacking. Furthermore, sentiment analysis revealed that teams moved through positive and negative emotions over the course of developing their solution, toward satisfaction. The findings demonstrate the value of the detailed analysis of online teamwork. However, we propose the need for automated measures that provide real-time feedback to assist educators in the fair and efficient assessment of teamwork. We present a prototype system and recommendations, based on our analysis, for automated teamwork analysis tools.
Publisher: ACM
Date: 11-07-2016
Publisher: IEEE
Date: 2002
Publisher: ACM
Date: 29-02-2012
Publisher: ACM
Date: 13-03-2017
Publisher: Springer Berlin Heidelberg
Date: 2012
Publisher: ACM
Date: 05-12-2016
Publisher: IEEE
Date: 12-2017
Publisher: Springer International Publishing
Date: 2014
Publisher: ACM
Date: 20-11-2014
Publisher: ACM
Date: 20-11-2014
Publisher: ACM
Date: 20-11-2014
Publisher: IGI Global
Date: 2012
DOI: 10.4018/978-1-4666-0243-4.CH007
Abstract: The development of communication skills in Information and Communication Technologies (ICT) majors is increasingly identified as a priority area, with both academic and industry groups calling for a greater focus on the development of these skills within the higher education curriculum. Although widely recognised as important, there is a lack of guidance within the ICT area as to how communication skills should be taught, and the most effective means of developing these skills. This chapter reports on approaches to teaching communication skills development within the ICT discipline. The main contribution of this chapter is the categorisation of communication skills course activities reflecting the context of modern communication skills required by IT professionals that can be easily mapped to a discipline curriculum. These activities represent ex les of both informal activities designed to engage students regularly with developing their communication skills, and formal activities designed to assist assessment, including self- and peer-assessment. The authors present their experiences in the design and delivery of an intensive communications skills course designed for international articulation students. An initial analysis of the progress of these students demonstrates increased clarity in the students’ understanding of study and communication requirements, and improved performance in language-rich assessments.
Publisher: Springer Science and Business Media LLC
Date: 20-07-2018
Publisher: ACM
Date: 04-03-2009
Publisher: ACM
Date: 22-06-2015
Publisher: IEEE
Date: 05-2015
Publisher: IEEE
Date: 06-2014
Publisher: ACM
Date: 08-03-2017
Publisher: Informa UK Limited
Date: 12-2012
Publisher: IEEE
Date: 09-2007
Publisher: ACM
Date: 25-08-2014
Publisher: Springer International Publishing
Date: 2015
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2020
Publisher: IEEE
Date: 03-2013
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-6194-3.CH012
Abstract: Autonomous, Distributed Real-Time Embedded (DRE) defence systems are typically characterized by hard constraints on space, weight, and power. These constraints have a strong impact on the non-functional properties of the final system, especially its performance. System execution modeling tools permit early prediction of the performance of model-driven systems however, the focus to date has been on the practical aspects and creating tools that work in specific cases, rather than on the process and methodology applied. In this chapter, the authors present an integrated method to performance analysis and prediction of model-driven DRE defense systems. They present both the tools to support the process and a method to define these tools. The authors explore these tools and processes within an industry case study from a defense context.
Publisher: ACM
Date: 05-03-2014
Publisher: ACM
Date: 21-10-2012
Publisher: Association for Learning Technology
Date: 28-08-2014
Abstract: England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale. Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs) however, little is known about what constitutes effective MOOC design, particularly within professional development contexts. To prepare teachers in Australia, we decided to ride the wave of MOOCs, developing a MOOC to deliver free computing content and pedagogy to teachers with the integration of social media to support knowledge exchange and resource building. The MOOC was designed to meet teacher needs, allowing for flexibility, ad-hoc interactions, support and the open sharing of resources. In this paper, we describe the process of developing our initiative, participant engagement and experiences, so that others encountering similar changes and reforms may learn from our experience.Keywords: scaling up MOOCs open access professional development online course computer science education(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24691 - 0.3402/rlt.v22.24691
Publisher: IEEE
Date: 11-2013
Publisher: ACM
Date: 14-11-2013
Publisher: ACM
Date: 14-11-2013
Publisher: IEEE
Date: 09-2016
DOI: 10.1109/SRDS.2015.16
Publisher: Elsevier BV
Date: 07-2012
Publisher: IEEE
Date: 11-2006
Publisher: ACM
Date: 28-11-2006
Publisher: IEEE Comput. Soc
Date: 2001
Publisher: IEEE
Date: 11-2013
Publisher: IEEE
Date: 07-2013
Publisher: IEEE
Date: 04-2014
Publisher: IEEE
Date: 03-2013
Publisher: Elsevier BV
Date: 11-2015
Publisher: IEEE
Date: 03-2013
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 10-2020
Publisher: IEEE
Date: 09-2008
Publisher: ACM
Date: 28-09-2015
Publisher: ACM
Date: 22-06-2015
Publisher: IEEE
Date: 05-2015
Publisher: ACM
Date: 08-03-2017
No related grants have been discovered for Katrina Falkner.