Image: Leeds Castle

Programme - Day Two

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The complete proceedings from the conference can be found following the link below:

  10th Annual Conference Proceedings

Select the appropriate Programme day from the choice below:

Day One | Day Two | Day Three


Day 2 – Wednesday, 26th August 2009




Slot Length


Day 2 Session 3 – Improving Assessment and Student Feedback - Room GLT1
Session Chair: Janet Carter



Angela Chapman and John Busch - Queen's University, Belfast

Improving Student Feedback Using Technology

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Abstract: "Assessment and feedback is one of the main areas of dissatisfaction in the UK National Student Survey (NSS). The results from 2007/08 for Computer Science at Queen’s University Belfast (CSQUB) highlight an average of 4.3 over the five assessment and feedback questions. All questions are similar to the sector benchmark and as a result this study will consider the assessment, but more specifically feedback methods used on a taught postgraduate course within CSQUB with the aim of providing more effective feedback to students."

20 mins with 5 mins discussion

90 mins allowing 5 mins changeover between speakers + 20 min Poster pitch = 110 mins


Fintan Culwin - London South Bank University

The Efficacy of Turnitin and Google

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Abstract: "Two investigations into the efficacy of non-original content detection processes are reported. The overall conclusion is, given the limitations of the study, that Google is highly effective at detecting non-original content and Turnitin less so. Where Turnitin indicates no non-originality for a document thought to be compromised then a Google search is advocated and a technique for optimising such searches is presented."

20 mins with 5 mins discussion


Lee Gillam, Ge Qin, Diane Bush and Neil Newbold - University of Surrey

Automating Feedback: The CafeX2 Project

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Abstract: "In this paper, we describe work in progress relating to automating production of feedback on coursework. A software demonstrator, currently in development, is described that assists in rapid production and distribution of comparable and constructive feedback. We identify key considerations for feedback, and suggest that visualization-based searching, readability and sentiment analysis might be combined with comment banks to address key characteristics of feedback. In principle, such a development could improve the student experience, reduce the academic workload, and support wider considerations for standardization."

20 mins with 5 mins discussion


10x2 minutes Fast Sell (One Slide)

  • Bruce Scharlau - University of Aberdeen
    Agile and Evo Industrial Group Projects
  • Giselle Ferreira and John Monk - The Open University
    Using Drama to Introduce Ethics to Technology Students and Practitioners
  • Henry Cook - Durham University
    Using QRCodes as a Means of Promoting Self-Driven, Informal Learning in Higher Education
  • Marcus Lynch and Philip Phelps - University of the West of England
    Automated Transcription of Spoken Word Lecture Materials
  • Rashmi Dravid - University of Northampton
    Context-Based Teaching - A key to Graduate Employability for Computer Networking Courses
  • Su White - University of Southampton, Janet Carter - University of Kent and Tony Jenkins - University of Leeds
    Using Competition to Sustain Motivation - Tops Evolve
  • Louise Sparshatt - Sheffield Hallam University
    Electronic Assessment Techniques for Computing Subjects
  • Andy Burn and David Budgen - Durham University
    Evidence-Based Software Engineering
  • Stylianos Hatzipanagos, David Hay and Jeroen Keppens - King's College London
    Visualizing Student Understanding and Troublesome Knowledge in a First Year Computer Science Module

20 mins


Morning Coffee and View Posters (Foyer Grimond Building - J6 on map)

Day 2 Parallel Session 4A – Pedagogic Innovation - Room GLT1
Session Chair: Thomas Lancaster



Quan Dang and Tingkai Wang - London Metropolitan University

Enforcing Model Traceability for Effective Learning of Object-Oriented Design

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Abstract: "It has been observed that students doing a 2nd module in object oriented (OO) programming find it difficult to make smooth and justifiable transitions from software functional requirements to an implementable OO design. A cause for this is that the students fail to make semantic connections between models of different types such as use cases, class diagrams and sequence diagrams in order to come up with a detailed and implementable class design. This paper suggests that understanding and maintaining model traceability across different design stages play an instrumental role to fix the problem. We introduced the idea of enforcing model traceability in our classes in the last two years. An analysis of the student works and assessment statistics suggest that it has contributed to improving student performance in both written examination and practical programming coursework in an OO programming module."

20 mins with 5 mins discussion

60 mins allowing 5 min changeover between presenters


Terrance Charlton, Lindsay Marshall and Marie Devlin - Newcastle University

Creating Reusable Learning Objects for First Year Programming

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Abstract: "This paper reports on an on-going project exploring the use of video-based Reusable Learning Objects (RLOs) within first-year undergraduate programming courses at Newcastle University. The RLOs are intended for deployment on student-owned portable devices such as iPods or mobile phones, and are designed to reinforce discrete programming concepts common to a wide range of programming languages (e.g. objects versus classes). The pedagogical rationale and high-level aims and objectives of this work are discussed."

20 mins with 5 mins discussion

Day 2 Parallel Session 4B – Information Literacy - Room GLT3
Session Chair: Anne Morris



Jacqueline Chelin - University of the West of England and Martin De Saulles - University of Brighton

Beyond Google: Helping Library/Information Professionals Work with the Google Generation

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Abstract: "This paper outlines a Higher Education Academy (HEA)-funded project undertaken by the authors, the output of which was a video designed to help library and information professionals in their work with younger users. While many young people are confident users of the Internet as a tool for communication and sharing information, it should not be assumed they are also competent seekers, finders and evaluators of information. There is a growing realisation that the myriad of information sources on the Internet and the increasing number of tools to find and filter information may be confusing to inexperienced users. An important role for library and information professionals is to help users make sense of this complexity. After outlining some of these issues this paper describes the authors’ project and the feedback it received from its viewers in the library and information community."

20 mins with 5 mins discussion

60 mins allowing 5 min changeover between presenters


Ruth Stubbings, Ginny Franklin, Debbie Boden, Chris Powis, Moira Bent - Loughborough University

The SirLearnaLot Project

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Abstract: "Librarians in all sectors are now expected to teach readers how to search effectively for and ethically use good quality information. Teaching readers’ information literacy competencies can take place at the enquiry desk or in a formal classroom setting. Very few information science courses prepare librarians for the teaching role they will undertake. In this paper, the SirLearnaLot project is outlined. SirLearnaLot is an online tutorial designed to enhance librarians’ teaching skills. This paper outlines the aims & objectives of the project, progress to date, including a brief summary of the informal pilot and future actions."

20 mins with 5 mins discussion

Day 2 Parallel Session 4C – Internationalisation - Room GLT2
Session Chair: Laurence Hellyer



Janet Carter - University of Kent, Karen fraser - University of Ulster, Tony Jenkins - University of Leeds, Catherine Lang - Swinburne University of Technology, Melbourne, Australia, Stanislav Kurkovsky - Central Connecticut State University, New Britain, CT, USA, Paul Tymann - Rochester Institute of Technology, Rochester, NY, USA

Participation Rate in CS: One International Issue or Multiplicity of National Ones?

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Abstract: "The proportion of female students studying Computing related subjects at undergraduate-degree level is decreasing. This decline in the number of female applicants for Computer Science (CS) degree programs is undoubtedly worrying. In the early 1980s some 35% of applicants for CS degrees at UK Universities were women, but now the figure is closer to 10%; this statistic is not confined to one country. Some countries such as Ireland and India do buck the trend, but is there a commonality between the decreases seen in many countries? As individuals, we undertake work based upon our own students, or students from our own country but rarely if ever seek international comparisons. If we are to work effectively together across nationalities we need to determine whether we are all suffering the same problem or different problems with the same symptom. This paper presents the results of an international comparison of student interviews. "

20 mins with 5 mins discussion

60 mins allowing 5 min changeover between presenters



Nawaz Khan and Geetha Abeysinghe - Middlesex University

Participatory Pattern In Asynchronous Discussion Forum: A Cross Cultural-Perspective

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Abstract: "In this paper, we demonstrate that students’ cultural issues influence participation and engagement in online asynchronous discussions. We argue that student participation can be enhanced if discussion topics are carefully constructed taking into consideration the culture and local experiences gained by students in their country of origin. In order to elicit how cultural issues impact participation, a number of focus groups were created to study the participatory patterns of students. The observations of the study suggest conceptualisation of cultural factor elicits a set of constructs which can assist in formulating a discussion topic."

20 mins with 5 mins discussion




Keynote 2

Prof. Roger James, (see Biography) Director of Information Systems, University of Westminster.

Mind the Gap: Design, Technology and Usability

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Abstract: "The presentation will explore how the development of technology seeks the design of environments, not of systems, as a common stage of maturity. A wider adoption of technology then builds a societal familiarity which delivers on Esther Dyson’s “intuitiveness is familiarity”. It is an evolution that penalises anything beyond the basic requirements of use by fragmentation and exclusion. If Alan Kay is also correct in his assertion that “the best way to predict the future is to create it” we technologists are challenged by a very different era of design, design in the style of Google: interactive, data intensive, all encompassing and social."



60 mins



Anna Peachy and Greg Withnail - The Open University

Teaching Computing in a Virtual World: Principles and Practice

Abstract: "In this poster and workshop we describe work underway using the virtual world Second Life to support teaching of the Open University level 1 computing course T175: Living in a Networked World. The poster will describe work to date, with screenshots and key findings so far. The workshop will provide participants with a snapshot experience as a student on T175 – attending an induction session and then visiting one of the inworld resources built to support the course, with time at the end for discussion to capture reflections and answer questions."


90 mins each

Gordon Eccleston and Roger McDermott - The Robert Gordon University

Interactive, Graphical Programming with ALICE 3

Abstract: "For a number of years, the Robert Gordon University School of Computing has used the Alice virtual 3D environment to teach introductory programming skills to first year computing students. While encouraging engagement with the subject, transition to more conventional languages has often been problematic. In this workshop, we look at the latest version of the software which claims to allow greater integration with the Netbeans Java IDE through textual manipulation of code."


Royce Neagle and Roger Boyle - University of Leeds

National Project Co-ordinators Network - Workshop "Dissertation Writing: Style over Substance"

Abstract: "This workshop is planned as the third National Project Coordinators Network meeting. The workshop is a panel session on the theme “Dissertation Writing: Style Over Substance” with the aim to identify common problems and defining better practice to support the writing up of student projects. The workshop will also consider establishing itself as a self-sustaining network of university computing project coordinators. Further objectives is to discuss issues currently dominating projects and in the foreseeable near future."


Richard Hill - Sheffield Hallam University

Strategies for Student Learning through Research

Abstract: "It is an attractive proposition for UK Higher Education institutions to advertise their learning experience as being 'research-led' or 'informed by research'. This workshop examines some simple strategies for creating more positive, visible links between research and teaching activities, and illustrates how a strategy for incorporating these activities into the curriculum can be built by way of a strategic assessment tool."



Coffee Break, Networking and View Posters–(Foyer Grimond Building - J6 on map)


End of Formal Sessions for Day 2


Coaches depart from Main Campus, for Conference Dinner to be held in Fairfax Hall, Leeds Castle



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