Foundations for Modeling University Curricula in Terms of Multiple Learning
Goal Sets Journal Article
IEEE Transactions on Learning Technologies, 6 (1), pp. 25-37, 2013.
Mastering Cognitive Development Theory in Computer Science Education Journal Article
Computer Science Education, 23 (1), pp. 24-57, 2013.
Conveying Interactivity at an Interactive Public Information Display Inproceedings
The 2nd International Symposium on Pervasive Displays 2013, 2013.
Measuring Interactivity at an Interactive Public Information Display Inproceedings
Proceedings of the 25th Australian Computer-Human Interaction Conference:
Augmentation, Application, Innovation, Collaboration, pp. 329–332, ACM, Adelaide, Australia, 2013, ISBN: 978-1-4503-2525-7.
A conceptual model for reflecting on expected learning vs. demonstrated student
Whalley, J; Carbone, A (Ed.): Australasian Computing Education Conference (ACE2013), pp. 77-86, ACS, Melbourne, Australia, 2013.
Over-confidence and confusion in using Bloom for programming fundamentals
Proceedings of the 43rd ACM technical symposium on Computer Science Education, pp. 147–152, 2012.
Coming to terms with Bloom: an online tutorial for teachers of programming
ACE, Australasian Computing Education Conference, pp. 147-156, 2012.
Blooming Collaboratively at the Tabletop Inproceedings
Educational Interfaces, Software, and Technology 2012: 3rd Workshop on UI
Technologies and Educational Pedagogy, Austin, Texas, 2012.
Toward a Shared Understanding of Competency in Programming: Invitation to the
BABELnot Project Inproceedings
Proceedings of Australasian Computing Education Conference, pp. 53-60, 2012.
On the reliability of classifying programming tasks using a Neo-piagetian
theory of cognitive development Inproceedings
Proceedings of the ninth annual international conference on International
Computing Education Research (ICER2012), pp. 31–38, ACM 2012.
ProGoSs: Mastering the Curriculum Inproceedings
Sharma, M; Yeung, A (Ed.): Australian Conference on Science and Mathematics Education (ACSME2012), pp. 92-98, UniServe Science, The University of Sydney, NSW 2006, Australia, 2012.
A Unified Model for Embedding Learning Standards into University Curricula for
Effective Accreditation and Quality Assurance Inproceedings
Australasian Association for Engineering Education (AAEE2012), Melbourne, Australia, 2012.
An architecture for systematic tracking of skill and competence level
progression in Computer Science Inproceedings
Computer Science Education: Innovation and Technology CSEIT 2011, pp. 65-69, 2011.
Working from the evidence of prior art and experience in curriculum database
ASCILITE, pp. 799 â€“ 809, 2011.
Representing and valuing non-engineering contributions to engineering graduate
outcomes in engineering combined degrees Inproceedings
Proceedings of the 22nd Annual Conference for Australasian Association for
Engineering Education, 2011.
Modeling long term learning of generic skills Inproceedings
Aleven, Vincent; Kay, Judy; Mostow, Jack (Ed.): ITS2010, Proceedings of the Tenth International Conference on Intelligent
Tutoring Systems, pp. 85-94, Springer, 2010.
Is Five Enough? Modeling Learning Progression in Ill-Defined Domains at
Tertiary Level Inproceedings
IllDef2010: ITS2010 Workshop on Intelligent Tutoring Technologies for
Ill-Defined Problems and Ill-Defined Domains, pp. 17 - 21, 2010.
Largescale, long-term learner models supporting flexible curriculum definition Inproceedings
Proceedings of the Workshop on Scalability Issues in AIED, held in conjunction
with AIED2009, pp. 10-19, 2009.