An University Degree is bound by many internal and external syllabus requirements (graduate attributes, generic skills, professional skills, accreditation competencies). These requirements come from many different sources (University, Faculty, School & external bodies like ACM, ASC, IEEE, EA, etc.). They are defined in different terminology, but are often semantically related. The core and elective subjects part of a degree must satisfy all of these requirement sets, but the semantic mappings and relationships are missing in current systems. We intend to apply open learner modeling techniques and Web 2.0 technologies to develop a curriculum mapping system that addresses these problems and allows for flexible user introspection of complex curriculum information..
Richard Gluga is a PhD student with the Computer Human Adapted Interaction (CHAI) Research Group at the University of Sydney. In 2006 he completed a Bachelor of Software Engineering and Science (Computer Science) degree (also at the University of Sydney), and graduated with first class honours. His Engineering thesis was in the area of template-driven educational Content Management Systems. Between 2007 and 2009, Richard worked for IBM as Enterprise Integration Consultant, after which he returned to Sydney University to pursue a Research Masters whilst also performing some design and development for the Faculty of Engineering.
R. Gluga, J. Kay, and T. Lever. Foundations for modeling university curricula in terms of multiple learning goal sets. IEEE Transactions on Learning Technologies, 6(1):25-37, 2013. [View Details]
R. Gluga, J. Kay, R. Lister, Simon, M. Charleston, J. Harland, and D. Teague. A conceptual model for reflecting on expected learning vs. demonstrated student performance. In J. Whalley and A. Carbone, editors, Australasian Computing Education Conference (ACE2013), pages 77-86, Melbourne, Australia, 2013. ACS. [View Details]
R. Gluga, J. Kay, R. Lister, Simon, and S. Kleitman. Mastering cognitive development theory in computer science education. Computer Science Education, 23(1):24-57, 2013. [View Details]
K. Grace, R. Wasinger, C. Ackad, A. Collins, O. Dawson, R. Gluga, J. Kay, and M. Tomitsch. Conveying interactivity at an interactive public information display. In The 2nd International Symposium on Pervasive Displays 2013, 2013. [View Details]
C. Ackad, R. Wasinger, R. Gluga, J. Kay, and M. Tomitsch. Measuring interactivity at an interactive public information display. In Proceedings of the 25th Australian Computer-Human Interaction Conference: Augmentation, Application, Innovation, Collaboration, OzCHI '13, pages 329-332, New York, NY, USA, 2013. ACM. [View Details]
R. Gluga, J. Kay, R. Lister, S. Kleitman, and T. Lever. Over-confidence and confusion in using Bloom for programming fundamentals assessment. In Proceedings of the 43rd ACM technical symposium on Computer Science Education, SIGCSE '12, pages 147-152, 2012. [View Details]
R. Gluga, J. Kay, R. Lister, S. Kleitman, and T. Lever. Coming to terms with Bloom: an online tutorial for teachers of programming fundamentals. In ACE, Australasian Computing Education Conference, pages 147-156, 2012. [View Details]
R. Lister, M. Corney, J. Curran, D. D'Souza, C. Fidge, R. Gluga, M. Hamilton, J. Harland, J. Hogan, J. Kay, T. Murphy, et al. Toward a shared understanding of competency in programming: Invitation to the BABELnot project. In Proceedings of Australasian Computing Education Conference, pages 53-60, 2012. [View Details]
A. Clayphan, R. Gluga, and J. Kay. Blooming collaboratively at the tabletop. In Educational Interfaces, Software, and Technology 2012: 3rd Workshop on UI Technologies and Educational Pedagogy, 2012. [View Details]
R. Gluga, J. Kay, R. Lister, and D. Teague. On the reliability of classifying programming tasks using a neo-piagetian theory of cognitive development. In Proceedings of the ninth annual international conference on International Computing Education Research (ICER2012), pages 31-38. ACM, 2012. [View Details]