Search results for author:"Judy Kay"
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SMILI?: A Framework for Interfaces to Learning Data in Open Learner Models, Learning Analytics and Related Fields
Susan Bull; Judy Kay
International Journal of Artificial Intelligence in Education Vol. 26, No. 1 (2016) pp. 293–331
The SMILI? (Student Models that Invite the Learner In) Open Learner Model Framework was created to provide a coherent picture of the many and diverse forms of Open Learner Models (OLMs). The aim was for SMILI? to provide researchers with a...
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An Evaluation of a Computer Science Orientation Programme
Judy Kay; Michael Prosser
Assessment and Evaluation in Higher Education Vol. 14, No. 1 (1989) pp. 55–66
A short, intensive orientation program offered to a small group of students before the start of their first computer science course taught a simple programing language and provided pre-programing skills. The orientation was found to be beneficial,...
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Working from the evidence of prior art and experience in curriculum database development
Tim Lever; Richard Gluga; Judy Kay
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 799–809
There are many potential benefits from systematic documentation of university degree curricula, including facilitation of curriculum review, accreditation reporting and better information for students, lecturers and administrators. The importance of ...
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Mastering Cognitive Development Theory in Computer Science Education
Richard Gluga; Judy Kay; Raymond Lister; Simon Kleitman; Sabina Kleitman
Computer Science Education Vol. 23, No. 1 (2013) pp. 24–57
To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for...
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Learning from Peer Feedback on Student-Generated Multiple Choice Questions: Views of Introductory Physics Students
Alison E. Kay; Judy Hardy; Ross K. Galloway
Physical Review Physics Education Research Vol. 14, No. 1 (2018) pp. 10119–1
PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the ...
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Capturing and Analyzing Verbal and Physical Collaborative Learning Interactions at an Enriched Interactive Tabletop
Roberto Martinez-Maldonado; Yannis Dimitriadis; Alejandra Martinez-Monés; Judy Kay; Kalina Yacef
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 4 (December 2013) pp. 455–485
Interactive tabletops can be used to provide new ways to support face-to-face collaborative learning. A little explored and somewhat hidden potential of these devices is that they can be used to enhance teachers' awareness of students'...
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Student-Generated Content: Enhancing Learning through Sharing Multiple-Choice Questions
Judy Hardy; Simon P. Bates; Morag M. Casey; Kyle W. Galloway; Ross K. Galloway; Alison E. Kay; Peter Kirsop; Heather A. McQueen
International Journal of Science Education Vol. 36, No. 13 (2014) pp. 2180–2194
The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-...