How to ... be a reflective practitioner.

A Study of Teams: How It All Began The Apollo Syndrome Teams Containing Similar Personalities Identifying further Team Roles Team Leadership The Missing Team Roles Developing an inventory Unsuccessful teams Winning teams Ideal team size Features of good members of a team Teams in Public Affairs How Belbin reports developed Case Studies in Using Belbin

Management teams: Why they succeed or fail

The recent shift of emphasis to user experience (UX) has rendered it a central focus of product design and evaluation. A multitude of methods for UX design and evaluation exist, but a clear overview of the current state of the available UX evaluation methods is missing. This is partly due to a lack of agreement on the essential characteristics of UX. In this paper, we present the results of our multi-year effort of collecting UX evaluation methods from academia and industry with different approaches such as literature review, workshops, Special Interest Groups sessions and an online survey. We have collected 96 methods and analyzed them, among other criteria, based on the product development phase and the studied period of experience. Our analysis reveals development needs for UX evaluation methods, such as early-stage methods, methods for social and collaborative UX evaluation, establishing practicability and scientific quality, and a deeper understanding of UX.

User experience evaluation methods: current state and development needs

World Wide Web authors must cope in a hypermedia environment analogous to second-generation computing languages, building and managing most hypermedia links using simple anchors and single-step navigation. Following this analogy, sophisticated application environments on the World Wide Web will require third- and fourth-generation hypermedia features. Implementing third- and fourth-generation hypermedia involves designing both high-level hypermedia features and the high-level authoring environments system developers build for authors to specify them. We present a set of high-level hypermedia features including typed nodes and links, link attributes, structure-based query, transclusions, warm and hot links, private and public links, hypermedia access permissions, computed personalized links, external link databases, link update mechanisms, overviews, trails, guided tours, backtracking and history-based navigation. We ground our discussion in the hypermedia research literature, and illustrate each feature both from existing implementations and a running scenario. We also give some direction for implementing these on the World Wide Web and in other information systems.

/pdf/fourth-generation-hypermedia-1zhksyw55s.pdf

Fourth generation hypermedia

2012 [AS13b, Wal12a]. 2013 [Alv13, Bar13, Cam13, Car13, CCS13, Cut13, Edi14, Swe13]. 2014 [CDS13, DN14, ND14, Rod14, Tym14a]. 2015 [DeL14a, DeL14b, She15b]. 2016 [AT16a, CCV16, CCV17, MR15, SDCT16a, SDCT16c, She16a]. 2017 [DG17, EC17, Fit18b, MJ18, TCSM17, TCM17]. 2018 [BG18b, DD17, Dec19b, Gol18, JI18, MKMP18, MMK18, PQH17, She18]. 2019 [Cut19, FI19, HPQ19, MP19a, MPRM19, MP19b, MS19, Rod18, She19a]. 2020 [DH19].

/pdf/a-complete-bibliography-of-publications-in-sigcse-bulletin-1aolnsl5m4.pdf

A Complete Bibliography of Publications in SIGCSE Bulletin: 2000{2009

The phenomenal growth of the Internet over the last few years, coupled with the development of various multimedia applications which exploit the Internet presents exciting opportunities for educators. In the context of distance education, the World Wide Web provides a unique challenge as a new delivery mechanism for course material allowing students to take a course (potentially) from anywhere in the world. In this paper, we describe our approach to the development of an Internet-based course designed for distance education. Using this experience, we provide general observations on the opportunities and constraints which the web provides and on the pedagogic issues which arise when using this delivery mechanism.We have found that the process of developing web-based courses is one area which requires careful consideration as technologies and tools for both the authoring and the delivery of courses are evolving so rapidly. We have also found that current tools are severely lacking in a number of important respects?particularly with respect to the design of pedagogically sound courseware.

Experience with developing multimedia courseware for the World Wide Web

User Interface Design and Evaluation (The Morgan Kaufmann Series in Interactive Technologies) (The Morgan Kaufmann Series in Interactive Technologies)

Just a few years ago, incorporating team projects in a course meant that all students had to be collocated, able to meet face-to-face. Now, distributed teams use the Internet and other technologies to work across time and distance. Instructors who include distributed team projects in their courses add the dimensions of collaborative technologies, language, and culture to the technical problem-solving and team-building aspects. Continuous improvement in course structure and content are necessary to meet the changing needs of students as well as the changes in technology. This paper traces the evolution of a distributed project course offered since 1998. Each time the course has been run, students, faculty, and researchers have learned important lessons, which have been used to improve successive course offerings.

http://user.it.uu.se/~andersb/publications/matsd/ITiCSE_2002.pdf

Learning from students: continuous improvement in international collaboration

This research in progress paper compares the characteristics of high and low performance distributed student teams doing software development in Computer Science. The distributed student teams were involved in a software development project that was part of a Computer Science course at two universities located in different countries.We developed a set of categories to examine the email communication of distributed student teams. This paper tracks the progression and changes in the categories coded for each team's communication throughout the project's timeline, particularly during key decision periods in the software development cycle.

Interaction factors in software development performance in distributed student teams in computer science

This paper investigates the interactions of high and low performing distributed student teams using a set of categories to examine their written communication. The teams were involved in a software development project involving two universities located in different countries. This study tracks the progression and changes in the categories coded for each team’s communication throughout the project’s time line to determine characteristics of high and low performing teams.

http://user.it.uu.se/~andersb/fo/PPIG2001MHause.pdf

Mark Woodroffe

Papers

Experience with developing multimedia courseware for the World Wide Web

User Interface Design and Evaluation (The Morgan Kaufmann Series in Interactive Technologies) (The Morgan Kaufmann Series in Interactive Technologies)

Learning from students: continuous improvement in international collaboration

Interaction factors in software development performance in distributed student teams in computer science

Team Performance Factors in Distributed Collaborative Software Development