Paul Curzon

Bio: Paul Curzon is an academic researcher from Queen Mary University of London. The author has contributed to research in topics: Formal verification & Formal methods. The author has an hindex of 26, co-authored 170 publications receiving 2251 citations. Previous affiliations of Paul Curzon include University of Cambridge & Middlesex University.

Computational thinking - a guide for teachers

Abstract: This guide seeks to help develop a shared understanding of the teaching of computational thinking in schools. It presents a conceptual framework of computational thinking, describes pedagogic approaches for teaching and offers guides for assessment. It is complementary to the two CAS guides published in November 2013 (Primary) and June 2014 (Secondary) in supporting the implementation of the new National Curriculum and embraces the CAS Barefoot and CAS QuickStart Computing descriptions of computational thinking. Computational thinking lies at the heart of the computing curriculum but it also supports learning and thinking in other areas of the curriculum.

Confessions from a grounded theory PhD: experiences and lessons learnt

Abstract: Grounded Theory (GT) is used within HCI research, but nuances and more modern interpretations of the method are rarely discussed. This paper has two intentions: to offer guidance on practical issues when applying GT, and to clarify the space of methodological possibilities. We describe an extended GT study on understanding why practitioners choose particular usability evaluation methods. We describe five stages in this study to highlight our experiences and choices made. We draw out seven practical and methodological considerations in applying GT in a CHI context. This challenges the more traditional inductive and objective positions on GT use; it sensitizes novices of GT to these issues; and through the extended case study it provides substance for debate on issues that affect those that use qualitative methods more broadly.

An approach to formal verification of human–computer interaction

Abstract: The correct functioning of interactive computer systems depends on both the faultless operation of the device and correct human actions. In this paper, we focus on system malfunctions due to human actions. We present abstract principles that generate cognitively plausible human behaviour. These principles are then formalised in a higher-order logic as a generic, and so retargetable, cognitive architecture, based on results from cognitive psychology. We instantiate the generic cognitive architecture to obtain specific user models. These are then used in a series of case studies on the formal verification of simple interactive systems. By doing this, we demonstrate that our verification methodology can detect a variety of realistic, potentially erroneous actions, which emerge from the combination of a poorly designed device and cognitively plausible human behaviour.

Introducing teachers to computational thinking using unplugged storytelling

Abstract: Many countries are introducing new school computing syllabuses that make programming and computational thinking core components. However, many of the teachers involved have major knowledge, skill and pedagogy gaps. We have explored the effectiveness of using 'unplugged' methods (constructivist, often kinaesthetic, activities away from computers) with contextually rich storytelling to introduce teachers to these topics in a non-threatening way. We describe the approach we have used in workshops for teachers and its survey based evaluation. Teachers were highly positive that the approach was inspiring, confidence building and gave them a greater understanding of the concepts involved, as well as giving practical teaching techniques that they would use.

Developing Computational Thinking in the Classroom: A Framework

Abstract: Computational thinking sits at the heart of the new statutory programme of study for Computing: “A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world” (Department for Education, 2013, p. 188). This document aims to support teachers to teach computational thinking. It describes a framework that helps explain what computational thinking is, describes pedagogic approaches for teaching it and gives ways to assess it. Pupil progression with the previous ICT curriculum was often demonstrated through ‘how’ (for example, a software usage skill) or ‘what’ the pupil produced (for example, a poster). This was partly due to the needs of the business world for office skills. Such use of precious curriculum time however has several weaknesses. Firstly, the country’s economy depends on technological innovation not just on use of technology. Secondly, the pace of technology and organisational change is fast in that the ICT skills learnt are out of date before a pupil leaves school. Thirdly, technology invades all aspects of our life and the typically taught office practice is only a small part of technology use today.

Tools and Algorithms for the Construction and Analysis of Systems. Proc. TACAS 2009

Abstract: ing WS1S Systems to Verify Parameterized Networks . . . . . . . . . . . . 188 Kai Baukus, Saddek Bensalem, Yassine Lakhnech and Karsten Stahl FMona: A Tool for Expressing Validation Techniques over Infinite State Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 J.-P. Bodeveix and M. Filali Transitive Closures of Regular Relations for Verifying Infinite-State Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Bengt Jonsson and Marcus Nilsson Diagnostic and Test Generation Using Static Analysis to Improve Automatic Test Generation . . . . . . . . . . . . . 235 Marius Bozga, Jean-Claude Fernandez and Lucian Ghirvu Efficient Diagnostic Generation for Boolean Equation Systems . . . . . . . . . . . . 251 Radu Mateescu Efficient Model-Checking Compositional State Space Generation with Partial Order Reductions for Asynchronous Communicating Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Jean-Pierre Krimm and Laurent Mounier Checking for CFFD-Preorder with Tester Processes . . . . . . . . . . . . . . . . . . . . . . . 283 Juhana Helovuo and Antti Valmari Fair Bisimulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 Thomas A. Henzinger and Sriram K. Rajamani Integrating Low Level Symmetries into Reachability Analysis . . . . . . . . . . . . . 315 Karsten Schmidt Model-Checking Tools Model Checking Support for the ASM High-Level Language . . . . . . . . . . . . . . 331 Giuseppe Del Castillo and Kirsten Winter Table of

Cognition In The Wild

Abstract: Thank you very much for reading cognition in the wild. Maybe you have knowledge that, people have look hundreds times for their favorite books like this cognition in the wild, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they cope with some harmful virus inside their laptop. cognition in the wild is available in our digital library an online access to it is set as public so you can download it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Merely said, the cognition in the wild is universally compatible with any devices to read.