BibSonomy publications for /author/WarburtonFri Dec 16 00:00:00 CET 2011Microelectronics Reliability9-111534-1538Three-dimensional nanometric sub-surface imaging of a silicon flip-chip using the two-photon optical beam induced current method.472007dblp Thu Nov 17 00:00:00 CET 2011SBMFconf/sbmf/2011172-187Lecture Notes in Computer ScienceA Formal Approach to Fixing Bugs.70212011dblp Mon Nov 14 00:00:00 CET 2011BICoBconf/bicob/2011116-121Modeling and Simulation of Steroid Hormone Biosynthesis and Disease State using Petri Nets.2011dblp Mon Nov 14 00:00:00 CET 2011BICoBconf/bicob/2011110-115Krebs Cycle and Glycolysis Petri Net Models and Simulations for Biochemical Education.2011dblp Mon Nov 14 00:00:00 CET 2011BICoBconf/bicob/2011122-127Modeling and Simulation of Biochemical Processes using Petri Nets: Steroid Hormone Biosynthesis and Action of Aldosterone.2011dblp Mon Nov 07 00:00:00 CET 2011IEEE Trans. Software Eng.5562-569Managing and Predicting the Costs of Real-Time Software.91983dblp Thu Oct 20 00:00:00 CEST 2011ICERconf/icer/201133-38Exploring programming assessment instruments: a classification scheme for examination questions.2011dblp Mon Jun 20 00:00:00 CEST 2011J. Comput. Physics217863-7882Nodal discontinuous Galerkin methods on graphics processors.2282009dblp Sun Jun 19 14:43:26 CEST 2011Participatory Pattern Workshops Resource Kit2010design designpatterns methodology methods my myown narrative narratives participatory pattern resource scenarios workshops This document describes the methodology that has emerged from a series of workshops we have facilitated over several years. These workshops brought together practitioners from a wide range of fields and engaged them in intense conversations about issues regarding technology and education. Such conversations are rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge; knowledge of how to get things done. We call these workshops Collaborative Reflection Workshops. Our process goes beyond a single workshop. Over the years, we have identified a structure of three consecutive workshops; a Design Narratives Workshop, a Pattern Mining Workshop and a Design scenarios Workshop. Together, these form what we call the Participatory Patterns Workshops framework. If you are about to participate in such a workshop, this document will tell you what to expect and how to maximise your benefits from the event. If you would like to run such a workshop (or series of workshops) yourself,this document should give you a good starting point for their design. You will still need to adapt the framework for your own needs and circumstances, and we will be happy to assist you in doing that. Everything presented here is a reflection of work in progress. If you find this document useful, please check for new versions. If you find some mistakes or gaps, please let us know. If you run a workshop, please share your experience and insight with us.Sun May 29 00:00:00 CEST 2011SIAM J. Numerical Analysis63151-3180Taming the CFL Number for Discontinuous Galerkin Methods on Structured Meshes.462008dblp Fri May 27 04:42:44 CEST 2011Brain919-931--Hearing and saying: The functional neuro-anatomy of auditory word processing1191996Fri May 27 00:00:00 CEST 2011J. Computational Applied Mathematics61988-1995Radiation boundary conditions for time-dependent waves based on complete plane wave expansions.2342010dblp Tue Mar 22 00:00:00 CET 2011SIAM J. Numerical Analysis1534-550Convergence Analysis of an Adaptive Interior Penalty Discontinuous Galerkin Method.472008dblp Tue Mar 22 00:00:00 CET 2011SIAM J. Numerical Analysis53678-3704Complete Radiation Boundary Conditions: Minimizing the Long Time Error Growth of Local Methods.472009dblp Wed Feb 16 00:00:00 CET 2011SCconf/sc/20101-12Extreme-Scale AMR.2010dblp Mon Dec 06 10:20:29 CET 2010British Journal of Educational Technology3414--426Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching.402009imported Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The context is set by tracing the history of virtual worlds back to early multi-user online computer gaming environments and describing the current trends in the development of 3-D immersive spaces. A typology for virtual worlds is developed and the key features that have made unstructured 3-D spaces so attractive to educators are described. The popularity in use of SL is examined through three critical components of the virtual environment experience: technical, immersive and social. From here, the paper discusses the affordances that SL offers for educational activities and the types of teaching approaches that are being explored by institutions. The work concludes with a critical analysis of the barriers to successful implementation of SL as an educational tool and maps a number of developments that are underway to address these issues across virtual worlds more broadly.Fri Sep 24 00:00:00 CEST 2010Microelectronics Journal3530-532Development of an epitaxial lift-off technology for II-VI nanostructures using ZnMgSSe alloys.402009dblp Mon Sep 20 00:00:00 CEST 2010ICALTconf/icalt/201035-37A Formative eAssessment Co-Design Case Study.2010dblp Tue Aug 10 17:34:51 CEST 2010British Journal of Educational Technology3414--426Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching402009education haifa-games-course higher learning secondlife virtualworlds Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The context is set by tracing the history of virtual worlds back to early multi-user online computer gaming environments and describing the current trends in the development of 3-D immersive spaces. A typology for virtual worlds is developed and the key features that have made unstructured 3-D spaces so attractive to educators are described. The popularity in use of SL is examined through three critical components of the virtual environment experience: technical, immersive and social. From here, the paper discusses the affordances that SL offers for educational activities and the types of teaching approaches that are being explored by institutions. The work concludes with a critical analysis of the barriers to successful implementation of SL as an educational tool and maps a number of developments that are underway to address these issues across virtual worlds more broadly.Wed Aug 04 11:57:23 CEST 2010Rhizome: Digital Identity Matters2010design digital education identity learning