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The Different Types of Contributions to Knowledge (in CER): All Needed, But Not All Recognised., and . ACM Trans. Comput. Educ., 23 (1): 7:1-7:36 (March 2023)Experience Report: Thinkathon - Countering an "I Got It Working" Mentality with Pencil-and-Paper Exercises., , , , , , , and . ITiCSE, page 203-209. ACM, (2019)Questionnaires as a software evaluation tool., and . CHI, page 83-87. ACM, (1983)Certifai: A Toolkit for Building Trust in AI Systems., , , , , , , , , and 15 other author(s). IJCAI, page 5249-5251. ijcai.org, (2020)Demo.Mentoring Mentors in Cooperative Software Engineering Education Programmes., , , and . ICER, page 307. ACM, (2019)Maximising Dialogue in Lectures using Group Response Systems., , , and . CATE, page 421-426. ACTA Press, (2004)Towards thriving: extending computerised cognitive behavioural therapy., , , and . OZCHI, page 285-295. ACM, (2017)Keeping Software Engineering Students in Touch with Not Only What They are to Learn, But with Why., , , and . CSEE&T, page 1-5. IEEE, (2020)Data Protection and Privacy Regulations as an Inter-Active-Constructive Practice., , and . CEP, page 9:1-9:4. ACM, (2019)Programming skills, visual layout design, and unjustifiably useful testing: Three reports in the psychology of programming.. PPIG, page 17. Psychology of Programming Interest Group, (1996)