I am a professor in the Faculty of Computing, Engineering and Technology (FCET) at Staffordshire University. I belong to the applied computing group within the faculty of Computing, Engineering and Technology (FCET). My job involves teaching undergraduates and postgraduates. I teach various modules. In addition to my teaching duty, I am also doing research. I also supervise students doing final year projects, MSc dissertations and PhD. I was awarded a British Telecom Research Fellowship in 1997 working at British Telecommunications, Martlesham. I am a fellow of the Higher Education Academy. I am a strong advocate of helping students to develop problem solving, critical thinking, and independent learning skills. For this, I am using Problem Based Learning (PBL) in my teaching whenever possible. I also believe in the use of technology for learning and teaching, provided it is based on sound theoretical underpinnings. I am the leader of the Knowledge Management in Organization (KMO) group. Its aim is to promote research in new trends for collaborative knowledge management between several universities. I am also the editor of the International Journal of Web Engineering and Technology (IJWET) and International Journal of Learning Technology (IJLT). Currently I am a Teaching and Learning Fellow at my university for the years 2006-2008. I have co-authored the book, ‘Technology and Problem - Based Learning’, published by Idea Group Publishers. I am also an external examiner to Lincoln University. Currently I am actively involve in service science research and curriculum development for both undergraduate and postgraduate. Previous teaching As I have many different interests. I have taught in various subjects in computing including: Artificial Intelligence, Programming, Software Engineering, Data Structures and Algorithms, Multimedia, Internet Technology, Groupware, Design of usable interface, Instructional Software Design, Business Applications, Object-Orientation. Current teaching Currently I am teaching in the following areas: · Interface Design (Master level) · Service Innovation (Second year) · Learning Technology through Problem Based Learning (Final year) · Research Method Proposal (RMP) (Master level overseas) · Information System Development New Trends (final year) · Service Science (final year) Teaching interests Human Computer Interaction; Object-oriented systems; Software engineering; Enterprise process modelling; Information system development; Project management; Business process integration; GroupWare; Multimedia; Internet design and publishing; Technology for teaching and learning; Design of user interfaces and Instructional software design; Object technology; Web engineering; Instructional design; Learning technology; E-business; Activity theory for HCI; Semantic web; Ontologies; Collaborative working environments; Sustainable innovation; Research methods, Service sciences, Management and Engineering (SSME) and Knowledge management. I am a Fellow of the Academy of Higher Education and I have been awarded the Learning and Teaching Fellowship by Staffordshire University from 2006-2008. I am A member of ACM and also a fellow of the British Computer Society (BCS). I belong to the Faculty of Computing, Engineering and Technology (FCET). I have been actively involved in the design and planning of several modules in my division. As part of my teaching, I am actively involved in supervising final year student projects, PhD. and MSc. dissertations. I am also actively promoting the use of Problem Based Learning. My research interests are: Technology-based teaching and learning Human-Computer Interaction Web Engineering and technology Activity Theory for design Problem-Based Learning (PBL) Knowledge management in organization for sustainable innovation Semantic web and ontology and web services Digital ecosystems Actor Network Theory (ANT) Collaborative working environments Service Science, Management and Engineering (SSME) or Service Science Other interests I am also interested in applying an object-oriented approach to the design and development of Technology-Based Learning, including Web learning. My other interests include E-commerce, Multimedia learning design, Multimedia, e government, CSCL and using Activity Theory for Virtual Reality learning. I was awarded a British Telecom Research Fellowship in 1997 working at British Telecommunications, Martlesham In my research I have collaborated widely with colleagues from all over the world. Currently I am working with: Professor Kimmo Salmenjoki of University of Vaasa, Finland in knowledge management, E learning and web based systems. Professor Tauno Kekale of University of Vaasa,, Finland, knowledge management and technology foresight. Professor D. Scott Brandt of Purdue University of USA in Internet searching and learning. Professor Michael MacGrath of Victoria University of Australia in activity theory for requirements engineering and knowledge management. Professor Juan Pavon Mestras of Universidad Complutene, Madrid on web agents using activity theory. Professor Tom Brush of Indiana University, USA on technology learning. Professor Alan Dix of Lancaster University on HCI and designing usable interfaces. Dr. Linda Wojnar. The Art Institute Online and South University Online on distance learning. Professor Doru Talaba, University Transilvania of Brasov, Romania, on employability. Dr. Marja Naaranoja, Applied University of Vassa, Finland on knowledge management. Professor Han-Chieh Chao of Dong Hwa University, Taiwan, on Internet technology. Dr. Hsiu-Mei Huang, of National Taichung Institute of Technology in Taiwan, on activity theory for knowledge management. Professor . Marjan Hericko of the Faculty of Electrical Engineering and Computer Science at the University of Maribor, Slovenia on distributed collaborative learning. Professor Ernesto Damiani, of Milan University, Italy. Mac van der Merwe, University of South Africa, Pretoria , South Africa. Dr. Ian Kennedy of School of Construction, Economics and Management, University of the Witwatersrand, Johannesburg, South Africa. Professor Oscar Pastor, Department of Computer Science at the University of Valencia, Spain on Web requirements engineering using activity theory. Dr. Mike Eboueya of University of La Rochelle Pole Sciences et Technology, Avenue Michel Crepeau, France. Dr Vanessa Chang, Curtin Business School, Curtin University of Technology, Perth, Australia Professer Nian-Shing Chen at National Sun Yat-Sen University in Taiwan Prof Zhendong Niu, Beijing institute of Technology. Problem Based Learning (PBL) I believe strongly that it is important to teach students how to learn. I find the PBL approach very useful and students benefit much from it. The outcomes of PBL were far beyond what I expected. As a result, many average students were transformed into first class students. This was evidenced from the results they obtained at graduation. The benefits have far reaching implications. Students who have graduated have emailed back and expressed how PBL is helping them in their current work. Many have written and said that they would not have achieved what they are doing now without PBL. Many have agreed that PBL is very useful to help students to develop problem solving, critical thinking and learning to learn skills. PBL has been used for many years in the teaching of subjects such as medicine, business and other subjects. However, the use of it for the teaching of computing is rather new. For the past 10 years I have been using Problem-Based Learning (PBL) in my Instructional Software Design (ISD) module in the Faculty. I have been invited to give PBL workshops In Malaysia, UK, Sweden and Australia. I was invited by LTSN to conduct Problem-Based Learning workshop on the 26th November, 2003 at Staffordshire University. One of the main questions I was asked was where could one get a PBL book that would help with the teaching of computing. Although there are many PBL books written for the teaching of medicine and nursing, there is little in the area of computing. People told me that they could not find a suitable book to use. Although delgates found the seminars informative, they needed to know more. It was suggested that I should write a book to meet the need. As the same request was repeated many times, reluctantly I agreed and co-wrote with my colleague, Chris Beaumont, “ Technology and Problem-Based Learning” published by Idea Group Publisher, USA in December, 2005. Knowledge Management in Organisation (KMO) We have set up the Knowledge Management in Organization (KMO) research group to promote sustainable innovation. The KMO group acts as a Knowledge Management in Organization Community of practice. (KMOCOP). The aim of the group is to stimulate innovation in the key technology sectors by promoting collaboration, best practice and knowledge sharing. Knowledge management research requires expertise from many different disciplines. It is almost impossible for small or medium sized universities to have the necessary skills to cater for all aspects of the research. Each university would have their own areas of interest that are not always compatible with each other. There may be areas of overlap of interests that a particular university does not possess. It would be good to have a network of research for institutions to work together. To address the effective management of Knowledge Management Research requires that we establish a network of knowledge researchers working together. Each of them addresses certain KM elements. However, none of them appears to subsume all of the others. Aims and Objectives of KMO Group The aim of the group is to explore the use of technology in knowledge sharing between the various Knowledge Nodes. The objectives of the group are: To develop a dynamic exchange of ideas on knowledge management and innovative research and practice. To work with international colleagues and industry to promote research in sustainable innovation. To promote seminars, workshops and conferences associated with knowledge management and sustainable research. To apply for joint research funding. To write joint papers to be published in journals. More on KMO Group Knowledge management research embodies multidisciplinary expertise. To support effective research among small universities, we have established a research network based on Distributed Knowledge Management (DKM). Each of the universities would acts as a Knowledge Node (KN), with their own team working in their area of interest, but would draw on the other teams’ knowledge when needed. The group is coordinated by the KMO headed by Staffordshire University. We believe that by working together as a group, we will also able to identify issues in knowledge sharing and the use of tools to support the collaborative enterprise using activity theory. Other objectives of KMO include giving support and synergy between the individual PhD researchers and their supervisors and attracting the interest of various companies working on information service business. How does KMO work? In order to help with the knowledge management research activities of different groups that are geographically distributed, a KMO structure is proposed based on the above DKM approach. The system for KMO should be able to support a KM environment among geographically distributed groups of researchers with differing expertise. The organisational structure of KMO is based on decentralised units where autonomy and independence are established in each group. This ensures local innovation and the emergence of local knowledge. The KMO is a knowledge network where people can share and reuse knowledge and experience, and also to locate specialists and initiatives in order to improve the group’s performance. The network is based on different groups of researchers with different interests and expertise involving global collaboration, virtual and face-to-face meetings, for sharing experience on a common interest. Each of the research groups acts as a KN with autonomous operations, coordinated and managed by KMO sitting at the top level. The success of the system is based on local innovation networking and knowledge sharing. How do we support the emergence of knowledge management research group? The following section discusses the issues that are relevant for the research of future KM applications. The aim of the group is to explore the use of technology in knowledge sharing between the various knowledge nodes (KNs). We would like to understand how a virtual team works together. Important research questions to be addressed are: How do the dispersed, cross functional and cross cultural teams engage in sharing knowledge? How do we use available technologies in sharing knowledge? What is the role of technology in such engagement? Aside from the technical issues concerning our approach, we are also interested in providing a theoretical framework to the methodology. The role of context can be entered from the global and the local perspectives. It is our belief that activity theory, a cultural, historical theory, can be used as a candidate for this study. In order to cater for the above mentioned areas necessary for knowledge management research from the organizational and methodological points of view, the following research areas have been grouped. The roles of the partners from the participating universities are organized as follows: Web Services Web Services technology can be enhanced by the harnessing of Semantic Web technology to deliver a step change in capability. Web Services provide an easy way to make existing (or indeed new) components available to applications via the Internet. However, currently, Web Services are essentially described using semi-structured natural language mechanisms. This means that considerable human intervention is needed to find and combine Web Services into an end application. The Semantic Web will enable the accessing of Web resources by semantic content rather than just by keywords. Resources (in this case Web Services) are defined in such a way that they can be automatically ‘understood’ and processed by machine. This will enable the realisation of Semantic Web Services, involving the automation of service discovery, acquisition, composition and monitoring. Software agents will be able automatically to create new services from already published services, with potentially huge implications for models of eBusiness. Semantic Web Enabled Web Services will allow the automatic discovery, selection and execution of inter-organization business logic making areas like dynamic supply chain composition a reality. Dr Kimmo Salmenjoki Semantic Web Internet and the phenomenon of globalization have resulted in many organizations and project teams being increasingly geographically dispersed. In order to cope with this paradigm change, the organizations require knowledge management tools that enable better understanding of the distributed organizational and project-specific digital knowledge and its corresponding containers, thus, enabling efficient collaboration as well as knowledge capture, representation and user adapted access. Most of the currently available knowledge management tools have limitations. The Semantic Web can be a very promising platform for developing knowledge management systems. Semantic Web enables automated information access and use based on machine-processable semantics of data. Semantic Web Group Dr. Marjan Hericko PhD Faculty of Electrical Engineering and Computer Science, University of Maribor Smetanova 17, SI - 2000 Maribor, [email protected] +386 2 235 51 12 +386 2 235 51 34 Enterprise Knowledge Management From an enterprise perspective, effective knowledge management is about turning personal knowledge into enterprise knowledge that can be widely shared and properly applied throughout the organisation in such a way as to create competitive advantage to the organisation. There is strong evidence that the effective management of an organisation’s knowledge resources and capabilities is vital for improving organisational competitiveness. Dr. Marja Naaranoja University of Vaasa P.O. BOX 700 65101 Vaasa Finland Email: [email protected] Professor LI-YEN SHUE Department of Information Management, Natl Kaoshiung First Univ of Sci & Tech, Taiwan Email: [email protected] Knowledge and Innovation Innovation and knowledge play crucial role in technological advances and transformation of our modern society. In today’s society, innovation and knowledge management are no longer luxury items. Instead, they are necessities and a means of economic development and competitiveness. Knowledge and innovation are inseparable. Knowledge management competencies and capacities are essential to organisation that aspires to be innovative. At the Lisbon meeting in March 2000, the European Council identified a strategic goal of making the European Union, by 2010, "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable more growth with better jobs and greater social cohesion". A sustainable society must combine a defensible administration of the Earth’ s resources with value adding and continued growth. In the course of working to achieve this, technology will undoubtedly play a key role. New technology can promote the production of energy from renewable energy sources, the environmentally-friendly transportation of people, goods and services, and the recirculation and reuse of waste disposal. Research is a major contribution to innovation, generating a flow of technical ideas and continually renewing the pool of technical skills. Innovation involves complex interactions between individuals, organisations and their operating environments. It is what drives growth. Innovation is achieved by people with a shared relentless growth attitude and shared passion for problem solving and for turning ideas into realities. Companies that continuously innovate will create and re-invent new markets, products, services and business models that lead to more growth. The most innovative companies are typically the most knowledgeable companies. Innovation starts with knowledge, elaborates that knowledge or generates new knowledge and produces knowledge as the final outcome. Knowledge is the engine of innovation. Besides creating knowledge, innovation also requires that knowledge is transferred, available, accessible and usable. Sustainable innovation is accompanied by knowledge creation. An example of sustainable innovation is when an enterprise by means of innovation develops an efficient material to change from gas and oil as energy carriers to hydrogen technology as an energy provider. Sustainable innovation - the practice of improving human life while protecting the environment—is perhaps the most important and the most daunting long-term challenge that the world faces. Knowledge needed for sustainable innovation is therefore increasingly distributed both within an institution and across institutions. Collaboration is a key driver of successful innovation. Innovation also means working together to exchange knowledge and information. It means team work. It will only succeed if only people work together and collaborate. In order to promote sustainable innovation, companies, academic institutions and governmental bodies should be networking with each other to further develop new concepts into commercially-viable products and services. This can be achieved through a community of practice (CoP). The objective of the group is to form networking between industries, companies, and academic to promote sustainable innovation in research for knowledge creation and sharing among the partners. We would like to invite interested partners to join us in our research to promote sustainable innovation by sharing knowledge in order to make the world a better place to live. For further information, please contact me. Other Works |Program committees| Reviewing| Invited speaker| Keynote speaker| Panel Speaker| Visiting Professorship| Editing special issues| Journal Editorial Board| Executive editor| Program committees 2003 Web Engineering track of The Twelfth International World Wide Web Conference, 20-24 May 2003, Budapest, Hungary. 2004 Track on Engineering e-Learning Systems (ELS), 2004 ACM Symposium on Applied Computing (SAC 2004), Nicosia, Cyprus, March 14 - 17, 2004. 2004 ICETE 2004 - International Conference on E-Business and Telecommunication Networks, 25-28 August, Setúbal (Portugal). 2004 Program workshop chair for 4th IEEE International Conference on Advanced Learning Technologies (ICALT), August 30 - September 1, 2004, Joensuu, Finland. 2004 KEST (Knowledge Economy and Development of Science and Technology), September 17 -20 in Beijing, China, hosted by the Institute of Computing Technology, Chinese Academy of Sciences. 2004 IADIS Web Based Communities 2004 Conference 2004 WISM (Web Information Systems Modeling) workshop at the 16th International Conference on Advanced Information Systems Engineering (CAiSE), June 7 - 11, 2004, Riga, Latvia. 2004 Second International Workshop on Authoring of Adaptive and Adaptable Educational Hypermedia, Eindhoven (The Netherlands), August 24, 2004, within AH 2004 – Adaptive Hypermedia Conference 2004 (August 24-26, 2004) 2004 Invited to be on the panel in ICALT 2004 to deal with "Different Perspectives in the Development Process of Educational Material", for 4th IEEE International Conference on Advanced Learning Technologies (ICALT), August 30 - September 1, 2004, Joensuu, Finland 2004 The 19th International Conference on Advanced Information Networking and Applications (AINA2005), Tamkang University, Taiwan March 28 - March 30, 2005. 2004 Multimedia Application and Communication track of The 11th International Conference on Parallel and Distributed Systems (ICPADS-2005) July 20 (Wed.) to 22 (Fri.), 2005 at Fukuoka Institute of Technology (FIT), Fukuoka, Japan. 2005 Web Based Communities, IADIS International Conference, Algarve, Portugal, 23-25 February 2005. 2005 1st workshop on Web Measurement and Metrics (WMM05), Chiba, Japan on Tuesday May 10, 2005 , with the 14th International World Wide Web Conference (WWW2005), May 10-14, 2005. 2005 International Association for Computer Information Systems (IACIS), May 19-21, 2005, Taipei, Taiwan. 2005 International Conference on Web Technologies, Applications and Services (WTAS 2005), Calgary, Canada from July 04-06, 2005. 2005 Mobile IADIS International conference, Qawra, Malta, 28 to 30 June 2005. 2005 The IASTED International Conference on Web Technologies, Applications, and Services (WTAS 2005) July 4-6, 2005, Calgary, Alberta, Canada. 2005 1st Workshop on Web Metrics and measurement (WMM’05) held in conjunction with the 5th International Conference on Web Engineering (ICWE’ 05), (July 26, 2005) in Sydney, Australia 2005 The Seventh Conference on Electronic Commerce, (ICEC 2005), Towards Ubiquitous Business, Nanyang Hotel, Xi'an, China, 15th -17th August, 2005. 2005, IADIS International conference WWW/Internet 2005 (http://www.iadis.org/icwi2005), Lisbon, Portugal, 19-22 October 2005. 2005 "Multimedia, HCI and Pervasive Computing" track of ICESS-05, The Second International Conference on Embedded Software and Systems (ICESS 2005), Xi'an, P. R. China, Dec 16-18. 2006 IADIS International Conference, Web Based Communities 2006, San Sebastian, Spain. 26-28 February 2006, at the Hotel NH Aranzazu. 2006 3rd International Workshop on Web Information Systems Modeling (WISM 2006) held in conjunction with the 18th Conference on Advanced Information Systems Engineering (CAiSE 2006) in Luxembourg, Grand Duchy of Luxembourg. 2006 KMO 2006 - Knowledge Management in Organizations, New Trends in Knowledge Management, on 14th and 15th June 2006 in Maribor, Slovenia. x쪘虮씠 2006 A3EH: 4th International Workshop on 線thoring of Adaptive & Adaptable Educational Hypermedia, June 20th, 2006, Dublin, Ireland at the 4th International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems, 2006 2006 Collaboration and information society, Information Society – IS 2006, October 9th - 13th, 2006, Ljubljana, Slovenia. 2006, Management International Conference (MIC) in Portoroz, Slovenia, November 23-25, 2006. 2006 Advancing Business and Management in Knowledge-based Society, MIC ’ 06 – Management International Conference 2006 ,7th International Conference of the Faculty of Management Koper, University of Primorska 23 - 25 November 2006 Bernardin Congress Centre Portoro, Slo0茭- Publications Publication year | Pending | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000 | 1999 - 1988 | Year 1999 - 1988 Uden, L. (1988). Creating a supportive environment for Women into Computing. Proceedings of 1st National Conference, Women into Computing, University of Lancaster, June 1988. Uden, L. (1990). Intelligent Tutoring Systems. Research report, Staffordshire Polytechnic. Uden, L. (1990). Gender Bias: The East-West Paradox. Proceedings of 2nd National Conference, Women into Computing, University of East Anglia, July 1990. Uden, L. (1990). An Improved Authoring Environment for Engineering Teaching. Research report, Staffordshire Polytechnic Uden, L. (1990). Gender Bias: The East-West Paradox. "Women into Computing Selected Papers 1988-90." G. Lovegrove & B. Segal (eds). Springer-Verlag, 1990. Uden, L. (1991). Design considerations for Computer-based Learning. Research report, Staffordshire Polytechnic. Uden, L. (1991). Cognitive Implications for Computer-based Learning Design. Research report, Staffordshire Polytechnic. Uden, L. (1992). Computer-based Learning Design Methodologies. (April 1992) Computer-based training survey, Research report, Staffordshire University Uden, L. (June 1992). Teaching thinking and problem solving, Research Report, Staffordshire University. Uden, L. (1992). An Improved Environment for CAL Authoring. Supplementary Proceedings of ICCAL-92. Ivor Tomek, (Ed.), 4th International Conference on Computers and Learning, Acadia University, Nova Scotia, Canada; June 17-20, 1992. Uden, L. (1992). Cognitive Implications for CAL Design. Supplementary Proceedings of ICCAL-92. Ivor Tomek, (Ed.) 4th International Conference on Computers and Learning, Acadia University, Nova Scotia, Canada; June 17-20, 1992. Uden, L. (1992). Instructional System Design. Proceedings of 5th National Conference, Women into Computing. Keele University, 10-12 July 1992. Uden, L. (1992). Teaching Learning Strategies. Proceedings of 5th National Conference, Women into Computing. Keele University, 10-12 July 1992. Uden, L. (1992). CBT - the soft way. 34th International Conference of the Association for the Development of Computer-based Instructional systems, "Empowering Individuals through Technology", Norfolk, Virginia, USA. 8-11 November 1992. Uden, L. (1993). Courseware Design Methodologies, CAL-93, CAL into the Mainstream, University of York, 5-8 April 1993. Uden, L. (1993). Design Implications for Interactive Learning Systems. IFIP WG3.2, Working conference on Visualisation in Scientific Computing: Uses in University Education. University of California, Irvine, CA: USA, July 28 - 30 1993. Uden, L. (1993). Improved Learning in Computer teaching. Proceedings of Computing Curriculum: Development & Delivery Conference, Dublin City University, Dublin, Eire. 8 -10 September 1993. Edited by Sylvia Alexander, CTI Centre for Computing. Uden, L. (1993). Object Modelling Design. 5th Annual Conference of the University of Cybernetics, University of Cracow, Poland 15 - 16 October 1993. Uden, L. (1993). Improved Learning Ability in Computer-aided Education. International Conference on Computers in Education (applications of intelligent computer technologies). Dec. 15 - 17, 1993. Lai Lai Sheraton Hotel, Taipei, Taiwan. Uden, L. (1993/4). Improved Learning in Computer Teaching. CTI Computers in Teaching Initiative Monitor No.4 Winter 1993/4. Uden, L. (1994). Metacognition Enhances Object Understanding. TaTTOO-94: Teaching and Training in the Technology of Object Orientation. De Montfort University, Leicester, Jan. 6 -7, 1994. Uden, L. (1994) Improved Learning in Computer Teaching. Innovations in the teaching of Computing SEDA Publication. Uden, L. (1994). Design Implications for Interactive Learning Systems. IFIP Transactions. In 'University Education uses of Visualisation in Scientific Computing'. Franklin, S. & Stubberud, A. (eds.) North Holland, 1994. Uden, L. (1994). A.S.P. Design by the People. First International Conference. “Applying the Anthropocentric Approach”. 6th Conference of the University of Cybernetics, Polish Cybernetics Society, Cracow, Poland 18 - 20 May 1994. Uden, L. (1994). Object Modelling Technique Methodology. 3rd Conference on Computers in Medicine. Technical University of Lodz. 23-24 June, 1994. Lodz, Poland. Uden, L. (1994). Design Implications for Interactive Learning Systems. IFIP Transactions. In 'University Education uses of Visualisation in Scientific Computing'. S. Franklin, & A. Stubberud, (eds.), North Holland, 1994. Uden, L. (1995). Design and Evaluation of Human Centred CIM Systems. Journal of Computer Integrated Manufacturing Systems, Vol. 8, No. 2, pp 83-92, Elsevier Science Ltd, Great Britain. Uden, L. (1995). Co-operative Prototyping meets students' needs. IFIP World Conference on Computers in Education, Birmingham, U.K., 23-28 July 1995. Uden, L. (1996). Why am I not learning? In Proceedings of 'The Dilemmas of Mass Higher Education: An Instructional conference aimed at embracing the sociological and socio-scientific understanding of Higher Education.' Staffordshire University, 10-12 April 1996. Uden, L. (1997). (Summer) Research Report, Research Fellowship at British Telecommunications, Martlesham. Uden, L. (1997). Technology alone is not enough, conference proceedings of 5th Annual conference on the Teaching of Computing. 26-29 August. Dublin, Eire 1997 Uden, L. (1997). Empowering Students through Problem-based Learning. Conference proceedings of 5th Annual conference on the Teaching of Computing. 26-29 August. Dublin, Eire 1997. Uden, L. (1998). Courseware Review for CTI Centre for Engineering, Faculty of Engineering, Queen Mary & Westfield Colleges, London. Uden, L. (1999). Problem-based Learning for Large Groups. Learning in Higher Education: A Fourth Multi-disciplinary conference for lecturers. University of Sheffield. Ranmoor Hall, DfEE, Belgrave Road, Sheffield. Thurs/Friday 25-26 March 1999. Uden, L & Dix, A. (1999). User Centred Courseware. Ed-Media 1999: World Conference on Educational Materials, Hypermedia and Telecommunications. Seattle, Washington, USA. June 19 -24, ACCE Publications, 1999. 258-263. Back to top Year 2000 MacGrath, M. & Uden, L. (2000). Modelling Softer Aspects of the Software Development Process: An Activity Theory based approach. Thirty-third Hawaii International Conference on System Sciences. (HICSS-33) Wailea, Maui, Hawaii, USA - Software Process Improvement. IEEE Computer Society Press. January 2000. Uden, L. & Brush, T. (2000) Using Computer-mediated Communications to enhance instructional design classes: A case study. The International Journal of Instructional Media, Vol. 27, No. 2. pp 157-164. MacGrath, M. & Uden, L. (2000). Beg, Borrow or Steal: OK, but its not a one-way traffic. ICSE 2000 Workshop (WO5) Proceedings, Limerick, Eire, 4-11 June 2000. 15-20. Uden, L. & Dix, A. (2000). Iconic Interfaces for kids on the Internet. Conference on Software Theory and Practice, Yulin Feng, David Notkin & Marie Claude Goudel (eds.) Proceedings of 16th World Computer Congress 2000, 21-25 August, 2000, Beijing, China. Publishing House of Electronics Industry, China, 679-686. Uden, L. & Dix, A. (2000). Lifelong Learning for Software Engineers. Conference on Educational Uses of Information and Communication Technologies. David Benzie & Don Passey (eds.) Proceedings of 16th World Computer Congress 2000, 21-25 August, 2000, Beijing, China. 88-95. Uden, L., McGuiness, V. & Alderson, A. (2000). A Comparative Study of Learner Control and System Control in Computer-aided Learning. Proceedings of Conference on Educational Uses of Information and Communication Technologies. David Benzie & Don Passey (eds.) 16th World Computer Congress 2000, 21-25 August, 2000, Beijing, China. 367-370. Uden, L. (2000). Problem-based Learning. In Proceedings of On-line Learning Euro 2000. Cheltenham & Gloucester College of Higher Education, UK. 5-7 September 2000. 2-5. Uden, L. (2000). Courseware Engineering Methodology. In Proceedings of On-line Learning Euro 2000. Cheltenham & Gloucester College of Higher Education, UK. 5-7 September 2000. 6-9. Uden, L. (2000). Problem-solving strategies for writing. In Proceedings of On-line Learning Euro 2000. Cheltenham & Gloucester College of Higher Education, 5-7 September 2000. 10-13. Uden, L. (2000). Problem-based Learning for Software Engineers. In Proceedings of Second International Conference on Problem-based Learning in Higher Education, Sept. 17-20, 2000. Linköping, Sweden. Linköping Konsert & Kongress 2000, p65. Uden, L. (2000). Problem-based Learning for Large Groups. (Workshop). In Proceedings of Second International Conference on Problem-based Learning in Higher Education. Sept. 17-20, 2000. Linköping, Sweden. Linköping Konsert & Kongress 2000, p74. Uden, L. & Brandt, D.S. (2000). Learning with technology: a preliminary study. Online Information review: The International Journal of Digital Information Research and Use, Volume 24, Number 4, 2000, pp 334-336. Uden, L. (2000). Design Process for Web-based Applications. 2000 International Conference on Information Society in the 21st Century: Engineering Technologies and New Challenges (IS2000). The University of Aizu, Aizu-Wakamatsu City, Fukushima, Japan, 5-8 Nov. 2000. Uden, L. (2000). A methodology for Technology-Based Learning. 2000 International Conference on Information Society in the 21st Century: Engineering Technologies and New Challenges (IS2000). The University of Aizu, Aizu-Wakamatsu City, Fukushima, Japan, 5-8 Nov. 2000. Uden, L., McGuiness, V. & Alderson, A. (2000). A Conceptual Model for Learning Internet Searching on the Internet. 2000 International Conference on Information Society in the 21st Century: Engineering Technologies and New Challenges (IS2000). The University of Aizu, Aizu-Wakamatsu City, Fukushima, Japan, 5-8 Nov. 2000. Uden, L. & Willis, N. (2000). Learning Strategies for Information Systems Students. 2000 International Conference on Information Society in the 21st Century: Engineering Technologies and New Challenges (IS2000). The University of Aizu, Aizu-Wakamatsu City, Fukushima, Japan, 5-8 Nov. 2000. Uden, L. & Willis, N. (2000). Knowledge Analysis of Tasks for Courseware Design. 2000 International Conference on Information Society in the 21st Century: Engineering Technologies and New Challenges (IS 2000). The University of Aizu, Aizu-Wakamatsu City, Fukushima, Japan, 5-8 Nov. 2000. Uden, L. & Willis, N. (2000). Designing User Interfaces using Activity Theory. 2000 International Conference on Information Society in the 21st Century: Engineering Technologies and New Challenges (IS 2000). The University of Aizu, Aizu-Wakamatsu City, Fukushima, Japan, 5-8 Nov. 2000. Uden, L. & Willis, N. (2000). Courseware Engineering Methodology. International Conference on Computers in Education/International Conference on Computer-Assisted Instruction 2000. The Grand Hotel, Taipei, Taiwan, 21-24 November 2000. Uden, L. & Willis, N. (2000). Knowledge Analysis of Tasks for Courseware Design. International Conference on Computers in Education/International Conference on Computer-Assisted Instruction 2000. The Grand Hotel, Taipei, Taiwan, 21-24 November 2000. Uden, L. (2000). Courseware Engineering Methodology. International Workshop on Advanced Learning Technologies (IWALT) 2000, Massey University, Palmerston North, New Zealand, 4-6 December 2000. Uden, L. & Alderson, A. (2000) Teaching and Learning Using Instructional Design. International Workshop on Advanced Learning Technologies (IWALT) 2000, Massey University, Palmerston North, New Zealand, 4-6 December 2000. Uden, L. & Alderson, A. (2000). Multimedia Design Framework for Courseware. International Workshop on Advanced Learning Technologies (IWALT) 2000, Massey University, Palmerston North, New Zealand, 4-6 December 2000. Macgrath, M. & Uden, L. (2000). Capturing “softer” factors during requirements elicitation: a case study. The fifth Australian Workshop on Requirements Engineering (AWRE2000), Queensland University of Technology, Brisbane, Australia, 8-9 December 2000. Uden, L. & Campion, R. (2000). Integrating Modality Theory in Educational Multimedia Design. ASCILITE 2000, Learning to Choose and Choosing to Learn. Coff's Harbour, Australia, 11-14 Dec. 2000 Uden, L. & MacGrath, M. (2000). Activity Theory: Implications for Computer-supported Collaborative Learning Design. ICC Conference, Sydney, Australia. 12-15 Dec 2000. Uden, L. & Campion, R. (2000). Integrating Modality Theory in Educational Multimedia Design. ICC Conference, Sydney, Australia. 12-15 Dec 2000. Back to top Year 2001 Uden, L. & Willis, N. (2001). Designing User Interfaces using Activity Theory. Thirty-fourth Hawaii International Conference on System Sciences. (HICSS-33), Vol. 5, Wailea, Maui, Hawaii, USA - Software Process Improvement. IEEE Computer Society Press. January 2001, p5031-5042. Uden, L., Tearne, S. & Alderson, A. (2001). A Conceptual Model for Learning Internet Searching on the Internet. Thirty-fourth Hawaii International Conference on System Sciences. (HICSS-33) , Vol.1, Wailea, Maui, Hawaii, USA - Software Process Improvement. IEEE Computer Society Press. January 2001. p. 1058-1066. ISBN: 0-7696-0981-9/01. Uden, L., Liu, K. & Shank, G. (2001). Linking Radical Constructivism and Semiotics to Design a Constructivist Learning Environment. Journal of Computing in Higher Education, Spring 2001, Volume 12, No. 2, Amherst, MA: Norris Publishers, pp 34-51. Uden, L. (2001). Activity Theory for Requirements Engineering. Argentina Symposium on Software Engineering (ASSE). Buenos Aires, 1—11th September, University of Buenos Aires, Argentina. Brandt, D.S. & Uden, L. (2001). Simplified method of eliciting information from novices. Educational Technology, Volume XLII, Number 1, pp 52 – 55. Uden, L. & Brandt, D.S. (2001). Knowledge Analysis of Task for Instructional Design. Educational Technology. Volume XLI, Number 5, p 59-63. Back to top Year 2002 Uden, L. (2002). Designing Hypermedia Instruction, In P. Rogers (Ed.), Designing Instructional for Technology-Enhanced Learning, Idea Group Publishing, PA, USA., p161-184., ISBN: 1-930708-28-9 Uden, L. (2002). Courseware Engineering Methodology. Journal of Computing in Higher Education, Vol. 14, No 1, Fall 2002, pp 50-66. Amherst, MA. Uden, L. (2002). Design Process for Web Applications. IEEE Multimedia, Vol. 9, No. 4. (Oct-December) pp 47-55,ISSN: 1070-9886X. Uden, L. & Willis, N. (2002). Learning Strategies for Information Systems Students. In Qun Jin (Ed.), Enabling society with Information Technology, Springer-Verlag, Tokyo, Japan. ISBN: 4431703276 Back to top Year 2003 Uden, L. (2003). An Engineering Approach for Online Learning. Journal of Distance Educational Technologies, Vol. 1, No 1, pp 63-77, ISSN: 1539-3100, IDBN 1539-3119, Idea Group Publishing, USA. Uden, L. (2003). Analysing tasks for Constructivist Learning Environment using activity theory. Keynote paper at The 11th International Conference on Computer-Assisted Instruction (ICCAI 2003). Taipei, Taiwan: National Taiwan Normal University. pp24-32. Brandt, D. S. & Uden, L. (2003). Insight into Mental Models of Novice Internet Searchers: Adaptation of Task Knowledge Structures, Commutations of ACM, Vol.46, No. 7, pp 133-136. Uden, L. (2003). Problem-Based Task Knowledge Structures in Projects. 4th Annual Conference of the LTNS Centre for Information and Computer Science, Edited by Una O’Reilly, NUI Galway, Ireland, 25-28 August, 2003. pp. 97-102. ISBB 0-9541927-4-5. Uden, L. (2003). Editorial: International Journal of Web Engineering and Technology (IJWET), Vol. 1, No 1, pp.1-4.ISSN: 1476-1289, Inderscience Enterprise Ltd, UK. Back to top Year 2004 Uden, L. (2004). Introduction to Learning Technology. International Journal of Learning Technology (IJLT), Vol 1, No1. pp 1-15. ISSN: 1477-8386, ISSN: 1741-8119. Uden, L. (2004). Object-Oriented Design Approach for Web Instruction. Designing Technology Supported Learning. Special issue of, International Journal of Learning Technology (IJLT), Edited by L. Uden & T., Brush, Vol. 1, No. 2, 2004, pp 179-191. ISSN: 1477-8386, ISSN: 1741-8119. Uden, L. & Brush, T. (2004). Introduction: Technology Supported Learning, Special issue of International Journal of Learning Technology (IJLT), Vol. 1, No. 2, pp 1-2,, ISSN: 1477-8398, ISSN: 1741-8119. Inderscience Enterprise Ltd, UK. Uden, L. (2005). Multimedia Instruction. Encyclopedia of Distance Learning and Technology, Volume I-IV Edited by Caroline Howard, Judith V. Boettcher, Lorraine Justice, Karen Schenk, Patricia L. Rogers, Gary A. Berg, Idea Group Publisher, Hershey, USA. ISBN: 1-59140-555-6 or ISBN: 1-59140-554-8 Uden, L. & Dix, A. (2004). Lifelong learning for software engineers. Int. J. Continuing Engineering Education and Lifelong Learning, Vol. 14, No1/2, 2004, pp 101-110, ISSN: 1560- 4624, ISSN: 1741-5055. Uden, L. (2004). Making Learning Fun. Staffordshire University Learning and Teaching Conference, 26th May, at Staffordshire University, Stoke and Stafford. UK. Uden, L & Engeström, Y. (2004). Editorial: Activity theory for organisational development and management, Vol. 4, No. 1, pp 1-4. Guest editors of International Journal of Human Resources Development and Management, ISSN: 1465-6612 , ISSN: 1741-5160. Inderscience Enterprise Ltd, UK. Kinshuk, Chee Kit Looi, Erkki Sutinen, Dernetrios Sampson, Ignacio Aedo, Lorna Uden & Esko Kahkonen edited the 4th IEEE International conference on Advanced Learning Technologies, Joensuu, Finland , 30August – 1 September, 2004. Back to top Year 2005 Wojnar, L & Uden, L (2005). Group Process and Trust in Group Discussion. International Journal of Informational Communication Technology Education (IJICTE), Vol. 1, No. 1, January- March, 2005, pp 55-68. ISSN: 1550-1876, E-ISSN: 1550-1337. Uden, L. (2005). Multimedia Instruction. Encyclopedia of Distance Learning and Technology, Volume I-IV Edited by Caroline Howard, Judith V. Boettcher, Lorraine Justice, Karen Schenk, Patricia L. Rogers, Gary A. Berg, Idea Group Publisher, Hershey, USA. ISBN: 1-59140-555-6 or ISBN: 1-59140-554-8 Fuentes, R., Gómez, J., Pavón, J. & Uden, L. (2005). Activity Theory applied to Requirements Elicitation of Multi-Agent Systems – Practical Description, Activity theory, ATIT2004, First International Workshop on Activity Theory Based Practical Methods for IT Design Copenhagen, Denmark, September 2-3, 2004. (In conjunction with The Third Nordic Conference on Cultural and Activity Research). Salmenjoki, K, Tyynelä, M & Uden, L. (2005). Management of Distributed Expertise MODE. Collaboration and Information Society. Information Society-IS 2005, 10-14 October 2005, In plurk http://www.plurk.com/dasea2010 face book http://www.facebook.com/dasea.chien google+ https://plus.google.com/u/0/ --

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