Computer Science Project Work: Principles and Pragmatics is essential reading for lecturers and course designers who want to improve their handling of project work on specific courses, and deans and department heads who are interested in strategic issues and comparative practices. It explores working practices within the curriculum and provides a resource of guidelines and practical advice, including tried and tested "good ideas" and case studies of innovative practices.It looks at different approaches to key aspects of project work such as:- Allocation- Supervision- Assessment Integration with the curriculumand allows readers to "mix and match" approaches to create a system which suits their individual needs."Computer Science Project Work: Principles and Pragmatics is passionate, well-researched, and well-written...I wish I had this book from the beginning of my teaching career, and you will too."Susan Fowler, Professor of Technical Communication and Usability, Polytechnic University, Brooklyn, New York"Sally Fincher and her colleagues have assembled a cornucopia of practical advice and case studies, solidly referenced. This is the source book on using projects in computer science education."David Baume, Director of Teaching Development, Centre for Higher Education Practice, The Open University, UK"...very well-researched, it covers all the aspects, from the allocation of projects and teams, to managing the project process, assessing projects, and so on.....It will prove invaluable to all lecturers involved in teaching computing...."Professor Mike Holcombe, University of Sheffield, UK

This book provides an overview of how to approach computer science education research from a pragmatic perspective. It represents the diversity of traditions and approaches inherent in this interdisciplinary area, while also providing a structure within which to make sense of that diversity. It provides multiple 'entry points'- to literature, to methods, to topics Part One, 'The Field and the Endeavor', frames the nature and conduct of research in computer science education. Part Two, 'Perspectives and Approaches', provides a number of grounded chapters on particular topics or themes, written by experts in each domain. These chapters cover the following topics: * design * novice misconceptions * programming environments for novices * algorithm visualisation * a schema theory view on learning to program * critical theory as a theoretical approach to computer science education research Juxtaposed and taken together, these chapters indicate just how varied the perspectives and research approaches can be. These chapters, too, act as entry points, with illustrations drawn from published work.

This book provides an overview of how to approach computer science education research from a pragmatic perspective. It represents the diversity of traditions and approaches inherent in this interdisciplinary area, while also providing a structure within which to make sense of that diversity. It provides multiple 'entry points'- to literature, to methods, to topics
Part One, 'The Field and the Endeavor', frames the nature and conduct of research in computer science education. Part Two, 'Perspectives and Approaches', provides a number of grounded chapters on particular topics or themes, written by experts in each domain. These chapters cover the following topics:
* design
* novice misconceptions
* programming environments for novices
* algorithm visualisation
* a schema theory view on learning to program
* critical theory as a theoretical approach to computer science education research
Juxtaposed and taken together, these chapters indicate just how varied the perspectives and research approaches can be. These chapters, too, act as entry points, with illustrations drawn from published work.

Computer Science Project Work: Principles and Pragmatics is essential reading for lecturers and course designers who want to improve their handling of project work on specific courses, and deans and department heads who are interested in strategic issues and comparative practices. It explores working practices within the curriculum and provides a resource of guidelines and practical advice, including tried and tested "good ideas" and case studies of innovative practices.
It looks at different approaches to key aspects of project work such as:
- Allocation
- Supervision
- Assessment Integration with the curriculum
and allows readers to "mix and match" approaches to create a system which suits their individual needs.
"Computer Science Project Work: Principles and Pragmatics is passionate, well-researched, and well-written...I wish I had this book from the beginning of my teaching career, and you will too."
"Susan Fowler, Professor of Technical Communication and " "Usability, Polytechnic University, Brooklyn, New York"
"Sally Fincher and her colleagues have assembled a cornucopia of practical advice and case studies, solidly referenced. This is the source book on using projects in computer science education."
"David Baume, Director of Teaching Development, Centre for " "Higher Education Practice, The Open University, UK"
..".very well-researched, it covers all the aspects, from the allocation of projects and teams, to managing the project process, assessing projects, and so on.....It will prove invaluable to all lecturers involved in teaching computing...."
"Professor Mike Holcombe, University of Sheffield, UK "

The eighteenth annual British HCI Conference chose as its theme Design for Life. 'Life' has many facets, from work (of course, or should we say inevitably ) to travel, fun and other forms of leisure. We selected 23 full papers out of 63 submitted, which covered our interaction with computer systems in a variety of types of life situation - including games, tourism and certain types of work - and also covered a variety of stages in our lives, from the young to the elderly. These papers were complemented by others that described more traditional aspects of research in the field of human-computer interaction. In putting together the programme we followed a three-stage process. First each paper was reviewed by at least three reviewers. Then a member of the committee conducted a meta-review. Finally, all sets of reviews were considered by the technical chairs who assembled a programme that was submitted to, and approved by, the full committee. This process was greatly assisted by the use of the Precision Conference Solutions web-based submission system. Even more important, of course, were the volunteer reviewers themselves. In recognition, this year we have made an award for the best reviewer as well as one for the best paper.