Roger McDermott

Double squeezing in generalized q-coherent states

Using a generalization of the q-commutation relations, we develop a formalism in which we define generalized q-bosonic operators. This formalism includes both types of the usual q-deformed bosons as special cases. The coherent states of these operators show interesting and novel noise reduction properties including simultaneous squeezing in both field components, unlike the conventional case in which squeezing is permitted in only one component. This also contrasts with the usual quantum group deformation which also only permits one-component squeezing.

On valuing peers : theories of learning and intercultural competence

This paper investigates the links between the contributing student pedagogy and other forms of peer-mediated learning models, e.g. open-ended group projects and communities of practice. We find that a fundamental concern in each of these models is the attribution of value; specifically, recognition of the value of learning that is enabled by peer interaction, and the way in which value is created and assessed within a learning community. Value is also central to theories of intercultural competence. We examine the role that the concept of value plays in the development cycle of intercultural competence and relate it to its function in peer-mediated learning models. We also argue that elements of social learning theory, principally recent work on value creation in communities of practice, are very relevant to the construction and assessment of the type of activities proposed within the contributing student pedagogy. Our theoretical analysis is situated within the context of a globally distributed open-ended group project course unit and our conclusions are illustrated with reference to student practice in this environment.

An analogue of the unitary displacement operator for the q-oscillator

Using the concept of a non-standard Hilbert space over the quantum complex plane recently introduced by Kowalski et. al. (1993), we construct a unitary q-analogue of the Weyl-displacement operator. We investigate the q-displaced vacuum states and show that they exhibit properties analogous to coherent states in the undeformed theory. They are, however, distinct from any q-coherent states previously found in the literature.

Virtual Teams and Employability in Global Software Engineering Education

Universities face many challenges when creating opportunities for student experiences of global software engineering. We provide a model for introducing global software engineering into the computing curriculum. Our model is based on a three year collaboration between Robert Gordon University, UK and the International Institute for IT Bangalore, India. We provide evidence based on student feedback from three cohorts of virtual team who never met face to face. We found potential employers were supportive of global software engineering in university curricula. We identify four key principles for global software engineering student projects: reconcile contrasting assessment demands between institutions, create a detailed joint timetable to reconcile teaching calendars, provide a project management framework to support phased delivery and carefully manage project scope.

Student reflections on Collaborative Technology in a globally distributed student project

Collaborative Technology (CT) plays an important role in overcoming the challenges of globally distributed projects. It enables collaboration, but the specific choice of technology also imposes constraints on how projects are conducted. Over the past decade, we have engaged in an action research programme to develop an Open-Ended Group Project situated in an educational framework in which international collaboration, including interaction with a real world client, is an essential component. This paper investigates the manner in which students reflected on their patterns of CT use within the collaborative setting. In general, these reflections were found to be superficial and descriptive, exhibiting a reductive view of CT as a set of technological features, which acted as a neutral medium for communication and participation. One consequence of this was a lack of awareness of the ways in which the technology influenced the behaviour of individual students or the collaborative nature of the group. We explore some potential causes for this and reflect on some difficulties faced by the students. These have important pedagogical implications for courses in which the learning objectives include the development of suitable competencies for working in a global collaborative environment.

Developing tools to encourage reflection in first year students blogs

The pedagogical basis of a project aimed at encouraging students to engage in reflective activities using blogs to document their learning experiences is described. It also gives some details of the practical implementation of this work. Activities which scaffold the process are discussed, together with a description of some difficulties that arise when the informal aspects of blogging conflict with the desire to use the reflective work as formal evidence of learning in a personal development portfolio.

Investigation into the personal epistemology of computer science students

In this paper, we investigate the personal epistemology of computing students, that is, their conceptions of knowledge and learning. We review some models of personal epistemological development and describe one of the questionnaire tools that have been used to assess the epistemological beliefs of students studying in other disciplines. We describe an experiment that uses one of these tools, together with exploratory factor analysis, to determine the dimensions of epistemological beliefs of a cohort of computing students and compare the results with that reported in other contexts. The results, while not reproducing the details of previous work, do seem to suggest that there are indeed multiple dimensions to personal epistemology, and that these can be identified, to a large extent, with those recognised by other researchers. Finally, we make some observations about the importance of personal epistemology for learning in Computer Science and outline further work in this area.

More than a good story — can you really teach programming through storytelling?

Abstract The difficulties that students have acquiring programming skills are compounded when they enter a course of study with little confidence in their own ability to use symbolic reasoning. The idea, therefore, that programming should be understood primarily as an algorithmic process often produces severe anxiety and a consequent rapid disengagement with the subject. The recent development of visual programming environments has led to the claim that this algorithmic metaphor can be replaced, at least initially, by one that draws on a correspondence between programming and storytelling. It is asserted that this allows more productive scaffolding to occur around students’ prior experience and consequently that anxiety is reduced and learning is enhanced. This paper investigates such a claim in the context of an introductory programming module taught to first year Computing undergraduates at the Robert Gordon University. It also examines the problem of transition to more conventional code-based environments.

Squeezed states parametrized by elements of noncommutative algebras

By analogy with the conventional (q=1) case, a squeezed vacuum state for theq-bosonic oscillator is constructed. It can be shown that this obeys quantum noise relations similar to those found in the undeformed state. Using the unitary displacement operator for theq-boson algebra, we show that it is possible to construct aq-squeezed state which is parameterised by elements of a noncommutative algebra. These states satisfy the Robertson-Schrödinger Uncertainty Relation and can be generalised toq-analogues of correlated coherent states.

Comment on 'Generalized commutators and deformation of strong-coupling superconductivity'

For original paper see ibid., vol. 26, p. 4827 (1993). It is shown that a commonly used deformation of the fermionic canonical anticommutation relations is equivalent to the undeformed relations.