Damian Gordon (0000-0002-3875-4065)

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Damian Gordon is a full-time lecturer in the Technological University Dublin, and lectures on a range of data-focused Computer Science modules, and teaches mainly on MSc programmes. Before starting as a lecturer, he worked in the I.T. industry; he was employed variously in the roles of Software Developer, Technical Team Leader, Systems Analyst, Training Consultant and Implementation Consultant. In that period he was also responsible for authoring a wide range of technical documentation, including manuals and training courses.

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Technological University Dublin: Dublin, IE

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Damian Gordon

https://orcid.org/0000-0002-3875-4065

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Employment (8)

Technological University Dublin: Dublin, IE

Technological University Dublin: Dublin 8, Dublin, IE

Trinity College Dublin: Dublin, Dublin, IE

Ross Systems (Ireland): Dublin, IE

Phimac Computing: Dublin, IE

National University of Ireland Maynooth: Maynooth, IE

LG Electronics: Yeongdeungpo-gu, Seoul, KR

Climax Cleaning Co Ltd: London, GB

Works (50)

THE CHANGING MEANING OF THE TERM “CO-DESIGN”: EXPLORING THE EVOLUTION OF CO-DESIGN DEFINITIONS FROM 1994-2023

THE LASERS MODEL: DEVELOPING A COMPREHENSIVE FRAMEWORK FOR MODELLING "TECH FOR GOOD"

ACCESSIBILITY MADE EASY: THE DEVELOPMENT OF A CLOUD-BASED SERVICE TO MAKE DOCUMENTS MORE DYSLEXIA-FRIENDLY

DATAPOLISH: THE DEVELOPMENT OF A CLOUD-BASED SERVICE TO SUPPORT THE CLEANING OF DATASETS

RENTING MADE EASY: THE DEVELOPMENT OF A CLOUD-BASED SERVICE TO SUPPORT A PROPERTY RENTAL SERVICE

LLMs in Open and Closed Book Examinations in a Final Year Applied Machine Learning Course (Early Findings)

Machine vs Machine: Large Language Models (LLMs) in Applied Machine Learning High-Stakes Open-Book Exams

FINOPTIMISE: A COMPREHENSIVE USER EXPERIENCE METHODOLOGY FOR ASSESSING A STOCK TRADING SIMULATION

THE BL-5D MODEL: THE DEVELOPMENT OF A MODEL OF INSTRUCTIONAL DESIGN FOR BLENDED LEARNING ACTIVITIES

Q: SHOULD THE USE OF CHATGPT BE CONSIDERED PLAGIARISM? A: IT DEPENDS A LOT ON WHAT YOU MEAN BY PLAGIARISM!

THE EBL-5D MODEL: A NEW MODEL TO EXPLORE THE ETHICS OF BLENDED LEARNING

Inclusion4EU: Co-Designing a Framework for Inclusive Software Design and Development

EXPLORING THE EFFICACY OF A RANGE OF CRITICAL THINKING AND PROBLEM SOLVING TECHNIQUES IN DEVELOPING AN INSTRUCTOR GUIDE

MEASURING THE LONGITUDINAL IMPACT OF TEACHING PROGRAMMING ETHICS TO FIRST YEAR STUDENTS

“WHAT'S IN A NAME?”: THE USE OF INSTRUCTIONAL DESIGN IN OVERCOMING TERMINOLOGY BARRIERS ASSOCIATED WITH DARK PATTERNS

Are We in the Digital Dark Times? How the Philosophy of Hannah Arendt can Illuminate some of the Ethical Dilemmas Posed by Modern Digital Technologies

Check Your Tech: Whose Responsibility Is It When Cyberharassment Occurs?

Developing an Educational Brick for Digital Ethics: a Case Study-Driven Approach

Is Social Media Bad for People?: the 2021 Storming of the Us Capitol Complex

Where Minority Report Meets the Stepford Wives: Ethical Considerations Over the Use of Facial Recognition Software on the High Street

“You Must Have Your Webcam on for the Entire Duration of the Examination”: the Trade-Off Between the Integrity of On-Line Assessments and the Privacy Rights of Students

The teaching of computer ethics on computer science and related degree programmes. a European survey

Check Your Tech - Considering the Provenance of Data Used to Build Digital Products and Services

Don’t panic: The hitch-hiker’s guide to alternative assessment

Homo Ludens Moralis: Designing and Developing A Board Game to Teach Ethics for ICT Education

Teaching Universal Design in Computer Science

Speak Clearly, If You Speak at All; Carve Every Word Before You Let It Fall: Problems of Ambiguous Terminology in eLearning System Development

Hackers and Hollywood 2: Considering televisual cyberthreats in security risk analysis

An Examination of the Use of Blended Learning to Support Improvement of Engagement and Retention of Part-time Postgraduate Level Students using Student Edited Podcasts

Eliciting Tacit Knowledge From a Domain of Physical Skill

From Knowledge Acquisition to Knowledge Elicitation - A Roadmap

Investigating paired teaching on a collaboratively designed module

Forty years of movie hacking: Considering the potential implications of the popular media representation of computer hackers from 1968 to 2008

Universal design, education and technology

Hackers and Hollywood: Considering Filmic Cyberthreats in Security Risk Analysis

An industry-oriented model for software education in China: Adapting an Irish model to Chinese conditions

Using Extended Analogy To Teach Fundamental Computing Concepts

3D alignment in the adaptive software engineering curriculum

Assuring quality in Chinese IT education

Developing a software engineering curriculum for the emerging software industry in China

Establishing undergraduate research communities

Determining key skills for IT graduates in the emerging knowledge-based economy

The Nexus explored: A generalised model of learning styles

Blood from the Shoulder of Pallas: Using Learning Style as a Guide when Developing Learning Materials Using a Virtual Learning Environment http://www. comp. dit. ie/dgordon/Publications

The Persistence of Vision in Spatio-Temporal Illusory Contours formed by Dynamically-Changing LED Arrays

ACTIVE LEARING APPROACHES USED IN THE DELIVERY OF A NETWORKING COURSE

Computing Without Borders? Adapting an Irish Programme for the Tanzanian ICT Market

Determining Key Skills for IT Graduates in the Emerging Knowledge-Based Economy

EBECKETT: USING THE WORK OF SAMUEL BECKETT TO TEACH FUNDAMENTAL COMPUTING CONCEPTS

I can't see my First Year Students, so how do I expect them to learn?