Mr Lee Griffiths

Biography	I am a seasoned lecturer in Computer Science at the University of Salford, a position I have held since 1998. With over twenty-five years of experience teaching large classes across all levels in Higher Education, I have developed expertise in course portfolio management, strategic design, pastoral care, student engagement, mentoring, development, and marketing. My practical teaching skills are highly rated by students, and I take a pragmatic approach to problem-solving while aligning with strategic goals. As a Degree Programme Leader and expert in Human-Computer Interaction, Usability, Computer Programming, and Web-Based Systems, I have over two decades of experience in the user-centred aspects of Computer Science and Web Development. I am an accomplished and innovative researcher, with a consistent record of publications in user interface and learning technology-related work. Formally one of the Salford’s learning technology Fellows, I lead by example and champion innovative approaches to teaching among colleagues and students. Earlier in my career, I worked as a research assistant on a large-scale European Union investigative project. The outcomes of this project significantly shaped the broadband services implemented across the EU, demonstrating my ability to contribute meaningfully to impactful, high-level initiatives. I also have a talent for promotion and take great satisfaction in organising and participating in engagement activities that benefit both my subject group and the wider organisation.
Research Interests	I have been an active researcher from 1995 to more recently whereby I have chosen to align my skills in diplomacy and student engagement to work more closely with our growing undergraduate population in Computer Science – an activity that requires robust and extensive experience in teaching and learning in Higher Education. My focus on research has always been around users, teaching and learning with a consistent history of publications to support this including: Griffiths, LS, Rasaei, A and Haider, N 2019, Investigating the differences in Web browsing behaviour of Arabic (RTL) and English (LTR) users using mouse tracking, in: 2nd International Conference on Digital Marketing : Strategy & Innovation in Digital Marketing, 17th May 2019, Galle Face Hotel, Colombo, Sri Lanka. Hook, A & Bodell, S & Griffiths, L 2015, 'A pilot project of the learning experience of undergraduate occupational therapy students in a 3-D virtual environment in the United Kingdom', British Journal of Occupational Therapy, 78(9), pp.576-584. Griffiths, L., Ogden, R., and Aspin, R. (2012) A profile of the future: what could HTML 5 do for HE by 2015? Research in Learning Technology vol. 20 Supplemental full proceedings paper in Proceedings of Alt-C 2012 "A confrontation with reality", Manchester, UK, September 2012. http://dx.doi.org/10.3402/rlt.v20i0.19199 Griffiths, L., and Ogden, R., (2012) The reality of assessment - a lightweight extensible tool for help with bulk formative feedback. Technical demonstration and discussion at Alt-C 2012 "A confrontation with reality", Manchester, UK, September 2012. Mooney, J, Griffiths, L., Patera, M., Driscoll, P., Roby, J., & Ogden, P., (2012), An electronic tabletop 'eTableTop' exercise for UK Police Major Incident education, in: 'Proceedings of The 12th IEEE International Conference on Advanced Learning Technologies (ICALT)', IEEE Computer Society, Rome, Italy, pp.40-42. doi 10.1109/ICALT.2012.14 Griffiths, L., (2011) Flexible Learning in an inflexible society, in: ‘Proceedings of The 11th IEEE International Conference on Advanced Learning Technologies (ICALT)’, IEEE Computer Society, Athens, Georgia USA 07-08/07/2011, pp.274-276,. doi: 10.1109/ICALT.2011.86 Mooney, JS, Driscoll, PA and Griffiths, LS. Major incident tabletop exercises: a high tech, low cost evolution. Injury Extra 41 (12), 01/12/2010, pages 157-158. doi:10.1016/j.injury.2010.07.475 Mooney, J & Driscoll, P & Griffiths, L (2010), ‘12/12 school kids enjoy Emergency Planning gaming’, Poster at The 13th International Conference on Emergency Medicine, Singapore, June 2010. www.icem2010.org. Mooney, J & Driscoll, P & Griffiths, L (2010), Major incident tabletop exercises: a high tech, low cost evolution, British Trauma Society Annual Scientific Meeting, Manchester, May 2010, www.bts-org.co.uk. Mooney, J & Driscoll, P & Griffiths, L (2009), 'Major Incident Tabletop Exercises: A High Tech, Low Cost Evolution', Poster at The Autumn conference of the College of Emergency Medicine, London, UK, From 16-18/09/2009. Traxler, J & Griffiths, L (2009), IWB4D - Interactive Whiteboards for Development, in: 'Proceedings of the Third International Conference on Information and Communication Technologies and Development', www.ictd2009.org, Doha, Qatar. Griffiths, L., Chen, Z., (2007), Investigating the differences in web browsing behaviour of Chinese and European users using mouse tracking, in Proceedings of HCII 2007: 12th International Conference on Human-Computer Interaction. Beijing, China. Springer. Griffiths, L & Thornhill, S & Tsolakis, P (2005), Video for the masses: a further study into the effectiveness of low quality streamed video, in: 'Proceedings of HCII 2005: 11th International Conference on Human-Computer Interaction', Lawrence Erlbaum Associates, Inc (LEA),Las Vegas, USA. Griffiths, L & Thornhill, S & Tsolakis, P (2003), Video for the masses: Measuring the educational effectiveness of very low bit-rate video streams, in: 'Gray, P., Johnson, H., & O'Neill, E. (Eds), Proceedings of the BCS HCI2003: designing for society Volume 2.', Research Press International, Bath, Bristol, UK. Griffiths, L., Ashworth, J., Ward, H., and Marsden, P. (1999), Learning-Online: Student behaviour in a Virtual Campus. The Virtual University Journal, 2:4.
Teaching and Learning	Over more than two decades, I have developed, managed, and delivered a diverse range of postgraduate and undergraduate degree programmes, including: •BSc Computer Science (2024–present) •BSc Multimedia and Internet Technology (2011–2016) •BSc Web Development (2016–2019) •MSc Databases and Web-Based Systems (2005–2012) •MSc Computer Science (2003–2007) •MSc Creative Games (2006–2010, jointly with the School of Art & Design) •MSc Computer Science Apprenticeship Development My teaching spans all levels, from Foundation Year modules at Level 4 to MSc modules at Level 7. During this time, I have supervised hundreds of final-year undergraduate projects and MSc dissertations, as well as guiding MSc by Research, MPhil, and PhD students through to successful graduation. My undergraduate teaching focuses on my areas of expertise, including Human-Computer Interaction, Usability Engineering, and Desktop, Mobile, and Web Application Development. I am committed to delivering high-quality, engaging learning experiences that empower students to achieve their academic and professional goals. During my long tenure in Computer Science at Salford I have been involved in virtually all aspects of the academic content including delivering most of the modules. My teaching philosophy is grounded in practicality, ensuring the curriculum remains current and aligns with real-world applications. I strive to create learning experiences that prepare students not only for academic success but also for the challenges and opportunities of their future careers. I engage with well-known teaching models such as Kolb's Experiential Learning Cycle and Bloom's Taxonomy to structure learning experiences that are both effective and student-centred. For example, in modules such as Human-Computer Interaction, I integrate industry-relevant tools and methodologies, encouraging students to tackle real-world problems through project-based learning. Examples include topical interface design problems such as touch screen applications in public spaces, vehicles and control systems. Students are required to research an interface problem, understand relevant theories and synthesise and evaluate a solution with test users. Similarly, in application development modules, I emphasise hands-on coding, design, and testing practices that mirror professional workflows but also challenge students with experimentation to test their own understanding. A key part of my approach is collaborating with students on the design of their assessments. Rather than dictating requirements, I engage students in discussions about the learning outcomes of modules, fostering a sense of ownership and ensuring that assessments are both challenging, meaningful and individualised. Our industrial placement partners often comment on the impressive knowledge and skills that our students possess. I am committed to promoting equality, diversity, inclusion and decolonisation in my teaching and supervision. I encourage students to choose their own themes and explore diverse geographical and cultural contexts when working in my modules; Human-Computer Interaction, Client-Server systems, and Final Year projects. This approach allows students to bring their own perspectives and experiences into their work, creating solutions that are more inclusive and reflective of global diversity. For instance, students have designed HCI interfaces that address accessibility challenges in different cultural settings, or developed Client-Server systems tailored to specific regional needs, ensuring that their solutions are not only technically sound but also socially relevant and culturally sensitive. By fostering an environment where students are empowered to explore diverse themes, I aim to cultivate a more inclusive learning space that challenges traditional norms and broadens the scope of what technology can achieve for different communities. The outcomes from this approach result in impressive and interesting ideas and resulting systems that would otherwise not have emerged, showcasing the power of diversity in driving innovation and creativity. Recent developments in AI challenge the academic landscape though I like to embrace and emphasise it’s use to students demonstrating the line between acceptable and unacceptable. Using real-world, authentic problems or individualising assessments can help to reduce the affect AI has on student output and I see this producing a positive effect on the modules I teach this way. It continues to be our most significant emerging challenge, and I am dedicated to ensuring that we take the right steps to uphold quality. As Programme Leader for Computer Science, I have embraced the responsibility of overseeing the core programme, which serves as a gateway to two key specialisms: Software Engineering and Cybersecurity. I work closely with other Programme Leaders and School Management, including Associate Deans, to ensure that our work prioritise the needs of Computer Science students. As part of a team of Programme Leaders we ensure that the learning journey follows an expected approach taking students from knowledge to active experimentation and increasing independence throughout the levels. I maintain excellent working relationships with colleagues while consistently challenging conventional practices to advocate for the best outcomes for our students. My goal is to ensure that Computer Science students receive an exceptional learning experience and that their proportional significance within the school is recognised and celebrated. I believe that fostering genuine, respectful relationships with students is key to their success. My approach is built on active listening, approachability, and empathy, ensuring students feel valued and supported throughout their academic journey. I make it a priority to understand each student's individual strengths, challenges, and aspirations, tailoring my guidance to their needs. By creating an environment of mutual respect, I encourage open communication, where students feel comfortable sharing their ideas and seeking help when needed. This approach not only helps students overcome obstacles but also empowers them to take ownership of their learning and personal growth. The trust and rapport I build with students is highly visible on campus, as I am essentially always available to talk with them. Whether in formal settings, informal moments or via digital channels, I prioritise being available and responsive to students, recognising that many balance their studies with external pressures such as employment and financial challenges. Aware that traditional support methods may not always suit their needs, I adopt flexible and innovative approaches informed by my published research on alternative ways to support students (e.g., Griffiths, L., 2011, Flexible Learning in an Inflexible Society, IEEE ICALT). By utilising platforms like Discord alongside corporate communication tools such as Teams, I ensure students can reach out for guidance and resources at times and in ways that work best for them. This adaptability helps create a supportive and accessible environment where students feel empowered to succeed despite their challenges. This approach stems Students often invite me into their peer discussions, valuing my input and recognising my genuine interest in their ideas and perspectives. This open and collaborative dynamic fosters a sense of community and reinforces my commitment to supporting their academic and personal growth. Students trust me, as their Programme Leader and as an equal that I will do my best to help them academically and pastoraly.