Service

Committees

Conferences

Journals

Teaching & Research

  • Member of Academic Reference Group for Learning and Teaching Hub at the University of Glasgow.
  • Technology Enhanced Learning & Teaching (TELT) representative for the School of Computing Science.
  • University of Glasgow representative for the Graduate Employability Community in Computing (GECCO) workshop series.
  • Software Engineering & Information Security Research talk coordinator for 2014-2015 session.

Outreach

  • Participant in outreach videos from Skills Development Scotland to attract individuals into higher education.

Publications

Maguire, J., Draper, S. and English, R. "Consuming versus Authoring: Reflections on Video Assignments for Usable Security" To appear In Proceedings of the 2018 ACM International Conference on Advanced Visual Interfaces (AVI), (Castiglione della Pescaia, Italy, 2018), ACM.

Abstract

Renaud, K., Maguire, J., Zimmerman, V. and Draper, S. "Lessons Learned from Evaluating Eight Password Nudges in the Wild" To appear in Proceedings of the 2017 Workshop on Learning from Authoritative Security Experiment Results (LASER), (Virginia, United States, 2017), USENIX, pp.XX-XX.

Abstract / PDF

Maguire, J. and Draper, S. "Privacy of Personal Things in Active Learning Spaces Needs Individually Evolved Requirements" To appear in Proceedings of the 1st Annual ACM Workshop on the Internet of Safe Things, co-located with the 15th ACM Conference on Embedded Networked Sensor Systems, (Delft, Netherlands, 2017), ACM, pp.XX-XX.

Abstract / PDF

Gutmann, A., Renaud, K., Maguire, J., Mayer, P., Volkamer, M., Matsuura, K. and Müller-Quade, J. "ZeTA - Zero-Trust Authentication: Relying on Innate Human Ability, not Technology" To appear In Proceedings of the 1st IEEE European Symposium on Security and Privacy, (Saarbrücken, Germany, 2016), IEEE.

Acceptance rate: 17.6% / Abstract / PDF

Maguire, J. and Renaud, K. "Alternative Authentication in the Wild" In Proceedings of the 5th Annual Workshop on Socio-Technical Aspects in Security and Trust, co-located with the 28th IEEE Computer Security Foundations Symposium, (Verona, Italy, 2015), IEEE, pp.32-39.

Abstract / PDF

Renaud, K. and Maguire, J. "Regulating Access to Adult Content (with Privacy Preservation)" In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, (Seoul, South Korea, 2015), ACM, pp.4019-4028.

Acceptance rate: 23.0% / Abstract / PDF

Renaud, K., Volkamer, M. and Maguire, J. (2014) "ACCESS: Describing and Contrasting Authentication Mechanisms" In Proceedings of the Second International Conference on Human Aspects of Information Security, Privacy, and Trust, (Crete, Greece, 2014), Springer International Publishing, pp.183-194.

Abstract

Renaud, K., Maguire, J., van Niekerk, J., & Kennes, D. (2014) "Contemplating Skill-based Authentication". SAIEE Research Journal, vol. 105 no. 2 pp. 48-60 .

Abstract

Renaud, K., Mayer, P., Volkamer, M. and Maguire, J. "Are Graphical Authentication Mechanisms As Strong As Passwords?" In Proceedings of the 2013 Federated Conference on Computer Science and Information Systems, (Krako, Poland, 2013), IEEE, pp.837-844.

Abstract

Renaud, K., Kennes, D., van Niekerk, J. and Maguire, J. "SNIPPET: Genuine knowledge-based authentication" In Proceedings of the 13th Annual Conference on Information Security, (Johannesburg, South Africa, 2013), IEEE, pp.1-8.

Abstract

Maguire, J. & Renaud, K. (2013) "Shrinking the Authentication Footprint" pp.2-11 in Proceedings of the 7th International Symposium on Human Aspects of Information Security & Assurance, Lisbon May 2013.

Abstract

Renaud, K. & Maguire, J. (2013) "How do you solve a problem like Authentication?" in Human Factors in the Safety and Security of Critical Systems Workshop, Glasgow March 2013.

Abstract

Maguire, J. & Renaud, K. "You only live twice or the years we wasted caring about shoulder-surfing" In Proceedings of the 26th British HCI Group Annual Conference on People and Computers, (Birmingham, United Kingdom, 2012), ACM, pp.404-409.

Abstract

Maguire, J. & Renaud, K. (2011) "An Alternative Avatar" Health, Wealth and Identity Theft Workshop at the 25th British HCI Group Annual Conference on People and Computers, (Newcastle, United Kingdom, 2011), ACM.

Abstract

Maguire, J. & Renaud, K. "Armchair Authentication" In Proceedings of the 23rd British HCI Group Annual Conference on People and Computers: Celebrating People and Technology, (Cambridge, United Kingdom, 2009), ACM, pp.388-397.

Acceptance rate: 25.0% / Abstract / PDF / Slide Deck

Maguire, J.,Stuart, S. & Draper, S.W. (2008) "Student generated podcasts: Learning to cascade rather than create" pp.67-77 in A.Comrie, N.J.Mayes, J.T.Mayes & K.Smyth (Editors) Learners in the Co-Creation of Knowledge: Proceedings of the LICK 2008 Symposium, Edinburgh 30 October 2008.

Abstract

Draper, S.W. & Maguire, J. (2007) "Exploring podcasting as part of campus-based teaching" Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education vol.2 no.1 pp.43-65

Abstract

Participation

Awards & Esteem

Postdoctoral and Early Career Researcher Exchange, Scottish Informatics & Computer Science Alliance (£5,900)
Awarded to support a research exchange with Prof. Melanie Volkamer at the Centre of Advanced Security Research in the Technische Universität Darmstadt in Germany. The opportunity affords me to the opportunity to experience a different environment, development my network and lay the foundation for future collaboration.
Chancellor's Fund, University of Glasgow (£31,611)
Awarded to support the research, development and deployment of technologies and approaches for the learning and development of students in further education.

Talks

Upcoming

Adapting teaching practice for active learning spaces. 30th of Janurary 2019. Glasgow, United Kingdom.

The University of Glasgow has equipped an increasing number of rooms as Technology Enhanced Active Learning (TEAL) spaces. These teaching spaces will become an integral part of the campus redevelopment, and so this session draws on the experience of teaching staff who have already successfully used them. The session introduces the concept of active teaching and learning in these environments to promote student collaboration and problem-solving, and gives you a chance to hear about successful teaching approaches (and perhaps also warnings). As this takes place in a TEAL space, you will have the opportunity to engage with it from the student perspective.

Previous

Adapting teaching practice for active learning spaces. 11th of October 2018. University of Glasgow. Glasgow, United Kingdom.

The University of Glasgow has equipped an increasing number of rooms as Technology Enhanced Active Learning (TEAL) spaces. These teaching spaces will become an integral part of the campus redevelopment, and so this session draws on the experience of teaching staff who have already successfully used them. The session introduces the concept of active teaching and learning in these environments to promote student collaboration and problem-solving, and gives you a chance to hear about successful teaching approaches (and perhaps also warnings). As this takes place in a TEAL space, you will have the opportunity to engage with it from the student perspective.

Assessing the unseen: Roles of Confidentiality and Trust in software engineering work-based learning programmes. ACM and SIGCSE 14th International Computing Education Research Conference (ICER). 13th August 2018. Helsinki, Finland.

A typical academic degree focused on software engineering has little practical relationship with the industry it is named for, other than the occasional placement or internship. Unlike other professions such as medicine, dentistry and veterinary sciences, candidates do not need to participate in significant professional practice to earn their degree. Indeed, if we consider a traditional academic software engineering student they probably have far more experience constructing shiny new 'green-field' systems, than maintaining the old 'brown-field' systems found in industry, and generating most professional work. Consequently, there is growing enthusiasm for work-based learning programmes that provide an opportunity for candidates to cement abstract academic theory in concrete personal experience. Work-based learning software engineering students earn their degree by combining theory with actual practice in a professional environment.

Nevertheless, the intangible outcomes for much of software engineering has led to an industry obsessed with confidentiality, driven by concerns of employees smuggling source code to competitors or regulators. This obsession potentially presents a barrier to work-based learning schemes as employers prevent outsiders, even close higher education partners, from observing the systems and the source code that learners are working on. Learners may have the opportunity for concrete personal experience, but educators are barred from observing any such experience.

However, confidentiality agreements may not necessarily present barriers to assessment, but instead provide an opportunity to assess comprehension and transferable skills by requiring abstract descriptions and reports. This is the converse to the problem in some programming courses, where students submit code without demonstrating that they understand it and can discuss it in terms of the concepts taught.

We explore some models for software engineering work-based learning programmes that have the potential to maintain confidentiality while assessing learners' comprehension and ability. We invite discussion and criticism from conference attendees of the presented models, and are interested in potential partners for future collaboration.

Assessing student understanding of security with video assignments. St Andrews. 7th of August 2018.
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Consuming versus Authoring: Reflections on Video Assignments for Usable Security. 2018 ACM International Conference on Advanced Visual Interfaces (AVI). Castiglione della Pescaia, Italy. 29th of May 2018.
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Beyond capture: perspectives, privacy and pedagogy. University of St Andrews. 1st of May 2018.
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Privacy and Technology Enhanced Learning Spaces. University of Glasgow. 8th of June 2018.
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Work-based Learning in Higher Education - a good thing? School of Computing Science. University of Glasgow. 16th of April 2018.
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Transforming Human-Machine Productivity. School of Computing Science. University of Glasgow. 9th of April 2018.
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Software Engineering: A profession coming of age. Work-based Learning Event. School of Computing Science. University of Glasgow. 19th of February 2018.
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Privacy of Personal Things in Active Learning Spaces Needs Individually Evolved Requirements. ACM Workshop on the Internet of Safe Things, 15th ACM Conference on Embedded Networked Sensor Systems (SenSys 2017). Delft, Netherlands. 5th of November 2017.
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Lessons learned from integrating industry and exposing enterprises to computing science students. SEED: Skills in Entrepreneurial Education - SICSA worskhop. University of Dundee. 5th of September 2017
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Privacy Lessons Learned from Active Learning Spaces. Learning Enhancement & Academic Development Service. University of Glasgow. 12th of July 2017
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Preserving Privacy and Reconceptualising Sharing in Active Learning Spaces. University of Manchester. 6th of July 2017
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Graduate Employability Challenges and Practices. Centre for Computing Science Education. University of Glasgow. 20th of March 2017.
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Alternative Authentication in the Wild, University of Verona, Socio-Technical Aspects in Security and Trust Workshop, 28th IEEE Computer Security Foundations Symposium (CSF 2015), 13th of July 2015
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Regulating Access to Adult Content (with Privacy Preservation), Coex Convention and Exhibition Centre, 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI 2015), 23rd of April 2015
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Regulating Access to Adult Content (with Privacy Preservation), Centre for Advanced Security Research, Technische Universitat Darmstadt, 5th of April 2015
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Alternative Authentication Research in Scotland, Centre for Advanced Security Research, Technische Universitat Darmstadt, 5th of Feburary 2015
Research into graphical authentication has yet to be meaningfully transferred into industry. This is the case globally, but is concerning in Scotland as considerable research into the area has been published and presented by academics in SICSA universities (e.g. University of Glasgow, Glasgow Caledonian University, Napier University). The lack of knowledge transfer is particularly perplexing given the interest of industry in improving digital security. There are several explanations for the lack of progress, but a prominent issue is the inconsistency in reporting scientific data pertaining to graphical authentication. There is no framework for the reporting of field investigations into graphical authentication solutions. This situation not only hinders knowledge transfer into industry but the progress of research into alternative authentication solutions. Industry and researchers require metrics and strong qualitative data to utilise and progress research in the area. Consequently, the Scottish Informatics and Computer Science Alliance (SICSA) has provided financial support for a research exchange for me to visit and work with Prof. Melanie Volkamer. The primary aim of the proposed exchange is to develop a field evaluation framework for graphical authentication solutions to ensure consistent reporting of scientific data. The Center for Advanced Security Research at Technische Universität Darmstadt has an established track record of transferring knowledge into industry. Notably, Prof. Melanie Volkamer from the Technische Universität Darmstadt, along with Dr Karen Renaud and myself at the University of Glasgow have collaborated and made progress in transferring knowledge of graphical authentication research into industry.
Shrinking the Authentication Footprint. Seventh International Symposium on Human Aspects of Information Security & Assurance. 8th of May 2013.
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You only live twice or the years we wasted caring about shoulder-surfing. University of Birmingham. 12th of September 2012.
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An Alternative Avatar. BCS conference on Human Computer Interaction. Newcastle University. 5th of July 2011.
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Armchair Authentication. BCS conference on Human Computer Interaction. University of Cambridge. 3rd of September 2009.
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Keynote: Embedding podcasting in the curriculum. Media Enhanced Learning Special Interest Group. Glasgow Caledonian University. 7th of May 2009.
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Student generated podcasts: Learning to cascade rather than create. 2nd Annual University of Glasgow Learning and Teaching Conference. University of Glasgow. 24th of April 2009.
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Student generated podcasts: Learning to cascade rather than create. Learners in the Co-creation of Knowledge Symposium. Napier University. 30th of October 2008.
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Teaching

Cyber Security Forensics M, Course co-ordinator and Primary Lecturer to ≈50 enrolled students, Session: 2017-2018
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Enterprise Cyber Security M, Course co-ordinator and Primary Lecturer to ≈200 enrolled students, Session: 2016-2018
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IT Architectures M, Course co-ordinator and Primary Lecturer to ≈24 enrolled students, Session: 2015-2016
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Enterprise Computing M, Course co-ordinator and Primary Lecturer to ≈80 enrolled students, Session: 2014-2016
Professional Skills and Issues H, Course co-ordinator and Primary Lecturer to ≈150 enrolled students, Session: 2016-2018
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Human Centred Security M, Course co-ordinator and Primary Lecturer to ≈60 enrolled students, Session: 2015-2018
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