Dr Wayne Brookes joined UTS after moving from Queensland where he completed his undergraduate and PhD studies. Since joining UTS, he has taken on a variety of roles including Program Director positions for undergraduate and postgraduate IT courses, liaison for prospective international students, and Associate Dean (Teaching & Learning). He spent time as Chair of the UTS Teaching and Learning Committee, and several years as a member of the UTS Courses Accreditation Committee. His technical interests are in the area of distributed and web-based computing. However more recently his interests lie in exploring design thinking methods to facilitate creativity and innovation in interdisciplinary teams.
Dr Brookes holds CCNA and CCAI certifications, although is no longer active in teaching the Cisco curriculum. He also holds the LPIC-1 certification (Linux Professional Institute), which he used as a basis for redeveloping the curriculum for UNIX systems administration at UTS.
Can supervise: YES
- creativity and innovation through design thinking
- distributed and Internet-based computing technologies
- leadership in teaching and learning
- teaching and learning approaches in information technology
Kroenke, D, Wilson, DN & Brookes, W 2015, Experiencing Management Information Systems, Fourth edition.
Jakovich, J, Schweitzer, J, Brookes, WC, Edwards, M, Jupp, JR, Kirchner, NG & Nikolova, N 2011, U.lab - It's about you: An Emerging Interdisciplinary Framework for Innovation Projects, 1, DAB Documents Faculty of Design, Architecture & Building University of Technology, Sydney, Sydney, Australia.
Design thinking aims to capture designers' creativity-driven approach to innovation that can be applied to anything from physical products and intangible services, to formulating and solving complex social problems. Design thinking promotes a particular mind-set that takes the user experience, or a human-centred perspective, as point of departure. While research into the application of design thinking to business problems is well documented, the utilisation of design thinking in university innovation is limited to few cases, and requires better understanding of how to establish design thinking capacity in an academic collaboration context. This research establishes an interdisciplinary design thinking framework at the University of Technology, Sydney, that forms the basis for three experimental projects. New design thinking tools, such as '5X5' and 'faceboard', are developed and a novel public and university innovation program is tested over ten repeated scenarios. The design thinking framework can be adopted for practice and further research. This volume documents the first-steps taken by a cross-faculty university group towards developing an interdisciplinary innovation capacity. It demonstrates how through trialling the practices and methods of design thinking, a deep appreciation of designing, thinking, and practicing creativity emerges across non-design participants. Diverse disciplinary backgrounds and perspectives are illustrated as a source of opportunity to address complex teaching and research challenges. 'U.Lab - It's About You' is published by DAB Docs, University of Technology, Sydney.
Cretchley, PC, Edwards, SL, O'Shea, P, Sheard, J, Hurst, J & Brookes, WC 2014, 'Research and/or learning and teaching: a study of Australian professors' priorities, beliefs and behaviours', Higher Education Research and Development, vol. 33, no. 4, pp. 649-669.View/Download from: UTS OPUS or Publisher's site
This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was 'improving student satisfaction ratings for teaching', an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened.
Koppi, T, Sheard, J, Naghdy, F, Edwards, SL & Brookes, WC 2010, 'Towards a Gender Inclusive Information and Communications Technology Curriculum: a Perspective from Graduates in the Workforce', Computer Science Education, vol. 20, no. 4, pp. 265-282.View/Download from: UTS OPUS or Publisher's site
An online survey was conducted of recent information and communications technology (ICT) graduates from 21 Australian universities. A range of abilities including personal/interpersonal, cognitive, business and technical were examined in relation to importance in the workplace and university preparation of those abilities. In addition, a set of six open-ended text-response questions concerned with the curriculum and other workplace preparation were asked. Quantitative and qualitative analyses revealed a range of responses that were significantly different according to gender. Amongst the significant findings are that females are more concerned than males with interpersonal communication, the development of people-skills and the people side of ICT. Implications for the ICT curriculum are that it should have more than a narrow male-centred technological focus and include the involvement of people and the effects of ICT on society in general. This broad inclusive pedagogical approach would satisfy the needs expressed by all respondents and contribute to increasing the enrolments of both female and male students in ICT.
Brookes, W, Crawley, S, Indulska, J, Kosovic, D & Vogel, A 1997, 'Types and their management in open distributed systems', Distributed Systems Engineering, vol. 4, no. 4, pp. 177-190.View/Download from: Publisher's site
Open distributed processing aims to support cooperation within and between large-scale heterogeneous and autonomous computing environments. An inherent issue in such environments is enabling the interoperation of objects whose interfaces have been defined in different type models. In this paper, we present a type management system which provides a means for representing, storing, retrieving and translating types, and for expressing and evaluating relationships between types in a heterogeneous distributed computing environment. This system allows multiple type languages and models, and can relate types expressed in different ones. The type management system is designed to support the instantiation and dynamic binding of objects, run-time type checking of object interactions, and the discovery of new resources (e.g. services) within the system. Current approaches to interface definition in distributed systems are mainly based on the use of a single interface definition language (IDL). While this provides a level of common agreement about the types of system interfaces, the type models of existing IDLs are not rich enough to model either the overall architecture of a system or the behaviour of objects. We illustrate this by briefly describing some aspects of an enhanced type model with the emphasis on the model's impact on the design of the type management system. © 1997 The British Computer Society.
Braun, R, Brookes, W, Hadgraft, R & Chaczko, Z 2019, 'Assessment Design for Studio-Based Learning', Proceedings of the Twenty-First Australasian Computing Education Conference, Sydney, Australia, pp. 106-111.View/Download from: UTS OPUS or Publisher's site
Brookes, W 2018, 'On Creativity and Innovation in the Computing Curriculum', Proceedings of the 20th Australasian Computing Education Conference, ACM, pp. 17-24.View/Download from: UTS OPUS or Publisher's site
Brookes, W 2018, 'Inquiry-based Learning of Database Concepts', International Conference on Information Technology Based Higher Education and Training (ITHET), IEEE, Olhão, Portugal, pp. 1-6.View/Download from: UTS OPUS or Publisher's site
In many degree programs, relational database concepts and skills are taught through a combination of lectures combined with tutorials or laboratory sessions, although flipped learning approaches have recently been gaining increasing popularity. This paper describes a different approach using inquiry-based learning to engage students with real, unstructured data-driven challenges. We report on the effectiveness of the inquiry-based learning approach in this context and reflect on challenges for both instructors and students.
Braun, R, Miller, G, Chaczko, Z & Brookes, W 2018, 'First experiences of Studios in the new Data Engineering program', 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET), IEEE, pp. 1-5.
Al-Doghman, F, Chaczko, Z & Brookes, W 2018, 'Adaptive Consensus-based Aggregation for Edge Computing', 2018 26th International Conference on Systems Engineering (ICSEng), International Conference on Systems Engineering, IEEE, Sydney, Australia.View/Download from: UTS OPUS or Publisher's site
Brookes, WC 2017, 'Transdisciplinary learning in technology degrees', 2017 16th International Conference on Information Technology Based Higher Education and Training, 2017 16th International Conference on Information Technology Based Higher Education and Training, IEEE, Ohrid, Macedonia.View/Download from: UTS OPUS or Publisher's site
This paper outlines a new kind of degree that has technology at its core, but is transdisciplinary in nature. Rather than students learning knowledge in discrete disciplinary blocks, they are exposed to ideas and practices from a wide variety of disciplines, and use these to create new ways of working that are underpinned by capabilities in computational thinking, complex systems, data and reasoning.
Braun, R, Brookes, W, Chaczko, Z & Hadgraft, R 2016, 'Position paper: BE (Hons) data engineering', Information Technology Based Higher Education and Training (ITHET), 2016 15th International Conference on, IEEE, pp. 1-6.View/Download from: UTS OPUS
Kong, X, Brookes, W, Wang, Z, Han, B & Liu, L 2016, 'Identification and Analysis of Factors Influencing theEfficiency of Web Development Team Projects from theStudents' Perspective', Proceedings of The 27th Australasian Association for Engineering Education, The 27th Australasian Association for Engineering Education, Southern Cross University, Coffs Harbour, Australia.View/Download from: UTS OPUS
The postgraduate subject 'Web Technologies' is offered to engineering students who have different engineering backgrounds. The students have generally studied other computer programming and design methodologies in their engineering domain. The major learning objectives of this subject include being able to critically evaluate web technologies, apply web design methodologies to web based systems, and work efficiently with groups. To achieve these objectives, we have designed a web development process to apply to the major assessment task of developing a web system as a group. This research is to study the efficiency of this process with regard to student learning.
Koppi, T, Edwards, SL, Sheard, J, Naghdy, F & Brookes, WC 2010, 'The case for ICT work-integrated learning from graduates in the workplace', Twelfth Australasian Computing Education Conference (ACE 2010), Australasian Computing Education Conference, Australian Computer Society, Brisbane, Australia, pp. 107-116.View/Download from: UTS OPUS
An online survey of recent ICT graduates in the workplace was carried out as part of a recent project funded by the Australian Learning and Teaching Council. The survey was concerned with the ICT curriculum in relation to workplace job requirements and university preparation for these requirements. The survey contained quantitative and qualitative components and findings from the former have been published (Koppi et al., 2009). This paper reports on a quantitative comparison of responses from graduates who had workplace experience and those who did not, and a qualitative analysis of text responses from all ICT graduates to open-ended questions concerning the curriculum and their perceived university preparation for the workplace. The overwhelming response from ICT graduates in the workplace was for more industry related learning. These industry relationships included industry involvement, workplace learning and business experience, up-to-date teaching and technologies, practical applications, and real-world activities. A closer relationship of academia and industry was strongly advocated by ICT graduates in the workplace.
Koppi, T, Sheard, J, Naghdy, F, Chicharo, JF, Edwards, SL, Brookes, WC & Wilson, DN 2009, 'What Our ICT Graduates Really Need from Us: A Perspective from the Workplace', Proceedings of the Eleventh Australasian Computing Education Conference (ACE 2009), Conferences in Research and Practice in Information Technology (CRPIT), Volume 95, Australasian Computing Education Conference, Australian Computer Society Inc., Wellington, New Zealand, pp. 101-109.View/Download from: UTS OPUS
A national Discipline-Based Initiative (DBI) project for Information and Communications Technology (ICT), funded by the Australian Learning and Teaching Council, has sought the opinions of recent graduates of ICT in the workplace to help inform the curriculum. An online survey was devised to question graduates on workplace requirements and university preparation for abilities categorized as: personal/interpersonal; cognitive; business and technical. The graduates in employment have highlighted broad mismatches between the requirements of their professional work in these categories and the preparation for employment they received from university. A regression analysis was used to determine influences on graduates opinions of the preparation they received at university.
Lawrence, EM, Loke, L, Raban, R, Brookes, WC & Aubrey, TA 2009, 'Towards an Understanding of Collaboration in Teaching Technology Subjects in an Amalgamated Faculty of Engineering and Information Technology', International Conference on Mobile, Hybrid, and On-line Learning EL & ML 2009, International Conference on Mobile, Hybrid, and On-Line Learning, IEEE Computer Society Conference Publications, Cancun, Mexico, pp. 47-52.View/Download from: UTS OPUS or Publisher's site
The paper sets out a collaborative approach for teaching technology subjects. It Illustrates the benefits of this approach over the single academic owning a particular subject. The paper presents preliminary findings from interviews with academics in a newly combined Faculty of Engineering and Information Technology. It concludes by pointing the way to the future of htis funded research project.
Steele, RJ, Secombe, C & Brookes, WC 2006, 'Using Wireless Sensor Networks for Aged Care: The Patient's Perspective', Pervasive Health Conference and Workshops, 2006, International Conference on Pervasive Computing Technologies for Healthcare, IEEE Computer Society Press, Innsbruck, Austria, pp. 1-10.View/Download from: UTS OPUS or Publisher's site
This paper presents the findings of a qualitative study on the perceptions and thoughts of elderly people on the use of current sensor network technology for assisted aged care. Focus groups of elderly people were presented with examples of current sensor nodes and example scenarios of their use, and then invited to provide input on a range of issues surrounding the design and use of the technology. The focus group findings were verified with a health care professional as a control measure. This study examines sensing based interaction, implementation methodologies and user acceptance issues specifically for the elderly, and from the elderly's perspective. A significant finding of the study is that the two most important factors for elderly acceptance of sensor technology are cost and control
Secombe, C, Steele, RJ & Brookes, WC 2006, 'Perceptions of the elderly on the use of wireless sensor networks for health monitoring', Proceedings of the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia on Computer-human interaction: design: activities, artefacts and environments, Australian Computer Human Interaction Conference, ACM Press, Sydney, Australia, pp. 55-62.View/Download from: Publisher's site
Brookes, WC & Kanagasabai, L 2004, 'A generic Architecture for SOAP Transaction Management', Proceedings of the 2nd International Workshop on Web Services: Modeling, Architecture and Infrastructure WSMAI 2004, International Workshop on Web Services: Modeling, Architecture and Infrastructure, Insticc Press, Porto, Portugal, pp. 95-102.View/Download from: UTS OPUS
Brookes, WC 2004, 'Computing Theory with Relevance', Proceedings of the 6th Australasian Computing Education Conference ACE2004, Australasian Conference on Computer Science Education, Australian Computer Society Inc, Dunedin, New Zealand, pp. 9-13.View/Download from: UTS OPUS
Robertson, TJ, Lueg, CP & Brookes, WC 2001, 'Learning HCI in the Lost World', Proceedings of OZCHI 2001, November 20-23, 2001, Fremantle, WA, Australian Computer Human Interaction Conference, Edith Cowan University, Perth, Australia, Fremantle, WA, pp. 115-120.View/Download from: UTS OPUS
© 1997 ACM. Very large and diverse audiences pose a variety of problems for lecturers and students alike [l]. This paper presents an approach used in the School of Information Technology at The University of Queensland to teach an Internet literacy course to a diverse student audience. The course provides an introduction to computer networks and teaches students from various university faculties how to effectively use a variety of Internet services. The subject integrates efforts on teaching Internet literacy at the university in order to minimise teaching effort and to maximise quality of teaching. The paper discusses the variety of means deployed in order to provide a flexible, self-directed learning environment for the course. This led to: The inclusion of QUIKF'ro!, a specially developed Computer Based Training package on Internet services and resources; providing easy access to learning materials from campus or from home; and using innovative assessment methods which aim at improving the process and quality of assessment. Assessment was carried out online and used anonymous assessment, peer assessment and criterion-referenced marking.
Purchase, H, Hussey, A, Brookes, W & Leadbetter, D 1997, 'Fostering interest in Information Technology: Running a vacation school for pre-university students', ACM International Conference Proceeding Series, pp. 126-134.View/Download from: Publisher's site
© 1997 ACM. Fostering an interest in Information Technology (IT) in school students is important both for the IT industry and for universities: We therefore enthusiastically welcomed the opportunity to hold an Information Technology vacation school for year 12 students in April 1996. Initiated and sponsored by the Australian Computer Society and Rotary International, the school enabled 60 secondary students who were in the process of making decisions about tertiary study to spend three days participating in a variety of computer-related activities at The University of Queensland Department of Computer Science, and experiencing life as a university student. The students developed skills in programming in Smalltalk, and using information systems and Internet resources. In addition, they visited other departments on campus and companies in the city to see a variety of uses of IT. We hoped to give the students the opportunity to make an informed decision about their future careers. A follow-up survey in early 1997 revealed that 80% of the students felt that attendance at the school helped them with their post-school career decisions. This paper describes our experiences with running the school: The program, components, feedback, and future plans. It was a very rewarding and worthwhile experience: We hope that this paper will encourage other universities to attempt similar programs.
BROOKES, W & INDULSKA, J 1993, 'AN ODP-BASED APPROACH TO OVERCOMING HETEROGENEITY IN WIDE AREA NETWORKS', IEEE SINGAPORE INTERNATIONAL CONFERENCE ON NETWORKS/INTERNATIONAL CONFERENCE ON INFORMATION ENGINEERING '93 - THEME: COMMUNICATIONS AND NETWORKS FOR THE YEAR 2000, VOLS 1 AND 2, IEEE Singapore International Conference on Networks/International Conference on Information Engineering 93 - Communications and Networks for the Year 2000, I E E E, SINGAPORE, SINGAPORE, pp. 680-684.