Academic Credentials


Lecturer 2021-2023 ECE, COMPSCI, Math, and DH Departments
Western University
Teacher 2018-2019 Mathematics Department, Ridley College
St. Catharines, Ontario, CA
Assistant Professor 2013-2017 College of Technological Innovation
Zayed University, Abu Dhabi, UAE
Assistant Professor 2011-2013 Department of Mathematics
Zayed University, Abu Dhabi, UAE
Assistant Professor 2005-2009 Department of Mathematics and Computer Science
Wesleyan College, GA, USA
Lecturer 1998, 2002, 2004 Department of Computer Science
University of Western Ontario
Teaching Assistant 2001-2002 Department of Mathematics
University of Western Ontario
Palm Pilot
2000, 2001 Lawson Diabetes Centre
Mount St. Joseph London
Research Assistant 1997-2004 Department of Computer Science
University of Western Ontario
Teaching Assistant 1997-2001 Department of Computer Science
University of Western Ontario
Java Consultant 1997 Electronic Games for Education
in Math and Science(EGEMS)
Department of Computer Science
University of British Columbia
Teaching Assistant 1993-1995 Department of Mathematics
University of British Columbia
Teaching Assistant 1991-1993 Department of Mathematics
University of Guelph
System Designer
1988-1993 Canadian Centre for Creative Technology


Books & Chapters

Gammack, J, Morey, J (2016). Innovative reading support for non-native readers of University digital texts. In Bidal, J, Doman, E (ed.), Departing from Tradition: Innovations in English Language Teaching and Learning. Cambridge Scholars Publishing, pp. 128-145.
Sedig, K, Morey, J (2005). A Descriptive Framework for Designing Interaction for Visual Abstractions. In G. Malcolm (ed.), Multidisciplinary Approaches To Visual Representations And Interpretations G. Malcolm, Elsevier Science & Technology, pp. 239-254.
Sedig, K, Morey, J, Mercer, R, Wilson, W (2005). Visualizing, Interacting and Experimenting with Lattices Using a Diagrammatic Representation. In G. Malcolm (ed.), Multidisciplinary Approaches To Visual Representations And Interpretations, Elsevier Science & Technology, pp. 255-278.
Morey, J (2004). Designing Visually Rich Mathematical Investigation tools for Repetitive Geometric Artifacts. University of Western Ontario, Ph.D. Thesis.
Morey, J, Sedig, K (2004). Archimedean Kaleidoscope: A cognitive tool to support thinking and reasoning about geometric solids. In M. Sarfraz (ed.), Geometric Modeling: Techniques, Applications, Systems and Tools. Kluwer Academic Publisher, pp. 376-393.
Morey, J (1996). Advanced Graphics: Multimedia. Web Programming with Java. Girdley M, Jones K. A., et al. Sams Publishing; Indianapolis, U.S.A.
Morey, J (1996). Serious Play: Game Applets. Web Programming with Java. Girdley M, Jones K. A., et al. Sams Publishing; Indianapolis, U.S.A.

Journal Articles

Morey, J, Gammack, J. (2016). Designing an Interactive Visualization to Explore Eye-movement Data. The Review of Socionetwork Strategies 10 (2), pp.73-89.
Sedig, Kamran & Parsons, Paul & Liang, Hai-Ning & Morey, Jim. (2016). Supporting Sensemaking of Complex Objects with Visualizations: Visibility and Complementarity of Interactions. Informatics. 4. 10.3390/informatics3040020.
Smith, G, Morey, J, Tjoe, E. (2007). Feature Masking in Computer Game Promotes Visual Imagery. Journal of Educational Computing Research, Baywood. Vol 36, Issue 3, pp. 351-372.
Morey, J (2006). Programming in PolygonR&D: Explorations with a Spatial Language. International Journal of Computers for Mathematical Learning, Springer-Verlag. 11(2), 147-175
Morey, J, Sedig, K (2004). Adjusting degree of visual complexity: An interactive approach for exploring four-dimensional polytopes. The Visual Computer: International Journal of Computer Graphics, Springer-Verlag. 20(8-9): 565-585.
Sedig, K, Rowhani, S, Morey, J, Liang, H (2003). Application of information visualization techniques to the design of a mathematical mindtool: A usability study. Journal Information Visualization. 2(3): 142-160.

Conference Papers

Morey, J, Gammack, J, Thornquist, E. (2016). Gamifying Foundational STEM Skills. Computer Science and Engineering (APWC on CSE), 2016 3rd Asia-Pacific World Congress.
Morey, J, Gammack, J. (2015). A data visualisation for horizontal eye-movements. Computer Science and Engineering (APWC on CSE), 2015 2nd Asia-Pacific World Congress.
Morey, J, Gammack, J, Thornquist, E. (2015). Interface development for a gaze-controlled reading support application. Information and Communication Technology Research (ICTRC), pp. 214-217.
Liang, HN, Fleming, C, Morey, J, Sedig, K, Man, KL. (2013) Students' perception on the use of visual tilings to support their learning of programming concepts. Teaching, Assessment and Learning for Engineering (TALE), IEEE, pp. 121-126.
Liang, HN,Morey, J, Sedig, K. (2012) Using visual tiling patterns to support the teaching of programming concepts. Teaching, Assessment and Learning for Engineering (TALE), IEEE, W1B-5-W1B-10.
Morey, J (2010). Piecing Together Programs: Navigating Between Low-Level Instructions, Subroutines, and Programs. EdMedia: World Conference on Educational Media and Technology, pp. 3423-3428.
Sedig, K, Liang, HN,Morey, J. (2009) Enhancing the usability of complex visualizations by making them interactive: A study. EdMedia: World Conference on Educational Media and Technology, pp. 1021-1029.
Morey, J (2007). Linking Tilings to Algorithms: An Approach for Introducing Programming Concepts. EdMedia: World Conference on Educational Media and Technology, pp. 2947-2950.
Morey, J (2005). Representing Rolling Sequences of Polyhedra to Support Mathematics Comprehension. ED-MEDIA 2005: World Conference on Educational Multimedia and Hypermedia, Montreal, Canada, Vol. 2005, Issue 1, pp. 1279-1283.
Morey, J, Sedig, K (2004). Using indexed-sequential geometric glyphs to explore visual patterns. Proceedings of Interactive Visualisation and Interaction Technologies, ICCS 2004, Krakow, Poland, June 2004, pp. 996-1003.
Morey, J, Sedig, K, Mercer, R (2003). Polyvise: A tool for exploring four-dimensional uniform polytopes. Proceedings of the IASTED International Conference in Computer Graphics and Imaging, Hawaii, pp. 181-186.
Sedig, K, Morey, J(2002). Facilitating Learning Through Different Forms of Interaction With Visual Abstractions. Proceedings of ED-MEDIA 2002: World Conference on Educational Multimedia and Hypermedia, Denver, USA, Vol. 2002, Issue 1, pp. 1776-1777.
Sedig, K, Morey, J, Chu, B (2002). TileLand: A Microworld for Creating Mathematical Art. Proceedings of ED-MEDIA 2002: World Conference on Educational Multimedia and Hypermedia, Denver, USA, Vol. 2002, Issue 1, pp. 1778-1783.
Morey, J, Sedig, K, Mercer, R, Wilson, W (2002). Crystal Lattice Automata. In Proceedings of the Sixth International Conference on Implementations and Applications of Automata (Pretoria, South Africa, July 2001), Lecture Notes in Computer Science, Springer Verlag, pp. 214-220.
Morey, J, Sedig, K, Mercer, R (2001). Interactive Metamorphic Visuals: Exploring Polyhedral Relationships. IEEE Information Visualization Conference, London, UK, pp. 483-488.


CS1027A, ECE9065A, CS1027B, CS2034B/DH2144B, CS1027A, CALC1000A
Data Management (MDM 4U)
Zayed CTI
Mobile Computing (CIT371), Multimedia Systems (CIT345), Human Computer Interactions (CIT375), Game Development (CIT376), Introduction to Programming (CIT225) {Java}, Introduction to Programming (CIT225){Javascript}, Web Development (CIT245)
Zayed Math
Introduction to Information Technology (COL270), Mathematical Modeling with Functions(COL111), Mathematical Modeling with Data (COL110), Basic Mathematics (MAT101)
Operating Systems (CIS311), Special Topics:Web 2.0(CS396), Special Topics:Computer Simulations(CS396), Programming Languages II (CS218){Java}, Programming Languages I (CS216){Java}, Quantitative Reasoning (MAT108), Linear Algebra (MAT210), Introduction to Mathematical Reasoning (MAT192), Geometry (MAT175), Precalculas (MAT140), Discrete Mathematics (MAT200), College Algebra (MAT130)
Computer Science Fundamentals II (CS027){Java}


Zayed CTI
Academic integrity committee, Multimedia curriculum committee, Web Content Committee, Teaching & learning / EdTech Committee, Multimedia search committee
Zayed Math
University College Faculty Affairs Committee, Math Hiring Committee, iPad Integration Task Force, Technology & Blended Learning Committee
Programs and Exhibitions, Title III Task Force, Library and Instructional Technology, Teacher Education Committee
Programme Committee for International Conference on Coordinated & Multiple Views in Exploratory Visualization 2005, Appointments, Promotion, and Tenure (Student Representative), Resource Planning Committee, Graduate Union Steward, Society of Graduate Students (Councillor)

Web Presence

Research Statement

General Area

There are many expanding areas in human computer interactions that push the boundaries of the relationships between people and software. The promise of better understanding data through interactive presentations drives many researchers to study information visualization, representation, and interaction. One direction is to utilize people's tacit understanding of space to aid in their understanding other domains. In geometry, there was much initial interest in exploiting visualization to aid in research (for instance at The Geometry Center). Although there is still interest in this direction, more energy has recently been spent exploring the educational, or introductory, benefits of visualization and interaction in geometry.

Specific Area

My interests have to do with investigating interactive spatial representations of abstract knowledge for use with introductory learning tools. Complex relationships can be suggested among visual components in the spatial domain as noted in Tufte's books about illustrations. With the dimension of interaction, the spatial properties of visuals can encode subtle causal relationships as demonstrated in many of the examples that are considered part of the dynamic geometry movement.

Research Summary

My work has focused on tools for exploring and understanding patterns. These patterns are spatially represented and encoded in geometric structures such as tilings, polyhedra, lattices (also referred to as nets), and polytopes. Although geometry is the context, the focus is on the patterns and their regularity. The spatial regularity of the structures lends itself to algorithmic descriptions that can be represented computationally with automata and Turing machines. The interfaces for the tools integrate the multiple representations with the goal of introducing the abstract complexities associated with the structures. A number of interactions that I designed for specific structures were extended to general exploration techniques. Two of the more notable techniques are stacking-unstacking (a continuous technique for exploring spatial regularities in structures) and focus+scoping (a technique for locally exploring complex structure). Generally, these interactive techniques and the representations incorporated in the tools provide a rich platform from which many user studies have and will be performed to help understand the importance of elements and designs for visually rich investigation tools.

Future Plans

I plan to further my studies of introductory tools, which rely on tacit spatial knowledge. Sophisticated introductions can use progressions of interface elements that are either part of a foundation (persistent in the progression) or part of a scaffold (transient in the progression). In particular, I would like to run user studies to investigate the effects of interface progressions. I believe that the spatial environment of PolygonR&D provides an excellent testbed for experimentation with interface progressions. In this environment, geometry is used for programming (in Logo, programming is used for geometry), which induces a visual representation for computational structures. The abundance of spatial and visual elements admit many paths of progression for introducing complex material. More broadly, I would like to study: spatial ways of programming, visual explorations of algorithms, and techniques to bridge the gulf of between processing and computational results.

Teaching Philosophy

Teaching has become a Gordian knot with many interconnected constraints and seemingly contradictory best practices. Discussions about education tend to be contentious, heated and often distorted by a nonrepresentative personal anecdotes. I believe that a perspective that primarily deals with context of the learners can cut through this educational knot and help teaching teams focus on productive discussions and creation of useful teaching tools.

In theatre, it is all about knowing your audience, in education, it is about knowing the context of the learners. Knowing their individual backgrounds, experiences, perspectives, and goals as well as their shared venues and education situations can inform the choice of strategies, tactics, and examples that will be more successful for engaging the learners. Being aware of the effects on learning of each of these facets of this context can help reduce unnecessary stress and conflict from occurring. This is important since a certain amount of stamina and energy will be required by a learner to handle necessary stress and conflict associated with learning (epistemic conflict). So after mastering course content, mastering learner context will be an important focus for teaching.

From my perspective, the current university students have a number of issues. They seem to be heterogeneous in their backgrounds with individuals having assorted gaps in their foundational skills. These gaps become clear when the students present themselves as novice experts who share bits of knowledge but end up revealing a blindness to what they don't know. As well, their experiences are becoming more and more virtual and disconnected from solving real problems. Today's tools solve their regular problems for them: GPS (rather than route planning), prefab food (rather than cooking with ratios), credit/debit cards (rather than money handling), cell phones (rather than temporal planning), etc. Since they lack experience solving these regular problems of the past, it can be challenging to find examples to help connect these students to course problems and leverage their knowledge to motivate learning more sophisticated problem solving techniques. Further, because of their tools, it seems their perspectives often undervalues structuring knowledge—in their google-centric world, knowledge is flat since every answer is only one search away. But perhaps the most challenging aspect I find with modern students is their education goals: to acquire knowledge and credentials rather than to be transformed by education. Their more commodity driven goal shifts the onus of learning on the delivery systems rather than working inwardly to overcome their epistemic conflict. To face this challenge, I look for opportunities to promote transformative goals over the point of view of educational deliverables.

I like to direct my efforts on influencing the shared venues & educational situations to better engage these new learners and promote the transformational aspect of education. Specifically, I spend time and energy designing activities and supports to help foster a community that is better focused on learning. In the past, I have worked on promoting healthy collaboration by designing unique assignments for each student with enough variation so as to help change the focus on process rather than product. As well, I have worked on environments to support self-directed remedial practice to help strengthen understanding of foundational material. Generally, trying to influence course or program's community requires attention, interest, and insight on learners journeys and creatively working on trying to streamline their unnecessary efforts. This still can be a bit of a Gordian knot but perhaps with a careful balancing act of attentiveness to learner context while maintaining a grip on the essential course material progress can be made on loosening this educational knot.

Old Teaching Philosophy


I believe teaching a course is a complex task that admits many successful strategies. A strategy's level of success will depend on the particular situation and environment in which it is employed. This dependence, if not carefully considered, can make concrete discussions comparing teaching styles seem perplexing and contradictory. Ultimately, I believe that learning is a function of time spent engaged with course material, which means that successful teaching strategies somehow capture students' interest and encourage them to focus their attention on essential course material. In courses I have taught, I have focused on two aspects: motivation and skills. To help students connect with a topic, I try to demonstrate a strong motivation for learning it, which often communicates central perspectives of the discipline. To help students focus their efforts, I try to highlight and label important skills that can act as a concise means of viewing the courses in terms of concrete, achievable milestones. A focus on these aspects has helped me employ different approaches to course material; a focus on motivation helps a top-down approach, and a focus on skills helps a bottom-up approach. A top-down approach tends to present the course as a transformative experience that offers the potential to change the student's perspective. A bottom-up approach tends to present the course as an information package that contains many skills to be acquired. I believe that balancing these approaches is useful in helping students achieve a deep and detailed understanding of the course.


Computer science seems to offer a perfect context for exploring complex, abstract concepts in a concrete manner. Often, abstractions are required to study and understand concrete computer examples. I see assignments as an excellent way for students to gain experience with course skills and have opportunities for directed reflection on subtleties of the material. It is a challenging task to construct well balanced assignments that provide basic experience, yet encourage and promote sophisticated and course related thoughts. When I construct assignments, my goal is to provide strong motivation while covering the required skills. I try to impress upon my students the importance of assignments with Confucius' quote, ''I hear I forget, I see I remember, I do I understand''.


My on-going interest in teaching parallels my research interest of constructing and studying computer learning environments as well as my personal interest in performing. As a designer of learning environments, I try to conceptually streamline tools so users do not become distracted or confused by details that may not contribute to my goals for the tool. This streamlining can sometimes mean sacrificing pet interests that are not essential. My past years as an improv actor in dinner theatre, I have been honing my on-the-fly presentation skills to listen to and steer my audiences so that their interactions and interjections enhance and become part of a coherent play. I believe that both of these interests contribute to the way I view teaching as a carefully pruned activity, as well as, a flexible and inclusive activity.


  • Dr. Kamran Sedig web, sedig@uwo.ca
  • Dr. Robert E. Mercer web, mercer@csd.uwo.ca
  • Bryan Sarlo web, bsarlo@uwo.ca