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ORCID10th ITiCSE 2005: Caparica, Portugal
- José C. Cunha, William M. Fleischman, Viera K. Proulx, João Lourenço:
Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2005, Caparica, Portugal, June 27-29, 2005. ACM 2005, ISBN 1-59593-024-8
Keynotes
- Joseph Weizenbaum:
Information in the information society. 1 - Emilio Luque
:
Is evolution or revolution the way for improving the teaching methodology in computer science? 2 - Maria M. Klawe:
Changing the image of computer science: a north american perspective in conversation with Europe. 3
Early programming
- Will Marrero, Amber Settle:
Testing first: emphasizing testing in early programming courses. 4-8 - Nghi Truong, Peter Bancroft, Paul Roe:
Learning to program through the web. 9-13 - Essi Lahtinen, Kirsti Ala-Mutka, Hannu-Matti Järvinen:
A study of the difficulties of novice programmers. 14-18 - Cynthia S. Hood, Dennis J. Hood:
Teaching programming and language concepts using LEGOs. 19-23
Software design and communications
- Martin Dick:
Student interviews as a tool for assessment and learning in a systems analysis and design course. 24-28 - Hugh C. Davis, Su White:
A research-led curriculum in multimedia: learning about convergence. 29-33 - Tzu-Yi Chen, Stephen Cooper, Robert McCartney, Leslie Schwartzman:
The (relative) importance of software design criteria. 34-38 - David Cox:
A pragmatic HCI approach: engagement by reinforcing perception with functional dsesign and programming. 39-43
Distributed computing and operating systems
- Rainer Oechsle, Tim Gottwald:
DisASTer (distributed algorithms simulation terrain): a platform for the implementation of distributed algorithms. 44-48 - Michael Goldweber, Renzo Davoli, Mauro Morsiani:
The Kaya OS project and the muMPS hardware emulator. 49-53
Visualization of software behavior
- Guillermo Jiménez-Díaz, Mercedes Gómez-Albarrán, Marco Antonio Gómez-Martín, Pedro A. González-Calero:
Software behaviour understanding Supported by dynamic visualization and role-play. 54-58 - Michael Kölling, Poul Henriksen:
Game programming in introductory courses with direct state manipulation. 59-63
Understanding algorithms
- Jacob Perrenet, Jan Friso Groote, Eric Kaasenbrood:
Exploring students' understanding of the concept of algorithm: levels of abstraction. 64-68 - Donald D. Chinn:
Peer assessment in the algorithms course. 69-73 - Bruria Haberman, Haim Averbuch, David Ginat:
Is it really an algorithm: the need for explicit discourse. 74-78 - Michael H. Goldwasser, David Letscher:
Providing students universal access to a centralized, graphical computing environment. 79-83
Novice programmers
- Marzieh Ahmadzadeh, Dave Elliman, Colin Higgins:
An analysis of patterns of debugging among novice computer science students. 84-88 - Anna Eckerdal, Michael Thuné:
Novice Java programmers' conceptions of "object" and "class", and variation theory. 89-93 - Henrik Bærbak Christensen:
Implications of perspective in teaching objects first and object design. 94-98 - Sally H. Moritz, Fang Wei, Shahida M. Parvez, Glenn D. Blank:
From objects-first to design-first with multimedia and intelligent tutoring. 99-103
Iconic programming
- Stephen Chen, Stephen Morris:
Iconic programming for flowcharts, java, turing, etc. 104-107 - Charmain Cilliers, André P. Calitz, Jéan H. Greyling:
The effect of integrating an Iconic programming notation into CS1. 108-112 - Vassilios Efopoulos, Vassilios Dagdilelis, Georgios Evangelidis, Maya Satratzemi:
WIPE: a programming environment for novices. 113-117 - Minoru Terada:
ETV: a program trace player for students. 118-122
Software engineering design
- Kajal T. Claypool, Mark Claypool:
Teaching software engineering through game design. 123-127 - Stephanie Ludi:
Active-learning activities that introduce students to software engineering fundamentals. 128-132 - Chun Wai Liew:
Teaching software development skills early in the Curriculum through software engineering. 133-137 - Elizabeth Sweedyk, Robert M. Keller:
Fun and games: a new software engineering course. 138-142
Assessment
- Hasmik Gharibyan:
Assessing students' knowledge: oral exams vs. written tests. 143-147 - Laurie Murphy, Josh Tenenberg:
Do computer science students know what they know?: a calibration study of data structure knowledge. 148-152 - Timothy V. Fossum, Susan M. Haller:
A new quantitative assessment tool for computer science programs. 153-157 - Pete G. Thomas, Kevin G. Waugh, Neil Smith:
Experiments in the automatic marking of ER-diagrams. 158-162
Databases and artificial intelligence
- Alan D. Fekete:
Teaching transaction management with SQL examples. 163-167 - Paul Wagner:
Teaching data modeling: process and patterns. 168-172 - M. R. K. Krishna Rao:
Infusing critical thinking skills into content of AI course. 173-177 - Saleema Amershi, N. Arksey, Giuseppe Carenini, Cristina Conati, Alan K. Mackworth, Heather Maclaren, David Poole:
Designing CIspace: pedagogy and usability in a learning environment for AI. 178-182
CS 1-2
- Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang:
Analyzing relationships between closed labs and course activities in CS1. 183-187 - Christian Holmboe:
The linguistics of object-oriented design: implications for teaching. 188-192 - António José Mendes, Anabela Jesus Gomes, Micaela Esteves, Maria José Marcelino, Crescencio Bravo, Miguel A. Redondo:
Using simulation and collaboration in CS1 and CS2. 193-197 - Nuno C. Marques, Francisco Azevedo, Carmen Morgado, Jorge F. Custódio:
Using Octave to introduce programming to technical science students. 198-202
Operating systems, architectures, and networks
- João M. P. Cardoso:
New challenges in computer science education. 203-207 - Martín Casado, Gregory Watson, Nick McKeown:
Teaching networking hardware. 208-212 - Donald L. Tobin Jr., Michael S. Ware:
Using a windows attack intRusion emulator (AWARE) to teach computer security awareness. 213-217 - Luiz Paulo Maia, Francis Berenger Machado, Ageu C. Pacheco Jr.:
A constructivist framework for operating systems education: a pedagogic proposal using the SOsim. 218-222
E-voting, ethics, and infastructure for computing education
- Mark Jones:
The pedagogic opportunities of touch-screen voting. 223-226 - Chris Armen, Ralph A. Morelli:
Teaching about the risks of electronic voting technology. 227-231 - Annegret Goold, Jo Coldwell:
Teaching ethics in a virtual classroom. 232-236 - Chad Peiper, David Warden, Ellick Chan, Boris Capitanu, Samuel N. Kamin:
eFuzion: development of a pervasive educational system. 237-240
Exploring student learning
- A. T. Chamillard, Ricky E. Sward:
Learning styles across the curriculum. 241-245 - Linda Stern, Selby Markham, Ria Hanewald:
You can lead a horse to water: how students really use pedagogical software. 246-250 - Peter Brusilovsky, Sergey A. Sosnovsky:
Engaging students to work with self-assessment questions: a study of two approaches. 251-255 - M. R. K. Krishna Rao, S. Junaidu, Talal Maghrabi, Muhammad Shafique, Motaz Ahmed, Kanaan A. Faisal:
Principles of curriculum design and revision: a case study in implementing computing curricula CC2001. 256-260
Programming languages
- Timothy V. Fossum:
Classes as first class objects in an environment-passing interpreter. 261-265 - Akim Demaille:
Making compiler construction projects relevant to core curriculums. 266-270 - J. Ángel Velázquez-Iturbide:
A programming languages course for freshmen. 271-275
Assessing student learning
- Lecia Jane Barker:
When do group projects widen the student experience gap? 276-280 - Markus Krebs, Tobias Lauer, Thomas Ottmann, Stephan Trahasch:
Student-built algorithm visualizations for assessment: flexible generation, feedback and grading. 281-285 - Denise M. Woit, K. J. Bell:
Student communication challenges in distributed software engineering environments. 286-290
Group and team management
- Katherine Deibel:
Team formation methods for increasing interaction during in-class group work. 291-295 - Emilia Mendes, Lubna Basil Al-Fakhri, Andrew Luxton-Reilly:
Investigating pair-programming in a 2nd-year software development and design computer science course. 296-300
Networks
- Renzo Davoli, Michael Goldweber:
Virtual square (V2) in computer science education. 301-305 - Pilu Crescenzi, Giorgio Gambosi, Gaia Innocenti:
NetPrIDE an integrated environment for developing and visualizing computer network protocols. 306-310
Pair programming
- Chris W. Loftus, Mark Ratcliffe:
Extreme programming promotes extreme learning? 311-315 - Brian Hanks:
Student performance in CS1 with distributed pair programming. 316-320 - Raymond Flood, Bob Lockhart:
Teaching programming collaboratively. 321-324
Formal methods
- Rakesh M. Verma:
A visual and interactive automata theory course emphasizing breadth of automata. 325-329 - Michel Wermelinger, Artur Miguel Dias:
A prolog toolkit for formal languages and automata. 330-334 - Nelma Moreira, Rogério Reis:
Interactive manipulation of regular objects with FAdo. 335-339
Panel session 1
- Annegret Goold, Arnold Pears, Mary Z. Last, Chris Beaumont, Chew Swee Cheng:
Virtual student teams: opportunities and challenges. 340-341
Panel session 2
- Joseph Bergin, Eugene Wallingford, Michael E. Caspersen, Michael Goldweber, Michael Kölling:
Teaching polymorphism early. 342-343
Panel session 3
- George R. S. Weir, Tamar Vilner, António José Mendes, Marie Nordström:
Difficulties teaching Java in CS1 and how we aim to solve them. 344-345
Poster session 1
- Jacobo Carrasquel:
Students evaluating faculty: a subjective process. 346 - John Impagliazzo:
Computing curricula overview project. 347 - Tamar Benaya, Ela Zur:
Advanced programming in java workshop: teaching methodology. 348 - James H. Paterson, John Haddow, Miriam Birch, Alex Monaghan:
Using the BlueJ IDE in a data structures course. 349 - Haitham S. Hamza:
Introducing object-oriented analysis and design in lower-level undergraduate courses: a pattern-based approach. 350 - Maria José Marcelino:
Learning repetition structures in programming. 351 - Giovanni M. Bianco, Simonetta Tinazzi:
Why are children left out of the CS rethinking process? 352 - J. C. Ernest, A. S. Bowser, S. Ghule, S. Sudireddy, Jameson P. Porter, Douglas A. Talbert, Martha J. Kosa:
Weathering MindStorms with drizzle and DIODE in CS0. 353 - Ahmad Ghafarian:
Reverse engineering technique to enhance software engineering education. 354 - Peter Mikulecký:
Knowledge sharing as an innovative educational practice: educating knowledge technologies. 355 - Orna Muller, Bruria Haberman:
Guidelines for a multiple-goal CS introductory course: algorithmic problem-solving woven into OOP. 356 - Martha Lucia Hause:
Distributed team performance in software development. 357 - Edmond C. Prakash:
Computer game arena: a showcase for computer game projects. 358
Poster session 2
- James H. Paterson, Frances McCormick, Gerry Creechan:
Teaching XML in a web development context. 359 - Ilana Bass, Dvir Lanzberg:
Teaching to analyze solutions using FGA. 360 - Robert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee:
Curricular projects of the ACM two-year college education committee. 361 - Michal Armoni, Judith Gal-Ezer:
Reductive thinking in undergraduate CS courses. 362 - Kamila Olsevicova:
Application of topic maps in e-learning environment. 363 - Cecile Yehezkel, Bruria Haberman:
"Computer science, academia, and industry" educational project. 364 - Rui Pais, João Paulo Barros:
Two possible approaches for an intermediate GUI course. 365 - David Hemmendinger:
Computing history: interesting times. 366 - David G. Kay, André van der Hoek, Debra J. Richardson:
Extending undergraduate CS programs with informatics: emphasizing software and system design in context. 367 - Riccardo Massarelli:
The difficult art of pruning in favour of creative thinking. 368 - Judith Gal-Ezer, Mark B. Trakhtenbrot:
Challenges in teaching the pumping lemma in automata theory course. 369
Poster session 3
- Gwen Nugent, Leen-Kiat Soh, Ashok Samal, Suzette Person, Jeff Lang:
Design, development, and validation of a learning object for CS1. 370 - Ioanna Stamouli, Marjahan Begum, Rebecca Mancy:
ExploreCSEd: exploring skills and difficulties in programming education. 371 - Vladimír Bures, Daniela Ponce:
Knowledge-based support of newcomers integration into an organization. 372 - Artur Miguel Dias:
Moving from mailing lists to web-based discussion forums. 373 - Tammy Rosenthal:
Introducing recursion by using multimedia. 374 - Cynthia S. Hood, Dennis J. Hood:
Toward integrating computing concepts into the K-12 curriculum. 375 - Edmond C. Prakash:
Implicit functions lab: a collaboratory for computer graphics. 376 - Georg Turban, Guido Rößling, Christoph Trompler:
Bridging media breaks in presence presentations. 377 - Vicki L. Almstrum, Mary Z. Last:
What attracts women to CS? 378 - John Impagliazzo:
Use a little history. 379 - Stelios Xinogalos, Maya Satratzemi:
Using hands-on activities for motivating students with OOP concepts before they are asked to implement them. 380 - Vladimir Nodelman, Bruria Haberman:
Complex analysis in computer graphics course. 381 - Morten Lindholm:
Development of object-understanding among students in the humanities. 382
Demonstrations
- Nghi Truong:
The environment for learning to program. 383 - Stelios Xinogalos, Maya Satratzemi:
The hands-on activities of the programming microworld objectKarel. 384 - Micael Gallego-Carrillo, Francisco Gortázar-Bellas, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide:
SOTA: a visualization tool for symbol tables. 385 - Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide:
Reusable collections of web-based program animations. 386 - Amruth N. Kumar:
Online tutors for C++/Java programming. 387
Tips and techniques
- Pedro D. Medeiros, Vítor Duarte, Maria Cecilia Gomes, Rui F. Marques:
Using a PC simulator to illustrate input-output programming techniques. 388 - Joseph Bergin:
Academic jeopardy. 389 - Rui Pais, João Paulo Barros:
Use of flash movies for teaching GUI programming. 390 - Mary J. Granger:
Learning technical concepts with collaboration and communication skills. 391 - María Aránzazu Simón Hurtado, Carlos Vivaracho-Pascual:
Learning UNIX in first year of computer engineering. 392 - Ilana Bass, Dvir Lanzberg:
Iterative implementation of DFS. 393 - Robert A. Hovis:
Managing the complexity in first year programming. 394 - Amruth N. Kumar:
Projects in the programming languages course. 395 - Henrik Bærbak Christensen:
TS-05: 150 lines of java with high architectural complexity. 396
Student posters
- Eric Clark:
Hacking as a form of "self-improvement". 397 - Sérgio Freitas, Maria Beatriz Carmo, Ana Paula Afonso:
A personalized visualization tool for geo-referenced information. 398