Table of Contents

• Analyzing CS competencies using the SOLO taxonomyClaus Brabrand, Bettina Dahl. 1 [doi]
• Useful sharingSally Fincher. 2 [doi]
• ILE-idolSally Fincher, Stephen Cooper, Michael Kölling, Ian Utting. 4-5 [doi]
• An instructional approach to drive computer science courses through virtual learning environmentsFélix Buendía, Juan-Carlos Cano, José-Vicente Benlloch. 6-10 [doi]
• Coverage of course topics in a student generated MCQ repositoryPaul Denny, Andrew Luxton-Reilly, John Hamer, Helen C. Purchase. 11-15 [doi]
• Using a groupware system in CS1 to engage introverted studentsGloria Childress Townsend. 16-20 [doi]
• Freedom of choice as motivational factor for active learningAtanas Radenski. 21-25 [doi]
• The student view on online peer reviewsChristine Bauer, Kathrin Figl, Michael Derntl, Peter Paul Beran, Sonja Kabicher. 26-30 [doi]
• Learning from and with peers: the different roles of student peer reviewingHarald Søndergaard. 31-35 [doi]
• Democracy in the classroom: an exercise for the first days of CS1Don Blaheta. 36-39 [doi]
• An academic kit for integrating mobile devices into the CS curriculumQusay H. Mahmoud, Thanh Ngo, Razieh Niazi, Pawel Popowicz, Robert Sydoryshyn, Matthew Wilks, Dave Dietz. 40-44 [doi]
• A course on algorithms and data structures using on-line judgingGinés García-Mateos, José Luis Fernández Alemán. 45-49 [doi]
• Engaging students in specification and reasoning: hands-on experimentation and evaluationMurali Sitaraman, Jason O. Hallstrom, Jarred White, Svetlana Drachova-Strang, Heather K. Harton, Dana P. Leonard, Joan Krone, Rich Pak. 50-54 [doi]
• Software reuse and plagiarism: a code of practiceJ. Paul Gibson. 55-59 [doi]
• A story-telling approach for a software engineering course designHenrik Bærbak Christensen. 60-64 [doi]
• A communication skills for computer scientists courseLillian Blume, Ronald M. Baecker, Christopher Collins, Aran Donohue. 65-69 [doi]
• Free technology academy: a European initiative for distance education about free software and open standardsDavid Megías, Wouter Tebbens, Lex Bijlsma, Francesc Santanach. 70-74 [doi]
• Relating research and teaching: learning from experiences and beliefsSu White, Alastair Irons. 75-79 [doi]
• The use of a controlled wireless testbed in coursesPeter Steenkiste. 80-84 [doi]
• 802.11 wireless experiments in a virtual worldThomas Sturgeon, Colin Allison, Alan Miller. 85-89 [doi]
• Database and database application securityHuwida E. Said, Mário Guimãraes, Zakaria Maamar, Leon Jololian. 90-93 [doi]
• Enthusing & inspiring with reusable kinaesthetic activitiesPaul Curzon, Peter W. McOwan, Quintin I. Cutts, Tim Bell. 94-98 [doi]
• The effect of CS unplugged on middle-school students views of CSRivka Taub, Mordechai Ben-Ari, Michal Armoni. 99-103 [doi]
• Using game creation for teaching computer programming to high school students and teachersMohammed Al-Bow, Debra Austin, Jeffrey Edgington, Rafael Fajardo, Joshua Fishburn, Carlos Lara, Scott T. Leutenegger, Susan Meyer. 104-108 [doi]
• Interleaved pattern composition and scaffolded learningDavid Ginat. 109-113 [doi]
• Exposure to research through replication of research: a case in complex networksAli Erkan, Sam Newmark, Nicolas Ommen. 114-118 [doi]
• Active learning of greedy algorithms by means of interactive experimentationJ. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco. 119-123 [doi]
• Curing recursion aversionKatherine Gunion, Todd Milford, Ulrike Stege. 124-128 [doi]
• Differences in beliefs and attitudes about computer science among students and faculty of the bachelor programJacob Perrenet. 129-133 [doi]
• What were they thinking?Roy P. Pargas, Samuel Bryfczynski. 134-138 [doi]
• Undergraduate research in CS: a global perspectiveLawrence D Antonio, Roger D. Boyle, Amruth N. Kumar, Logan Muller, Claudia Roda, Matti Tedre. 139-140 [doi]
• Anchor garden: an interactive workbenchfor basic data concept learningin object oriented programming languagesMotoki Miura, Taro Sugihara, Susumu Kunifuji. 141-145 [doi]
• Extending moodle to better support computing educationGuido Rößling, Andreas Kothe. 146-150 [doi]
• Developing programming skills by using interactive learning objectsJorge Villalobos, Nadya A. Calderón, Camilo Jiménez. 151-155 [doi]
• Affective and behavioral predictors of novice programmer achievementMa. Mercedes T. Rodrigo, Ryan Shaun Baker, Matthew C. Jadud, Anna Christine M. Amarra, Thomas Dy, Maria Beatriz V. Espejo-Lahoz, Sheryl Ann L. Lim, Sheila A. M. S. Pascua, Jessica O. Sugay, Emily S. Tabanao. 156-160 [doi]
• Further evidence of a relationship between explaining, tracing and writing skills in introductory programmingRaymond Lister, Colin Fidge, Donna Teague. 161-165 [doi]
• Improving the mental models held by novice programmers using cognitive conflict and jeliot visualisationsLinxiao Ma, John D. Ferguson, Marc Roper, Isla Ross, Murray Wood. 166-170 [doi]
• The academic enhancement program: encouraging students to learn about learning as part of their computing science coursesDiana Cukierman, Donna McGee Thompson. 171-175 [doi]
• Need to consider variations within demographic groups when evaluating educational interventionsAmruth N. Kumar. 176-180 [doi]
• Computer science student transformations: changes and causesJan Erik Moström, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Lynda Thomas, Carol Zander. 181-185 [doi]
• Adaptation of team-based learning on a first term programming classPatricia Lasserre. 186-190 [doi]
• The professor on your PC: a virtual CS1 courseJudith Gal-Ezer, Tamar Vilner, Ela Zur. 191-195 [doi]
• Introducing abstraction and decomposition to novice programmersRaja Sooriamurthi. 196-200 [doi]
• Computational thinking (CT): on weaving it inPaul Curzon, Joan Peckham, Harriet G. Taylor, Amber Settle, Eric Roberts. 201-202 [doi]
• Virtual machines: abstraction and implementationShimon Schocken. 203-207 [doi]
• Blackjack-playing agents in an advanced AI courseJeffrey L. Popyack. 208-212 [doi]
• Hybrid and custom data structures: evolution of the data structures courseDaniel J. Ernst, Daniel E. Stevenson, Paul J. Wagner. 213-217 [doi]
• Paired professional development: a methodology for continued professional development in computer scienceWalter Pharr, Christopher W. Starr, Caroline S. Starr. 218-222 [doi]
• Learning styles: novices decideCarol Zander, Lynda Thomas, Beth Simon, Laurie Murphy, Renée McCauley, Brian Hanks, Sue Fitzgerald. 223-227 [doi]
• The effect of visualizing roles of variables on student performance in an introductory programming courseNouf M. Al-Barakati, Arwa Y. Al-Aama. 228-232 [doi]
• Why are we still here?: experiences of successful women in computingHannah M. Dee, Karen E. Petrie, Roger D. Boyle, Reena Pau. 233-237 [doi]
• INSPIRED broadening participation: first year experience and lessons learnedPeggy Israel Doerschuk, Jiangjiang Liu, Judith Mann. 238-242 [doi]
• Exploring technologies for building collaborative learning communities among diverse student populationsNicole Anderson, Chi-Cheng Lin. 243-247 [doi]
• A music context for teaching introductory computingAnanya Misra, Douglas S. Blank, Deepak Kumar. 248-252 [doi]
• A unified approach to introductory computer science: can one size fit all?Timothy Huang, Amy Briggs. 253-257 [doi]
• Influence of the familiarization with scratch on future teachers opinions and attitudes about programming and ICT in educationGeorgios Fesakis, Kiriaki Serafeim. 258-262 [doi]
• Evaluating student experiences in developing software for humanityGregory W. Hislop, Heidi J. C. Ellis, Ralph A. Morelli. 263-267 [doi]
• Teaching design patterns using a family of gamesMarco Antonio Gómez-Martín, Guillermo Jiménez-Díaz, Javier Arroyo. 268-272 [doi]
• Evaluation of a software engineering course by reflectionOhad Barzilay, Orit Hazzan, Amiram Yehudai. 273-277 [doi]
• Computer science issues in high school: gender and more...Judith Gal-Ezer, Daphna Shahak, Ela Zur. 278-282 [doi]
• The development and implementation of a context-based curricular framework for computer science education in high schoolsChristopher W. Starr, Doug Bergman, Phil Zaubi. 283-287 [doi]
• Bridging ICT and CS: educational standards for computer science in lower secondary educationTorsten Brinda, Hermann Puhlmann, Carsten Schulte. 288-292 [doi]
• Xen worlds: leveraging virtualization in distance educationBenjamin R. Anderson, Amy K. Joines, Thomas E. Daniels. 293-297 [doi]
• First experiences with a classroom recording systemPaul E. Dickson, W. Richards Adrion, Allen R. Hanson, David T. Arbour. 298-302 [doi]
• Virtualizing office hours in CS 50David J. Malan. 303-307 [doi]
• Estimating programming knowledge with Bayesian knowledge tracingJussi Kasurinen, Uolevi Nikula. 313-317 [doi]
• Generalised diagram revision tools with automatic markingPete G. Thomas, Kevin G. Waugh, Neil Smith. 318-322 [doi]
• WriteOn1.0: a tablet PC-based tool for effective classroom instructionSamantha Chandrasekar, Joseph G. Tront, Jane C. Prey. 323-327 [doi]
• A visualisation tool for the programming processCharles Boisvert. 328-332 [doi]
• Analyzing the use of a rubric-based grading toolTuukka Ahoniemi, Ville Karavirta. 333-337 [doi]
• A visual proof of amortised-linear resizable arraysDon Blaheta. 338 [doi]
• Interactive visualization of recursion with SRecJ. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco, Jaime Urquiza-Fuentes. 339 [doi]
• Video courseware for teaching operating systems with WindowsSeung-won Hwang. 340 [doi]
• Design patterns to support teaching of automata theoryAgathe Merceron. 341 [doi]
• VAST: a visualization-based educational tool for language processors coursesFrancisco J. Almeida-Martínez, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide. 342 [doi]
• Cooperative learning to support the lacks of PBLJavier García Martín. 343 [doi]
• Peer assessments using the moodle workshop toolJohn F. Dooley. 344 [doi]
• Progressive assignment in CS1Mirela Djordjevic. 346 [doi]
• Running a programming contest in an introductory computer science courseArnold Rosenbloom. 347 [doi]
• Rich content plug-ins for the teaching machineTheodore S. Norvell, Michael Bruce-Lockhart. 348 [doi]
• Unit testing in JavaViera K. Proulx, Weston Jossey. 349 [doi]
• Two novel prolog assignmentsJonathan Mohr. 350 [doi]
• Tool support for teaching responsibility-driven designYanic Inghelbrecht. 351 [doi]
• The role of collective efficacy and collaborative learning behavior in learning computer science through CSCLShu-Ling Wang, Gwo-Haur Hwang, Ju-Chun Chu, Pei-Shan Tsai. 352 [doi]
• Computing science: what do pupils think?Alison Mitchell, Helen C. Purchase, John Hamer. 353 [doi]
• Automatically identifying learners problem solving strategies in-process solving algorithmic problemsUlrich Kiesmüller, Torsten Brinda. 354 [doi]
• Ensemble: enriching communities and collections to support education in computingLillian (Boots) Cassel, Hislop Gregory, Bharath Nadella. 355 [doi]
• How to teach programming in secondary education: first results of a PhD projectMara Saeli. 356 [doi]
• The attributes of task difficulty in informatics in secondary education: first results of an empirical studyKirsten Schlüter, Torsten Brinda. 357 [doi]
• Using coding patterns in a model-driven approach to teaching object oriented programmingJames H. Paterson, John Haddow, Ka Fai Cheng. 358 [doi]
• AARTIC: development of an intelligent environment for human learningFaten Mhiri, Sylvie Ratté. 359 [doi]
• Working across time zones in cross-cultural student teamsRukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek, Ching-Chen Ma, Christine Price, Christopher R. Routh. 360 [doi]
• The two states of the mind to teach UMLLuis de Marcos, Fernando Flores, José-Javier Martínez. 361 [doi]
• Guided learning via diagnostic feedback to question responsesDominic Palmer-Brown, Chrisina Draganova, Sin Wee Lee. 362 [doi]
• Long-term software projects development: the affect of students self-appreciation and initial expectationsBruria Haberman, Cecile Yehezkel. 363 [doi]
• Use of intuitive tools to enhance student learning and user experienceRukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek, Ching-Chen Ma, Christine Price, Christopher R. Routh. 365 [doi]
• Masters degrees in computingLillian N. Cassel, Gordon Davies, Stephen Seidman. 366 [doi]
• Teach real-time embedded system online with real hands-on labsKai Qian, Jigang Liu, Lixin Tao. 367 [doi]
• A collaborative ubiquitous learning platform for computer science educationJudy C. R. Tseng, Sunny Y. Y. Hsu, Gwo-Jen Hwang. 368 [doi]
• Automatic E-learning contents composition by using gap analysis techniquesJuan-Manuel de Blas, José María Gutiérrez, Luis de Marcos, Roberto Barchino. 369 [doi]
• Graduate attributes and performance measures: refinements in assessing programsJohn Impagliazzo. 370 [doi]
• Evaluating students programs using automated assessment: a case studyJohn English, Tammy Rosenthal. 371 [doi]
• Learning method based on collaborative assessment performed by the students: an application to computer scienceHiginio Mora Mora, Maria Teresa Signes Pont, Rafael Camps Jordá, Juan Manuel García Chamizo. 372 [doi]
• Developing classification criteria for programming tasksBronius Skupas, Valentina Dagiene, Miguel A. Revilla. 373 [doi]
• Revised associate-level curricular guidelines in computer scienceElizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell, Anita M. Wright. 374 [doi]
• Object-oriented design with trace modeler and Trace4JYanic Inghelbrecht. 375 [doi]
• Visualizing compression algorithms on-the-flyGuido Rößling, Florian Lindner. 376 [doi]
• Rubyric: an online assessment tool for effortless authoring of personalized feedbackTapio Auvinen, Ville Karavirta, Tuukka Ahoniemi. 377 [doi]
• Inducing student interaction in a virtual environmentFelipe Tirado, Alfonso Bustos, Alejandro Miranda, Ana Elena Del Bosque. 378 [doi]
• Towards automatic syllabi matchingMarco Ronchetti, Joseph Sant. 379 [doi]
• Blended learning for teaching operating systems with WindowsSeung-won Hwang. 380 [doi]
• Musicomputation: a pilot course exploring a pre-college computer science curriculumMarilyn C. Cole, Evan Korth, Adam L. Meyers, Sam Pluta. 381 [doi]
• CPATH: distributed expertise - collaborating with other disciplinesLillian N. Cassel, Thomas Way, Sridhara Potluri. 382 [doi]
• WAPPEN: a web-based application framework for programming and its bison/flex plug-inKoji Kagawa. 383 [doi]
• Social engineering: a serious underestimated problemGuido Rößling, Marius Müller. 384 [doi]
• Teaching software architectures and aspect-oriented software development using open-source projectsCristóbal Costa Soria, Jennifer Pérez. 385 [doi]
• Fine arts perspective in user interface designCan Kültür, Ilgim Veryeri Alaca. 386 [doi]
• Dzver: a visual computer science learning environmentAlex Pantaleev. 387 [doi]
• Technology infrastructure in support of a medical & bioinformatics masters degreeGünter Tusch, Paul Leidig, Greg Wolffe, David Elrod, Carl Strebel. 388 [doi]
• GraphPad: a graph creation tool for CS2/CS7Samuel P. Bryfczynski, Roy P. Pargas. 389 [doi]
• Replacing introductory programming courses with a broader perspective on computingGregory W. Hislop. 390 [doi]
• The positive effects of explanation after CE in AVBLAntonios Saravanos, Charles K. Kinzer. 391 [doi]
• Extending parameterized problem-tracing questions for Java with personalized guidanceI-Han Hsiao, Sergey A. Sosnovsky, Peter Brusilovsky. 392 [doi]
• APEINTA: a spanish educational project aiming for inclusive education in and out of the classroomAna Iglesias, Lourdes Moreno, Pablo Revuelta, Javier Jiménez. 393 [doi]
• Tail recursion by using function generalizationManuel Rubio-Sánchez, J. Ángel Velázquez-Iturbide. 394 [doi]
• A system for integral efficiency analysis of sustainable technologiesGuido Rößling, Yavor Kolarov. 395 [doi]
• The use of MUVE technology in teaching AI algorithmsDavid C. Moffat, Kathryn Trinder. 396 [doi]
• Mental models of recursive computations vs. recursive analysis in the problem domainClaudio Mirolo. 397 [doi]
• Keeping the pace in CS-1 through the use of CMSCan Kültür. 398 [doi]
• Use of mobile phone technologies in learningChrisina Draganova. 399 [doi]
• Visual examples of recursionBen Stephenson. 400 [doi]
• Making the case for mobile game developmentStan Kurkovsky. 401 [doi]
• Concurrency and parallelism in the computing ontologyLillian N. Cassel, Richard J. LeBlanc, Andrew D. McGettrick, Michael Wrinn. 402 [doi]
• How do robots foster the learning of basic concepts in informatics?Bernhard Wiesner, Torsten Brinda. 403 [doi]