Table of Contents

• The computing at school working groupSimon L. Peyton Jones. 1 [doi]
• The fastest man on earthAndy Green. 2 [doi]
• Kinetic: a learning environment within businessChris Wildsmith. 3 [doi]
• An informatics perspective on computational thinkingJames Walden, Maureen Doyle, Rudy Garns, Zachary Hart. 4-9 [doi]
• Computational thinking in educational activities: an evaluation of the educational game light-botLindsey Ann Gouws, Karen L. Bradshaw, Peter Wentworth. 10-15 [doi]
• From theory to practice: NP-completeness for every CS studentPierluigi Crescenzi, Emma Enström, Viggo Kann. 16-21 [doi]
• Design eye: an interactive learning environment based on the solo taxonomySafurah Abdul Jalil, Beryl Plimmer, Ian Warren, Andrew Luxton-Reilly. 22-27 [doi]
• Interactive educational simulations for promoting the comprehension of basic compiler construction conceptsDaniel Rodriguez-Cerezo, Mercedes Gómez-Albarrán, José Luis Sierra-Rodríguez. 28-33 [doi]
• Voice interactive learning: a framework and evaluationM. Puerto Paule-Ruiz, Víctor Manuel Álvarez García, Juan Ramón Pérez Pérez, Moises Riestra González. 34-39 [doi]
• Teaching and assessing programming fundamentals for non majors with visual programmingWilliam L. Honig. 40-45 [doi]
• Programming process visualizer: a proposal of the tool for students to observe their programming processYoshiaki Matsuzawa, Ken Okada, Sanshiro Sakai. 46-51 [doi]
• A hierarchical framework for mapping and quantitatively assessing program and learning outcomesJoy Reed, Hong Zhang. 52-57 [doi]
• Concepts for mobile programmingAaron J. Gordon. 58-63 [doi]
• Mobile computing and robotics in one course: why not?Stan Kurkovsky. 64-69 [doi]
• Learning elsewhere: tales from an extracurricular game development competitionChris Johnson, Anson Call, Steve Herrnstadt. 70-75 [doi]
• Introducing computing students to scientific experimentationKaren Renaud. 76-81 [doi]
• Using CloudSim to learn cloud computing architecture/system concepts in a graduate courseMarta Beltrán, Antonio Guzmán, Marcos Palomero. 82-87 [doi]
• From cluster to cloud to applianceDavid J. Malan. 88-92 [doi]
• Teaching internationalization: internationallyJesse M. Heines, Krzysztof Jassem. 93-98 [doi]
• Teaching spreadsheets to visually-impaired students in an environment similar to a mainstream classDino Capovilla, Peter Hubwieser. 99-104 [doi]
• Teaching data structures with beSocraticSam Bryfczynski, Roy P. Pargas, Melanie Cooper, Michael Klymkowsky, Brian C. Dean. 105-110 [doi]
• Issues with a course that emphasizes self-directionVille Isomöttönen, Ville Tirronen, Michael Cochez. 111-116 [doi]
• Scaffolding students' learning using test my codeArto Vihavainen, Thomas Vikberg, Matti Luukkainen, Martin Pärtel. 117-122 [doi]
• Massive increase in eager TAs: experiences from extreme apprenticeship-based CS1Arto Vihavainen, Thomas Vikberg, Matti Luukkainen, Jaakko Kurhila. 123-128 [doi]
• Peer instruction in computer science at small liberal arts collegesLeo Porter, Saturnino Garcia, John Glick, Andrew Matusiewicz, Cynthia Taylor. 129-134 [doi]
• Industry-inspired guidelines improve students' pair programming communicationMark Zarb, Janet Hughes, John Richards. 135-140 [doi]
• Assessment of programming: pedagogical foundations of examsJudy Sheard, Simon, Angela Carbone, Daryl J. D'Souza, Margaret Hamilton. 141-146 [doi]
• Streamlining grading toward better feedbackTommy MacWilliam, David J. Malan. 147-152 [doi]
• A portable graphics library for introductory CSEric Roberts, Keith Schwarz. 153-158 [doi]
• JSAV: the JavaScript algorithm visualization libraryVille Karavirta, Clifford A. Shaffer. 159-164 [doi]
• Producing multimedia pills to stimulate student learning and engagementElena Sánchez-Nielsen. 165-170 [doi]
• Why does place matter?Daniel Knox, Sally Fincher. 171-176 [doi]
• On the differences between correct student solutionsAndrew Luxton-Reilly, Paul Denny, Diana Kirk, Ewan D. Tempero, Se-Young Yu. 177-182 [doi]
• A study of the influence of code-tracing problems on code-writing skillsAmruth N. Kumar. 183-188 [doi]
• Using case studies to design and deliver technology-centered computing education courses: an innovative approach from an undergraduate information systems program in singaporeIlse Baumgartner. 189-194 [doi]
• Five years of taps on shoulders to PATS on backs in ICTAngela Carbone, Belinda Ross, Jason Ceddia. 195-200 [doi]
• Capstone project online assessment tool without the paper workVivienne Farrell, Graham Farrell, Paul Kindler, Gilbert Ravalli, David Hall. 201-206 [doi]
• Project-based learning within a large-scale interdisciplinary research effortMaria Gorlatova, John Sarik, Peter R. Kinget, Ioannis Kymissis, Gil Zussman. 207-212 [doi]
• A comparison of two iterations of a software studio course based on continuous integrationWilliam Billingsley, Jim Steel. 213-218 [doi]
• Commercial aspects of contract cheatingRobert Clarke, Thomas Lancaster. 219-224 [doi]
• Exploring the effects of collaboration scripts embedded in a distributed pair programming systemDespina Tsompanoudi, Maya Satratzemi, Stelios Xinogalos. 225-230 [doi]
• Investigation into the personal epistemology of computer science studentsRoger McDermott, Iain Pirie, Åsa Cajander, Mats Daniels, Cary Laxer. 231-236 [doi]
• Assistance in computer programming learning using educational data mining and learning analyticsCarlos Fernandez Medina, Juan Ramón Pérez Pérez, Víctor Manuel Álvarez García, María del Puerto Paule Ruíz. 237-242 [doi]
• Towards improving programming habits to create better computer science course outcomesJaime Spacco, Davide Fossati, John Stamper, Kelly Rivers. 243-248 [doi]
• CodeSpells: embodying the metaphor of wizardry for programmingSarah Esper, Stephen R. Foster, William G. Griswold. 249-254 [doi]
• Making computing interesting to school students: teachers' perspectivesJonathan Back, Jo Brodie, Paul Curzon, Chrystie Myketiak, Peter W. McOwan, Laura R. Meagher. 255-260 [doi]
• High school students' perspective to university CS1Antti-Jussi Lakanen, Ville Isomöttönen. 261-266 [doi]
• A nationwide exam as a tool for improving a new curriculumIris Zur Bargury, Bazil Pârv, Dvir Lanzberg. 267-272 [doi]
• Serious toys II: teaching networks, protocols, and algorithmsYvon Feaster, Farha Ali, Jiannan Zhai, Jason O. Hallstrom. 273-278 [doi]
• Evaluating student understanding of core concepts in computer architectureLeo Porter, Saturnino Garcia, Hung-Wei Tseng, Daniel Zingaro. 279-284 [doi]
• Using network packet generators and snort rules for teaching denial of service attacksZouheir Trabelsi, Latifa Alketbi. 285-290 [doi]
• Concept specification maps: displaying content structuresMarc Berges, Peter Hubwieser. 291-296 [doi]
• Applying software engineering in CS1Wei Kian Chen, Brian R. Hall. 297-302 [doi]
• Games for teaching software developmentBruce A. Scharlau. 303-308 [doi]
• Transforming computer science in schoolsChris Stephenson, Judith Gal-Ezer, Simon Humphreys, Julie King. 309-310 [doi]
• Beyond computer science: computational thinking across disciplinesAmber Settle, Debra S. Goldberg, Valerie Barr. 311-312 [doi]
• Hot fusion: music, art, and computer science educationJennifer Burg, Susan Reiser, Wayne Kirby. 313-314 [doi]
• The royal society of Edinburgh/British computer society computer science exemplification projectJeremy Scott. 315 [doi]
• The influence of students distribution on their gradesCarlos Herrero, Marisa Llorens, Javier Oliver, Josep Silva, Salvador Tamarit. 316 [doi]
• Interactive lectures using quick response codesRobert Law. 317 [doi]
• Dr. Horrible's fork bomb: a lab for introducing security issues in CS2Elizabeth Ann Patitsas, Daniel Levy. 318 [doi]
• First, do no harm: a curricular approach to reliabilityDuane Buck. 319 [doi]
• A location prediction project on mobile devicesChris McDonald. 320 [doi]
• Sofia: the simple open framework for inventive android applicationsStephen H. Edwards, Anthony Allevato. 321 [doi]
• Reducing novice C programmers' frustration through improved runtime error checkingMatthew Heinsen Egan, Chris McDonald. 322 [doi]
• Jump-starting team-based learning in the computer science classroomDan-Adrian German. 323 [doi]
• Introduction to programming: science or art?Tun Li, Wanwei Liu, Xiaoguang Mao, Huiping Zhou. 324 [doi]
• Supporting high school computer science teachers in writing academic papersTami Lapidot, Noa Ragonis. 325 [doi]
• An Israeli-Russian collaboration of ideasZeev Fraiman, Judith Gal-Ezer, Evgeny Kanel, Tami Lapidot. 326 [doi]
• Developing a competency model for teaching computer science in schoolsMarc Berges, Peter Hubwieser, Johannes Magenheim, Elena Bender, Kathrin Bröker, Melanie Margaritis-Kopecki, Jonas Neugebauer, Niclas Schaper, Sigrid E. Schubert, Laura Ohrndorf. 327 [doi]
• An empirical analysis of the influence of classmates on the academic performanceCarlos Herrero, Marisa Llorens, Javier Oliver, Josep Silva, Salvador Tamarit. 328 [doi]
• Using screencasts to enhance coursework feedback for game programming studentsRobert Law. 329 [doi]
• MyCS: building a middle-years CS curriculumZachary Dodds, Michael Erlinger. 330 [doi]
• Diversifying computing teaching: building an online hub to promote inclusivityJennifer Ridgeway, Robert Walters, Reena Pau. 332 [doi]
• Changing young women's perceptions of CS via outreachEunjin Jung, Xornam S. Apedoe. 333 [doi]
• The importance of the avatar gender in training simulators based on virtual realityMarta Beltrán. 334 [doi]
• Mobile device based authentic learning for computer network and securityKai Qian, Ming Yang, Minzhe Guo, Prabir Bhattacharya, Lixin Tao. 335 [doi]
• A fostering embedded system educationwith android sensory embedded system labwareKai Qian, Kuosheng Ma. 336 [doi]
• Raising awareness of mobile widgets among developersAfnan A. Al-Subaihin, Hend S. Al-Khalifa. 337 [doi]
• Using the arduino platform to enhance student learning experiencesPatricia Mellodge, Ingrid Russell. 338 [doi]
• A systematic literature review on using mobile computing as a learning interventionMark Rowan, Josh Dehlinger. 339 [doi]
• Designing social personalized adaptive e-learningLei Shi, Dana Al Qudah, Alexandra I. Cristea. 341 [doi]
• Are chats and forums accessible in e-learning systems?: a heuristic evaluation comparing four learning content management systemsRocío Calvo, Almudena Gil, Beatriz Iglesias, Ana Iglesias. 342 [doi]
• Automatic formative assessment of exercises on knowledge representation in first-order logicAngelo Kyrilov, David C. Noelle. 343 [doi]
• Development of an interactive learning tool to teach python programming languageBedour Alshaigy. 344 [doi]
• Brain-based programming: a new concept for computer science educationBarbara Sabitzer, Sandra Strutzmann. 345 [doi]
• A pilot project on non-conventional learningSara Fernandes, Antonio Cerone, Luís Soares Barbosa. 346 [doi]
• Implicit theories of programming aptitude as a barrier to learning to code: are they distinct from intelligence?Michael James Scott, Gheorghita Ghinea. 347 [doi]
• Benefits of having students develop software for other departmentsChun Wai Liew. 348 [doi]
• Developing HFOSS projects using integrated teams across levels and institutionsHeidi J. C. Ellis, Gregory W. Hislop, Joanmarie Diggs. 349 [doi]
• SnapViz: visualizing programming assignment snapshotsEvan Balzuweit, Jaime Spacco. 350 [doi]
• Increasing the experimentation of theoretical computer science with new features in JFLAPSusan H. Rodger, Julian Genkins, Ian McMahon, Peggy Li. 351 [doi]
• Rethinking the collaboration-cheating borderJoe Miró Julià, David López. 352 [doi]
• Students misconceptions in analysis of algorithmic and computational complexity of problemsMark Trakhtenbrot. 353-354 [doi]
• Visualizing computer ethics using infographicsEbtisam Alabdulqader. 355 [doi]
• Students organizing against pollution: computational thinking across boundariesShahzore Qureshi, Francisco Estevez, Sarah Monisha Pulimood. 356 [doi]
• ACM core IT learning outcomes for associate-degree programsElizabeth K. Hawthorne, Robert D. Campbell. 357 [doi]
• CURONTO: an ontological model for curriculum representationMaha M. Al-Yahya, Auhood Al-Faries, Remya George. 358 [doi]
• Making the most of the assessment processDavid P. Bunde, John F. Dooley, Jaime Spacco. 359 [doi]
• Regional conferences for women: another world wide webGloria Childress Townsend. 360 [doi]
• Undergraduate research in computer science educationWilliam J. Joel. 361 [doi]
• A story paradigm for computer science educationWilliam J. Joel. 362 [doi]
• Authentic object modeling in the early computer science curriculum using objektgraphDuane Buck, Ira Diethelm. 363 [doi]
• A survey of communication skills in computerscience/software engineering (CS/SE) abet-accredited programsAlanna Howard, Brian Schultz. 364 [doi]