Table of Contents

• Event-driven programming is simple enough for CS1Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh. 1-4 [doi]
• Applying software engineering methods for hypermedia systemsIgnacio Aedo, Paloma Díaz. 5-8 [doi]
• Teaching HCI with scenario-based design: the constructivist s synthesisKam Hou Vat. 9-12 [doi]
• A student project in software evaluationMichael F. Czajkowski, Cheryl V. Foster, Thomas T. Hewett, Joseph A. Casacio, William C. Regli, Heike A. Sperber. 13-16 [doi]
• Use of collaborative multimedia in computer science classesMark Guzdial. 17-20 [doi]
• The cognitive flexibility theory0: an approach for teaching Hypermedia EngineeringEmilia Mendes, Nile Mosley, Steve Counsell. 21-24 [doi]
• Problems in comprehending recursion and suggested solutionsRaja Sooriamurthi. 25-28 [doi]
• Flexible delivery of information systems as a core MBA subjectRod Learmonth. 29-32 [doi]
• Guidelines for teaching object orientation with JavaMichael Kölling, John Rosenberg. 33-36 [doi]
• Teacing breadth-first depth-firstThomas P. Murtagh. 37-40 [doi]
• Activating “black boxes” instead of opening “zipper” - a method of teaching novices basic CS conceptsBruria Haberman, Yifat Ben-David Kolikant. 41-44 [doi]
• Learning the interaction between pointers and scope in C++Amruth N. Kumar. 45-48 [doi]
• The effect of student attributes on success in programmingPat Byrne, Gerry Lyons. 49-52 [doi]
• The motivation of students of programmingTony Jenkins. 53-56 [doi]
• Towards an error free plagarism detection processThomas Lancaster, Fintan Culwin. 57-60 [doi]
• Is it okay to cheat? - the views of postgraduate studentsMartin Dick, Judy Sheard, Selby Markham. 61-64 [doi]
• Requirements for an educational software development processWilson P. Paula Filho. 65-68 [doi]
• Interaction factors in software development performance in distributed student teams in computer scienceMartha L. Hause, Vicki L. Almstrum, Mary Z. Last, Mark Woodroffe. 69-72 [doi]
• Using personality inventories to help form teams for software engineering class projectsRebecca H. Rutherfoord. 73-76 [doi]
• Experiences teaching software engineering for the first timeK. Todd Stevens. 77-80 [doi]
• Metacognitive awareness utilized for learning control elements in algorithmic problem solvingDavid Ginat. 81-84 [doi]
• Scaffolding learning in virtual environmentsPeter Chalk. 85-88 [doi]
• Hybrid learning - a safe route into web-based open and distance learning for the computer science teacherJohn Rosbottom. 89-92 [doi]
• Characteristics of programming exercises that lead to poor learning tendencies: Part IIAngela Carbone, John Hurst, Ian Mitchell, Dick Gunstone. 93-96 [doi]
• Using animation of state space algorithms to overcome student learning difficultiesVictor Ciesielski, Peter McDonald. 97-100 [doi]
• EVEGA: an educational visulalization environment for graph algorithmsSami Khuri, Klaus Holzapfel. 101-104 [doi]
• Versatile concept map viewing on the WebAntti Karvonen, Erkki Rautama, Jorma Tarhio, Jari Turkia. 105-108 [doi]
• Using visualization to teach novices recursionWanda Dann, Stephen Cooper, Randy Pausch. 109-112 [doi]
• Accreditation and student assessment in distance education: why we all need to pay attentionLisa C. Kaczmarczyk. 113-116 [doi]
• Observational studies of student errors in a distance learning environment using a remote recording and replay toolPete Thomas, Kit Logan. 117-120 [doi]
• A cyber-icebreaker for an effective virtual group?Tony Clear, Mats Daniels. 121-124 [doi]
• An international common project: implementation phaseShiva Azadegan, Chao Lu. 125-128 [doi]
• Identifying topics for instructional improvement through on-line tracking of programming assignmentsDorota M. Huizinga. 129-132 [doi]
• Fully automatic assessment of programming exercisesRiku Saikkonen, Lauri Malmi, Ari Korhonen. 133-136 [doi]
• A system for program visualization and problem-solving path assessment of novice programmersMaria Satratzemi, Vassilios Dagdilelis, Georgios Evangelidis. 137-140 [doi]
• Using qualitative research software for CS education researchM. Dee Medley. 141-144 [doi]
• An open source laboratory for operating systems projectsMark Claypool, David Finkel, Craig E. Wills. 145-148 [doi]
• Using actors in an interactive animation in a graduate course on distributed systemBoris Koldehofe, Philippas Tsigas. 149-152 [doi]
• The NetWire emulator: a tool for teaching and understanding networksEnrico Carniani, Renzo Davoli. 153-156 [doi]
• Enhancing the computer networking curriculumJon Rickman, Merry McDonald, Gary McDonald, Phillip J. Heeler. 157-160 [doi]
• EXercita: automatic web publishing of programming exercisesCarlos Gregorio-Rodríguez, Luis Fernando Llana Díaz, Pedro Palao-Gostanza, Cristóbal Pareja-Flores, R. Martínez-Unanue, J. Ángel Velázquez-Iturbide. 161-164 [doi]
• Using a familiar package to demonstrate a difficult concept: using an excel spreadsheet model to explain the concepts of neural networks to undergraduatesWilliam Fone. 165-168 [doi]
• Teaching theory of computation using pen-based computers and an electronic whiteboardDave A. Berque, David K. Johnson, Larry Jovanovic. 169-172 [doi]
• Gender differences in programming?Janet Carter, Tony Jenkins. 173 [doi]
• Are computing educators and researchers different from the rest?Tony Clear, Alison Young. 173 [doi]
• Motivation = value x expectancyTony Jenkins. 174 [doi]
• Innovative teaching practices in computing education: the TLA projectJan Holden, Alison Young. 174 [doi]
• The learning and teaching support network promoting best practice in the information and computer science academic communityAine McCaughey, Sylvia Alexander. 175 [doi]
• Picture program executionJanet Linington, Mark Dixon. 175 [doi]
• JEWL: GUI programming for complete beginnersJohn English. 176 [doi]
• Using interactive multimedia for teaching and learning object oriented software designSun-Hea Choi, Sandra Cairncross. 176 [doi]
• The PASS project: group research into parameters affecting student successDonald Joyce, Alison Young. 177 [doi]
• The coach supporting students as they learn to programPete Thomas. 177 [doi]
• On-line dynamic interviews (ODIN): a means of overcoming distance in student-teacher relationsLaura Wilson, Jon A. Preston, Russell L. Shackelford. 178 [doi]
• An international model for curriculum adaptation and implementationC. Fay Cover, Robert D. Campbell, Karl J. Klee. 179 [doi]
• CIMEL: constructive, collaborative inquiry-based multimedia E-learningGlenn D. Blank, William M. Pottenger, G. Drew Kessler, Martin Herr, Harriet Jaffe, Soma Roy. 179 [doi]
• Software process improvement education: a European experimentRory O Connor, Gerry Coleman, Maurizio Morisio. 180 [doi]
• Matrix - concept animation and algorithm simulation systemAri Korhonen, Lauri Malmi, Riku Saikkonen. 180 [doi]
• Web-based CALL using prologAliy Fowler. 181 [doi]
• International master s program in information processing and telecommunicationsJan Voracek, Nina Kontro-Vesivalo. 181 [doi]
• Electronic discussion boards: their use in post graduate computing coursesDonald Joyce, Alison Young. 182 [doi]
• XML and browser development activities in CS2Martha J. Kosa, Mark A. Boshart. 182 [doi]
• Events robots and programming using legos in CS1Pamela B. Lawhead. 183 [doi]
• e-IMC: an authoring tool for humanistic teachers aimed to develop and distribute customized instructional coursewareDavid Lanari, Stefano Roccetti. 183 [doi]
• A frequently asked questions management system that supports voting, built for student evaluation and optimization purposesHuu Le Van, Andrea Trentini. 184 [doi]
• The logic tutorDavid Abraham, Liz Crawford, Leanna Lesta, Agathe Merceron, Kalina Yacef. 184 [doi]
• On integration of learning and technologyZoran Putnik. 185 [doi]
• Real and virtual computing museumsJohn Impagliazzo. 185 [doi]
• Evaluation technique of software configuration managementJin Xizhe. 186 [doi]
• Smart instructional component based course content organization and deliveryHongchi Shi, Yi Shang, Su-Shing Chen. 186 [doi]
• A first problem for the algorithms courseJ. Ángel Velázquez-Iturbide. 187 [doi]
• Reading summaries: relating class to student s problems with the current reading assignmentLillian N. Cassel. 188 [doi]
• Treating computer science as science as: An experiment with sortingCary Laxer. 189 [doi]
• Sneaking in extra material (panel session)Daniel Joyce. 190 [doi]
• Teaching abstraction explicitlyHerman Koppelman. 191 [doi]
• Use petri nets to improve your concurrent programming courseJoão Paulo Barros. 192 [doi]
• Prelude to the Java event modelRaja Sooriamurthi. 193 [doi]
• Exploring recursion in Hilbert curvesRichard Rasala. 194 [doi]
• Reality check: an informal feedback toolScott Grissom. 195 [doi]