Abstract is missing.
- What is web science and why is it important to CSEWendy Hall. 1-2 [doi]
- Scalable apprenticeships: reconnecting students through technologyPhilip D. Long. 3-4 [doi]
- Neither rocket science nor washing machine science, but computer scienceRoger D. Boyle. 5-6 [doi]
- ROSE: a repository of education-friendly open-source projectsAndrew Meneely, Laurie Williams, Edward F. Gehringer. 7-11 [doi]
- Automatic creation of indexed presentations from classroom lecturesPaul E. Dickson, W. Richards Adrion, Allen R. Hanson. 12-16 [doi]
- Question answering from lecture videos based on an automatic semantic annotationStephan Repp, Serge Linckels, Christoph Meinel. 17-21 [doi]
- An open integrated exploratorium for database coursesPeter Brusilovsky, Sergey A. Sosnovsky, Danielle H. Lee, Michael Yudelson, Vladimir Zadorozhny, Xin Zhou. 22-26 [doi]
- Databases, non-majors and collaborative learning: a ternary relationshipsDon Goelman. 27-31 [doi]
- Using accessible digital resources for teaching database design: towards an inclusive distance learning proposalLourdes Moreno, Ana Iglesias, Elena Castro, Paloma Martínez. 32-36 [doi]
- ClockIt: collecting quantitative data on how beginning software developers really workCindy Norris, E. Frank Barry, James B. Fenwick Jr., Kathryn Reid, Josh Rountree. 37-41 [doi]
- Teaching an object-oriented CS1 -: with PythonMichael H. Goldwasser, David Letscher. 42-46 [doi]
- Evaluating OO example programs for CS1Jürgen Börstler, Henrik Bærbak Christensen, Jens Bennedsen, Marie Nordström, Lena Kallin Westin, Jan Erik Moström, Michael E. Caspersen. 47-52 [doi]
- Reductive thinking in a quantitative perspective: the case of the algorithm courseMichal Armoni. 53-57 [doi]
- Jenuity: a lightweight development environment for intermediate level programming coursesMartin van Tonder, Kevin Naude, Charmain Cilliers. 58-62 [doi]
- Teaching computer aided software engineering at the graduate levelMarcelo Jenkins. 63-67 [doi]
- A set of tools to teach compiler constructionAkim Demaille, Roland Levillain, Benoît Perrot. 68-72 [doi]
- Student use of the PeerWise systemPaul Denny, Andrew Luxton-Reilly, John Hamer. 73-77 [doi]
- Assessment and comparison of local and global SW engineering practices in a classroom settingDragutin Petkovic, Gary D. Thompson, Rainer Todtenhoefer. 78-82 [doi]
- A tablet-based paper exam grading systemAaron Bloomfield, James F. Groves. 83-87 [doi]
- Assessing students practice of professional valuesUrsula Fuller, Bob Keim. 88-92 [doi]
- Electronic voting on-the-fly with mobile devicesMargarita Esponda. 93-97 [doi]
- How to teach semantic web?: a project-based approachBelén Díaz-Agudo, Guillermo Jiménez-Díaz, Juan A. Recio-García. 98-102 [doi]
- Exploring accessibility and visibility relationships in javaJames H. Cross II, T. Dean Hendrix, David A. Umphress, Larry A. Barowski. 103-108 [doi]
- A graphics-based approach to data structuresSarah Matzko, Timothy A. Davis. 109-113 [doi]
- A data type to exploit online data sourcesMatthew Thornton, Stephen H. Edwards. 114-118 [doi]
- Teaching students to develop thread-safe java classesAlan David Fekete. 119-123 [doi]
- Test-driven development in education: experiences with critical viewpointsSami Kollanus, Ville Isomöttönen. 124-127 [doi]
- An environment for supporting active learning in courses on language processingJosé Luis Sierra, Ana M. Fernández-Pampillón Cesteros, Alfredo Fernández-Valmayor. 128-132 [doi]
- Hypertextbooks and a Hypertextbook authoring environmentRockford J. Ross. 133-137 [doi]
- VDE: an emulation environment for supporting computer networking coursesMichael Goldweber, Renzo Davoli. 138-142 [doi]
- Spamulator: the Internet on a laptopJohn Aycock, Heather Crawford, Rennie deGraaf. 142-147 [doi]
- Building an economical VR system for CS educationJoel C. Adams, Joshua Hotrop. 148-152 [doi]
- Virtual chat in an enquiry-based team projectAdrian Albin-Clark. 153-157 [doi]
- A development environment for distributed synchronous collaborative programmingKristy Elizabeth Boyer, August A. Dwight, R. Taylor Fondren, Mladen A. Vouk, James C. Lester. 158-162 [doi]
- Group work support for the BlueJ IDEKasper Fisker, David McCall, Michael Kölling, Bruce Quig. 163-168 [doi]
- Perceived behavior control and its influence on the adoption of software toolsRonit Ben-Bassat Levy, Mordechai Ben-Ari. 169-173 [doi]
- Sorting out sorting: the sequelDavid Furcy, Thomas L. Naps, Jason Wentworth. 174-178 [doi]
- Engaging with computer science through magic showsPaul Curzon, Peter W. McOwan. 179-183 [doi]
- Cognitive dimensions questionnaire applied to exploratory algorithm designChris J. Martin, Janet M. Hughes. 184-188 [doi]
- The instructed-teacher : a computer science online learning pedagogical patternMatt Bower. 189-193 [doi]
- Experiences with a synchronous virtual classroom in distance educationHerman Koppelman, Harald P. E. Vranken. 194-198 [doi]
- A distance learning approach to teaching eXtreme programmingChristian Murphy, Dan B. Phung, Gail E. Kaiser. 199-203 [doi]
- Distributed application launching for high quality graphics in synchronous distance educationJ. Mark Pullen, Jim X. Chen. 204-208 [doi]
- Going SOLO to assess novice programmersJudy Sheard, Angela Carbone, Raymond Lister, Beth Simon, Errol Thompson, Jacqueline L. Whalley. 209-213 [doi]
- Teaching software quality assurance by encouraging student contributions to an open source web-based system for the assessment of programming assignmentsOlly Gotel, Christelle Scharff, Andrew Wildenberg. 214-218 [doi]
- Towards generic and flexible web services for e-assessmentMario Amelung, Peter Forbrig, Dietmar Rösner. 219-224 [doi]
- SRec: an animation system of recursion for algorithm coursesJ. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco, Jaime Urquiza-Fuentes. 225-229 [doi]
- Concurrent CS: preparing students for a multicore worldDaniel J. Ernst, Daniel E. Stevenson. 230-234 [doi]
- A gentle introduction to mutual recursionManuel Rubio-Sánchez, Jaime Urquiza-Fuentes, Cristóbal Pareja-Flores. 235-239 [doi]
- An internet role-game for the laboratory of network security courseLuigi Catuogno, Alfredo De Santis. 240-244 [doi]
- Wu s castle: teaching arrays and loops in a gameMichael Eagle, Tiffany Barnes. 245-249 [doi]
- Teaching game programming using XNAJoe Linhoff, Amber Settle. 250-254 [doi]
- Learning through creating learning objects: experiences with a class project in a distributed systems courseCristina L. Abad. 255-259 [doi]
- Course management with TrucStudioMichela Pedroni, Manuel Oriol, Bertrand Meyer, Enrico Albonico, Lukas Angerer. 260-264 [doi]
- Improving student performance using automated testing of simulated digital logic circuitsZachary Kurmas. 265-270 [doi]
- Dangers of a fixed mindset: implications of self-theories research for computer science educationLaurie Murphy, Lynda Thomas. 271-275 [doi]
- Tutoring model for promoting teaching skills of computer science prospective teachersNoa Ragonis, Orit Hazzan. 276-280 [doi]
- A taxonomy of task types in computingMatt Bower. 281-285 [doi]
- Creativity as a pathway to computer scienceMaria Knobelsdorf, Ralf Romeike. 286-290 [doi]
- Computer-science education as a cultural encounter: a socio-cultural framework for articulating learning difficultiesYifat Ben-David Kolikant. 291-295 [doi]
- What are information technology s key qualifications?Christina Dörge, Carsten Schulte. 296-300 [doi]
- Enhancing the general background of CS students through a computing history coursePaolo Giangrandi, Claudio Mirolo. 301-305 [doi]
- Comparing capacity building frameworks for computer science education in underdeveloped countries: an Asian and African perspectiveJandelyn D. Plane, Isabella Venter. 306-310 [doi]
- Practical tips for creating podcasts in higher educationJakki Sheridan-Ross, Andrea Gorra, Janet Finlay. 311 [doi]
- Providing a Seminar++: innovation seminarsGuido Rößling. 312 [doi]
- An introduction to problem equivalence with combinatoricsManuel Rubio-Sánchez. 313 [doi]
- JLS: a pedagogically targeted logic design and simulation toolDavid A. Poplawski, Zachary Kurmas. 314 [doi]
- Using DLSim 3: a scalable, extensible, multi-level logic simulatorRichard M. Salter, John L. Donaldson. 315 [doi]
- Teaching push-down automata and turing machinesCesar García-Osorio, Iñigo Mediavilla-Sáiz, Javier Jimeno-Visitación, Nicolás García-Pedrajas. 316 [doi]
- A tool for teaching LL and LR parsing algorithmsCesar García-Osorio, Carlos Gómez-Palacios, Nicolás García-Pedrajas. 317 [doi]
- Eclipse as a teaching toolDwight Deugo. 318 [doi]
- A sudoku game for people with motor impairmentsStéphane Norte, Fernando G. Lobo. 319 [doi]
- Java projects motivated by student interestsMirela Djordjevic. 321 [doi]
- Using eclipse in the classroomDwight Deugo. 322 [doi]
- Cooperative learning in operating systems laboratoryJorge E. Pérez, Javier García Martín, Isabel Muñoz Fernández. 323 [doi]
- Extending moodle for collaborative learningFrancesco Di Cerbo, Gabriella Dodero, Giancarlo Succi. 324 [doi]
- Digital CS1 study pack based on Moodle and PythonAtanas Radenski. 325 [doi]
- A python graphics package for the first day and beyondMichael H. Goldwasser, David Letscher. 326 [doi]
- Greenfoot: a highly graphical ide for learning object-oriented programmingMichael Kölling. 327 [doi]
- Web-CAT: automatically grading programming assignmentsStephen H. Edwards, Manuel A. Pérez-Quiñones. 328 [doi]
- Digital topology java appletCarmen Escribano, Antonio Giraldo, María Asunción Sastre, Mario Trotta. 329 [doi]
- The future of ITiCSELillian (Boots) Cassel. 331-332 [doi]
- Scrambling for students: our graduates are sexier than yoursAlison Young, Arnold Pears, Pedro de Miguel Anasagasti, Ralf Romeike, Michael Goldweber, Michael Goldwasser, Vicki L. Almstrum. 333-334 [doi]
- The use of role play to simulate a tethered swarm of robots for urban search and rescue (USAR)Adrian Albin-Clark, Thumatty R. Vishnu Arun Kumar. 335 [doi]
- Webreg: an online system for registration and grade distributionErwin Aitenbichler, Guido Rößling. 336 [doi]
- Computing research methods multi-perspective digital library: a call for participationAnne Gates Applin, Hilary J. Holz. 337 [doi]
- Designing offline computer science activities for the korean elementary school curriculumSook Kyoung Choi, Tim Bell, Soo Jin Jun, Won-Gyu Lee. 338 [doi]
- Learning object oriented programming: unique visualizations of individuals learning styles, activities and the programs producedChristopher J. Burrell. 339 [doi]
- Teaching SQL: a case studyCarlos Pampulim Caldeira. 340 [doi]
- What is masters level education in informatics?Michael E. Caspersen, Lillian Cassell, Gordon Davies, Arnold Pears, Stephen Seidman, Heikki Topi. 341 [doi]
- Evaluating the extent to which sociability and social presence affects learning performanceTerence Charlton, Lindsay Marshall, Marie Devlin. 342 [doi]
- Adopting pen-based technology to facilitate active learning in the classroom: is it right for you?Archana Chidanandan, Shannon Sexton. 343 [doi]
- What students say about gender in hiring software professionalsDonald Chinn, Tammy VanDeGrift. 344 [doi]
- Complecto mutatio: teaching software design best practices using multi-platform developmentRandy W. Connolly. 345 [doi]
- A software development course for CC2001: the third time is charmingJohn F. Dooley. 346 [doi]
- A computer-based test to raise awareness of disability issuesJohn Gray, Gill Harrison, Andrea Gorra, Jakki Sheridan-Ross, Janet Finlay. 347 [doi]
- A method for analyzing reading comprehension in computer science coursesAnanda Gunawardena, John Barr, Andrew Owens. 348 [doi]
- Development of a new MOODLE module for a basic course on computer architectureFrancisco Corbera, Eladio Gutiérrez, Julián Ramos, Sergio Romero, María A. Trenas. 349 [doi]
- Computer science and information technology associate-level curricular guidelinesElizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell, Anita M. Wright. 350 [doi]
- Teaching query writing: an informed instruction approachJoseph E. Hollingsworth. 351 [doi]
- Learning for mastery in an introductory programming courseJana Jacková. 352 [doi]
- How do 7th graders solve algorithmic problems?: a tool-based analysisUlrich Kiesmüller, Torsten Brinda. 353 [doi]
- Four roles of instructor in software engineering projectsStan Kurkovsky. 354 [doi]
- Reevaluating and refining the engagement taxonomyTobias Lauer. 355 [doi]
- Analysis of ABET accreditation as a software processRonald J. Leach. 356 [doi]
- An interoperable assessment language proposalRoberto Barchino, Luis de Marcos, José María Gutiérrez. 357 [doi]
- A multidisciplinary computer science master programLuis de Marcos, Roberto Barchino, José Antonio Gutiérrez, Juan-Manuel de Blas, José Ramón Hilera, Salvador Otón. 358 [doi]
- Games developed in Java for teaching Combinatorial Game Theory Miguel Reyes, Agueda Mata. 359 [doi]
- Branches of professional organizations a way to enrich student s scientific and personal skillsJosé Carlos Metrôlho, Mónica Isabel Teixeira Costa. 360 [doi]
- Program animation activities in MoodleAndrés Moreno. 361 [doi]
- Drawing the line: teaching the semantics of binary class associationsJames H. Paterson, John Haddow, Ka Fai Cheng. 362 [doi]
- WebTasks: online programming exercises made easyGuido Rößling, Sebastian Hartte. 363 [doi]
- Toward a definition of the competences for global requirements elicitationMiguel Romero, Aurora Vizcaíno, Mario Piattini. 364 [doi]
- Students perceptions of python as a first programming language at witsIan D. Sanders, Sasha Langford. 365 [doi]
- Multidisciplinary projects for first year engineering coursesCarmen Escribano, Antonio Giraldo, Águeda Mata, María Asunción Sastre. 366 [doi]
- Characteristics and dimensions of a competence model of theoretical computer science in secondary educationKirsten Schlüter, Torsten Brinda. 367 [doi]
- Motivation of the students in game development projectsStephan Repp, Christoph Meinel, Sevil Yakhyayeva. 368 [doi]
- An experience of detecting plagiarized source codes in competitive programming contestsJeong-Hoon Ji, Gyun Woo, Hwan-Gue Cho. 369 [doi]
- A tool for teaching interactions between design patternsEzequiel Denegri, Guillermo Frontera, Antonio Gavilanes, Pedro J. Martín. 371 [doi]
- Self-organized maps in scientific data analysisJason T. Soo Hoo. 372 [doi]
- Evolutionary approaches for curriculum sequencingLuis de Marcos, Roberto Barchino, José-Javier Martínez. 373 [doi]
- Potential benefits of corrected-errors in AVBLAntonios Saravanos. 374 [doi]
- Web-based dynamic learning through lexical chaining: a step forward towards knowledge-driven educationArash Shaban-Nejad, Volker Haarslev. 375 [doi]