Table of Contents

• Interactive hypermedia courseware for the World Wide WebA. David Marshall, Stephen Hurley. 1-5 [doi]
• Three years experience with gateway labsDoug Baldwin. 6-7 [doi]
• A hypermedia lab manual for operating systems: using the network to teachStephen J. Hartley. 8-10 [doi]
• Applying natural language technology to the learning of operating systems functionsB. Lees, J. Cowie. 11-13 [doi]
• Critical concepts in the development of courseware for CS closed laboratoriesJanet Mei-Chuen Lin, Cheng-Chih Wu, Guey-Fa Chiou. 14-19 [doi]
• Historical perspectives of computing: an introductory lab for browsing on the World Wide WebDeborah Knox. 20-22 [doi]
• Cooperative learning and closed laboratories in an undergraduate computer science curriculumJane Chu Prey. 23-24 [doi]
• Neuralis: an artificial neural network packageSami Khuri, Jason Williams. 25-27 [doi]
• Scientific visualization - some novel approaches to learningKen Brodlie, Jason Wood, Helen Wright. 28-32 [doi]
• An interactive environment for the teaching of computer architecturePaul S. Coe, Laurence M. Williams, Roland N. Ibbett. 33-35 [doi]
• Graphical visualization of the evaluation of functional programsRicardo Jiménez-Peris, Cristóbal Pareja-Flores, Marta Patiño-Martínez, J. Ángel Velázquez-Iturbide. 36-38 [doi]
• Algorithm animation of neural networksDavid Jackson, Ian G. Morton. 39-41 [doi]
• Foundations of computer science: what are they and how do we teach them?Viera K. Proulx, Richard Rasala, Harriet J. Fell. 42-48 [doi]
• A novice programmer s support environmentBlaise W. Liffick, Robert Aiken. 49-51 [doi]
• Active learning and its use in computer scienceJeffrey J. McConnell. 52-54 [doi]
• Computer supported peer learning in an introductory computer science courseDavid Finkel, Craig E. Wills. 55-56 [doi]
• Teaching introductory programming in the multi-media worldUrsula Wolz, Scott Weisgarber, Daniel Domen, Michael McAuliffe. 57-59 [doi]
• From software user to software author: an initial pedagogy for introductory object-oriented computingMark Woodman, Simon Holland. 60-62 [doi]
• Using multimedia and GUI programming in CS 1David Mutchler, Cary Laxer. 63-65 [doi]
• Algorithm visualization served off the World Wide Web: why and howThomas L. Naps. 66-71 [doi]
• Integrating animations into coursesSusan H. Rodger. 72-74 [doi]
• Review of animation systems for algorithm understandingJudith D. Wilson, Robert M. Aiken, Irvin R. Katz. 75-77 [doi]
• Tools for creating portable demonstration programsEric Roberts. 78-80 [doi]
• Appropriate use of the Internet in computer science coursesChris J. Pilgrim, Ying K. Leung. 81-86 [doi]
• Managing the development of a web-based projectPamela B. Lawhead, Kathryn F. Gates. 87-89 [doi]
• Using CD-ROMs and local Web pages to provide course materials for distance-studentsVal E. Veraart, S. L. Wright. 90-92 [doi]
• Extending the conversation: integrating email and Web technology in CS programming classesDavid M. Arnow, Dayton Clark. 93-95 [doi]
• Using Internet technology for course supportJosé Eduardo Pina Miranda, Jorge Sousa Pinto. 96-100 [doi]
• Integrating World Wide Web technology into undergraduate educationG. Scott Owen. 101-103 [doi]
• Computer assistance for managing educational resources and managing collaborative educational processesDouglas Siviter. 104-106 [doi]
• Integrating Internet tools into the soft side of informatics educationCatherine M. Beise. 107-108 [doi]
• A multi-media approach to providing software project experience for postgraduate studentsHelen Sharp, Pat Hall. 109-115 [doi]
• MuPMoTT: a multimedia based tool supporting the teaching of process modelling within a framework of structured system analysisPaul Marsden, Mark O'Connell. 116-118 [doi]
• Design, implementation and testing techniques for multimedia industrial experience projectsAinslie E. Ellis. 119-121 [doi]
• An adventure game approach to multimedia distance educationLinda Carswell, David Benyon. 122-124 [doi]
• Integrating CSCW in a cooperative learning environment to teach information systemsNguyen Vi Cao, Atika Laribi, Michel Léonard, Olivier Parchet, Catherine Zellweger. 125-129 [doi]
• Integrating CASE tools into the CS/CIS curriculumMary J. Granger, Joyce Currie Little. 130-132 [doi]
• Software quality lab in the informatics option of Gdañsk TU electronics facultyKrzysztof Goczyla, Stanislaw Szejko. 133-135 [doi]
• Gathering together through groupware in an MA programMargaret M. McManus. 136-138 [doi]
• Computing by distance education: problems and solutionsDavid Jones. 139-146 [doi]
• Distance education over the InternetPete Thomas, Linda Carswell, Marian Petre, Barbara Poniatowska, Blaine Price, Judy Emms. 147-149 [doi]
• Mistakes to avoid in the introduction of compressed videoJames E. Miller. 150-152 [doi]
• Interactive remote instruction: initial experiencesKurt Maly, J. Christian Wild, C. Michael Overstreet, Hussein M. Abdel-Wahab, A. Gupta, Alaa Youssef, Emilia Stoica, R. Talla, A. Prabhu. 153-155 [doi]
• Parallel systems development in education: a guided methodEmilio Luque, Joan Sorribes, Remo Suppi, Eduardo César, J. Falguera, M. Serrano. 156-158 [doi]
• Teaching parallel processing: development of curriculum and software toolsJan Kwiatkowski, Marek Andruszkiewicz, Emilio Luque, Tomàs Margalef, José C. Cunha, João Lourenço, Henryk Krawczyk, Stanislaw Szejko. 159-161 [doi]
• PACKET tracing: a new paradigm for teaching computer network coursesWillis F. Marti, Udo W. Pooch, John A. Hamilton Jr.. 162-164 [doi]
• Challenges of using groupware to teach groupwareMargaret M. McManus, Catherine M. Beise, John A. Cross, John Saunders, Michael B. Twidale. 165-166 [doi]
• Use of laboratories in computer science education: guidelines for good practice: report of the working group on computing laboratoriesDeborah Knox, Ursula Wolz, Daniel T. Joyce, Elliot B. Koffman, Joan Krone, Atika Laribi, J. Paul Myers, Viera K. Proulx, Kenneth A. Reek. 167-181 [doi]
• Interactive multimedia pedagogies: report of the working group on interactive multimedia pedagogyElizabeth S. Adams, Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall, John Motil. 182-191 [doi]
• An overview of visualization: its use and design: report of the working group in visualizationJoe Bergin, Ken Brodie, Marta Patiño-Martínez, Myles F. McNally, Thomas L. Naps, Susan H. Rodger, Judith Wilson, Michael Goldweber, Sami Khuri, Ricardo Jiménez-Peris. 192-200 [doi]
• Evaluation: turning technology from toy to tool: report of the working group on evaluationVicki L. Almstrum, Nell B. Dale, Anders Berglund, Mary J. Granger, Joyce Currie Little, Diane M. Miller, Marian Petre, Paul Schragger, Frederick N. Springsteel. 201-217 [doi]
• Enhancing teaching using the Internet: report of the working group on the World Wide Web as an interactive teaching resourceStephen Hartley, Jill Gerhardt-Powals, David Jones, Colin McCormack, Mary Dee Medley, Blaine Price, Margaret Reek, Marguerite K. Summers. 218-228 [doi]
• DD-Mod: a library for teaching distributed programmingRicardo Jiménez-Peris, Marta Patiño-Martínez, Jesús M. Milán-Franco. 229 [doi]
• How visual software influences learning in college studentsBunny J. Tjaden. 229 [doi]
• Teaching with technology at my fingertipsElizabeth S. Adams. 229 [doi]
• A built-in educational platform for integrating computer engineering technologiesJoan Batlle, Joan Martí, Lluìs Pacheco. 229 [doi]
• Using symbolic computation for teaching data structures and algorithm analysisJoan Krone. 230 [doi]
• Interdisciplinary teleteaching based on WWW and InternetAlexander Schill. 230 [doi]
• Integrating multimedia and telecommunications laboratory experiences into teacher educationHarriet G. Taylor. 230 [doi]
• Computer-based high school algebra IKathleen Wohlgehagen, Cathleen Norris. 230 [doi]
• Proposal for an on-line computer science courseware reviewMichael Goldweber. 230 [doi]
• Using visualization in teaching data structures and algorithmsMyles F. McNally. 231 [doi]
• An inexpensive programming toolset for algorithm developmentJ. Ángel Velázquez-Iturbide, Ana Maria Cosias Rincon, Nuria Llorente Fernanadez. 231 [doi]
• Interactive tutorials on the World Wide WebJohn Rosbottom, Adrian Meads. 231 [doi]
• Desktop teaching: on the students deskJohn Motil. 231 [doi]
• Informatics in an advanced mathematical high schoolElena Andreeva, Igor Gushchin. 231 [doi]
• A Modula-2 interpreter/visualizerRicardo Jiménez-Peris, Marta Patiño-Martínez. 232 [doi]
• Visualizing recursion and linked listsCheng-Chih Wu, Janet Mei-Chuen Lin, Guey-Fa Chiou. 232 [doi]
• Windows-based applications in Visual Basic using project teamsSheila E. Castaneda. 232 [doi]
• Interactive learning with gateway labsMary Johansen, Jason Kapusta, Doug Baldwin. 232 [doi]
• Simulation programs for studying computer organizationNajib Nadi. 233 [doi]
• Network management teaching - managing a simulated networkColin Pattinson. 233 [doi]
• RCOS.java: an animated operating system for computer science educationDavid Jones. 233 [doi]
• Tkined/scotty: tools for network documentation, monitoring and troubleshootingKenneth H. Jacker. 233 [doi]
• ViLi (Vision LISP): a software environment for teaching image processing and analysisJavier Sanchez, Jordi Vitria. 234 [doi]
• HIPE: a Turbo-like environment for functional programmingJ. Ángel Velázquez-Iturbide. 234 [doi]
• Simulator for visualizing data link layer protocolsE. W. Grundke, Zhengya Zhu. 235 [doi]