Table of Contents

• The Irish software industry and educationJennifer Condon. 1-4 [doi]
• Building a system in virtual reality with LearningWorksAdele Goldberg. 5-9 [doi]
• Educational software - a European perspectiveTom O Dwyer. 10-13 [doi]
• Inquiry-based computer science instruction: some initial experiencesKen Abernethy, Paula Gabbert, Kevin Treu. 14-17 [doi]
• An integratable unit based computer science distance learning curriculum design for the ACM/IEEE curricula 1991Adel M. Abunawass, Martin Maskarinec, Kathleen Neumann. 18-20 [doi]
• Concrete teaching: hooks and props as instructional technologyOwen L. Astrachan. 21-24 [doi]
• Teaching computer science in Papua New GuineaAlvin Bampton. 25-27 [doi]
• The students conference - a tool for the teaching of research, writing, and presentation skillsJürgen Börstler, Olof Johansson. 28-31 [doi]
• Teaching process modelling to undergraduate computer students: effects of using Lotus Notes and television programmesMarie-Michèle Boulet, Faouzi Ben Jebara, Serge Boudreault. 32-36 [doi]
• 3-D visualisation of design patterns and Java programs in computer science educationMichael Callaghan, Heiko Hirschmüller. 37-40 [doi]
• A survey of methods used to evaluate computer science teachingAngela Carbone, Jens Kaasbøll. 41-45 [doi]
• The Virtual University : toward an Internet paradigm?Linda Carswell. 46-50 [doi]
• Learning from or through the Web: models of Web based educationDes Casey. 51-54 [doi]
• Web hosted assessment - possibilities and policyFintan Culwin. 55-58 [doi]
• Why do students take programming modules?Paul Curzon, Janet Rix. 59-63 [doi]
• DIDAGRAPH: software for teaching graph theory algorithmsVassilios Dagdilelis, Maria Satratzemi. 64-68 [doi]
• Open learning environment and instruction system (OLEIS)Alex Davidovic, Elena Trichina. 69-73 [doi]
• The problem of examination questions in algorithmicsPierre-Arnoul de Marneffe. 74-76 [doi]
• On animation features of ExcelArne Dybdahl, Erkki Sutinen, Jorma Tarhio. 77-80 [doi]
• Permutational multiple-choice questions: an objective and efficient alternative to essay-type examination questionsDave W. Farthing, Dave M. Jones, Duncan McPhee. 81-85 [doi]
• Beyond anecdote towards real transfer: using other institutions experience of project workSally Fincher, Marian Petre. 86-89 [doi]
• Multimedia education - quo vadis?Ruben Gonzalez, Greg Cranitch. 90-93 [doi]
• A constructivist learning environment implemented in JavaJohn Gray, Tom Boyle, Colin Smith. 94-97 [doi]
• Using the personal software process to motivate good programming practicesRalph F. Grove. 98-101 [doi]
• Abstract data types as a project development organiserBruria Haberman, Zahava Scherz, Ehud Y. Shapiro. 102-104 [doi]
• A constructivist framework for integrating the Java paradigm into the undergraduate curriculumSaid Hadjerrouit. 105-107 [doi]
• The value of discussion classes for teaching introductory programmingDianne Hagan, Judy Sheard. 108-111 [doi]
• Hypermedia teaching of mechanics - MechANImaThorsten Hampel, Ferdinand Ferber, Reinhard Keil-Slawik, Wolfgang H. Müller. 112-116 [doi]
• Software engineering across computing curriculaThomas B. Hilburn, Susan A. Mengel, Donald J. Bagert, Dale Oexmann. 117-121 [doi]
• An automated student diagram assessment systemGil Hoggarth, Mike A. Lockyer. 122-124 [doi]
• A participative approach to teaching programmingTony Jenkins. 125-129 [doi]
• Virtual office hours using TechTalk, a Web-based mathematical collaboration toolJeremy Johnson, Yagati N. Lakshman, Thomas T. Hewett, Tim Souder, Tom Fitzgerald, Sara Donegan, Paul Morgovsky. 130-133 [doi]
• Effective electronic marking for on-line assessmentMike Joy, Michael Luck. 134-138 [doi]
• The rendering pipeline in the classroom: a diversified approachKostas Karpouzis, Stefanos D. Kollias. 139-142 [doi]
• Visual programming with Java: evaluation of an introductory programming coursePeter G. Kluit, Marleen Sint, Frank Wester. 143-147 [doi]
• Why the hypermedia model is inadequate for computer-based instructionPaula Kotzé. 148-152 [doi]
• Computer science as an integrated part of engineering educationPatrick Lambrix, Mariam Kamkar. 153-156 [doi]
• A comparison between novice and experienced compiler users in a learning environmentStuart Lewis, Gaius Mulley. 157-161 [doi]
• WWW-based presentations as a complementary part of conventional lectures in the basic of informaticsPekka Makkonen. 162-165 [doi]
• PRAM: prolog automatic markerFatima Z. Mansouri, Cleveland A. Gibbon, Colin A. Higgins. 166-170 [doi]
• Using the Internet to teach the InternetDavid Marshall. 171-174 [doi]
• A secure networked laboratory for kernel programmingJean Mayo, Phil Kearns. 175-177 [doi]
• On-line finals for CS1 and CS2Mary Dee Medley. 178-180 [doi]
• A Java visualiser class: incorporating algorithm visualisations into students programsThomas L. Naps. 181-184 [doi]
• Re-engineering a concurrency simulatorYakov Persky, Mordechai Ben-Ari. 185-188 [doi]
• The Swinburne on-line education projectChris J. Pilgrim, M. J. Creek. 189-192 [doi]
• A system for improving distance and large-scale classesJon A. Preston, Russell L. Shackelford. 193-198 [doi]
• VCOCO: a visualisation tool for teaching compilersR. Daniel Resler, Dean M. Deaver. 199-202 [doi]
• On-line journal: a tool for enchancing student journalsRobert Riser, Donald Gotterbarn. 203-205 [doi]
• Automated collection of coursework using the WebMark Roantree, Tia E. Keyes. 206-208 [doi]
• Strategies for using technology in the teaching of ethicsEric Roberts. 209-212 [doi]
• Designing a Java graphics library for CS 1Eric Roberts, Antoine Picard. 213-218 [doi]
• An augmented induction for HND computer studies students through an early integrated, inter-disciplinary assignmentC. Rosen, D. Simper, J. I. Bostock. 219-222 [doi]
• Our failing students: a study of a repeat groupJudy Sheard, Dianne Hagan. 223-227 [doi]
• Motivating the Church-Turing thesis in the twenty-first centuryR. Gregory Taylor. 228-231 [doi]
• Specification of an algorithm design systemJames TenEyck, G. Sampath, Richard Goldstone. 232-235 [doi]
• Learning groupware through using groupware-computer supported collaborative learning with face to face studentsAshok Tiwari, Clive Holtham. 236-238 [doi]
• Using the BURKS 2 CD-ROM in a principles of programming languages courseFrances L. Van Scoy. 239-242 [doi]
• Evaluating the design and delivery of WWW based educational environments and coursewareVincent P. Wade, Conor Power. 243-248 [doi]
• JavaScript as a first programming language for multimedia studentsRobert Ward, Martin Smith. 249-253 [doi]
• Utilising the student model in distance learningR. Alan Whitehurst, Christopher L. Powell, Jason S. Izatt. 254-256 [doi]
• Lessons from on-line programming examinationsDenise M. Woit, David V. Mason. 257-259 [doi]
• Everything you ever wanted to know about software engineering education, but were afraid to ask (panel)Nancy R. Mead, Thomas B. Hilburn, Donald J. Bagert, Michael Ryan, Oddur Benediktsson, Frances L. Van Scoy. 260-263 [doi]
• Integrating professionalism into undergraduate degree courses in computing (panel)L. R. Neal, Alastair Irons. 264-267 [doi]
• Educational technology over 25 years (panel): understanding the conditions when it worksCathleen A. Norris, Jennifer Smolka, Elliot Soloway. 268 [doi]
• Group 2 (working group): ethical issues related to Internet development and researchMary Dee Medley, Rebecca H. Rutherfoord. 269 [doi]
• Group 1 (working group): development and use of multimedia and Internet resources for a problem based learning environmentAinslie Ellis. 269 [doi]
• Group 4 (working group): the impact of campus-wide portable computing on computer science educationStan Thomas. 270 [doi]
• Group 5 (working group): the on-line computer science teaching centreScott Grissom, Deborah Knox. 270 [doi]
• Group 3 (working group): curricular opportunities of Java based Internet software developmentJoseph Bergin, Thomas L. Naps. 270 [doi]
• Object oriented students? (poster)J. Carter, A. Fowler. 271 [doi]
• A digital library for undergraduate education: goals and status of efforts at the US National Science Foundation (poster)Lillian N. Cassel. 272 [doi]
• Electronic discussions in information systems (poster)Martyn Clark. 273 [doi]
• A generic collaborative database - part of a strategy to internationalise the curriculum and develop teamwork and communication capabilities (poster)A. G. Clear. 274 [doi]
• Designing Internet instructional environments (poster)Peter A. Cooper. 275 [doi]
• A proposed structure for a computer based learning environment - a pragmatic approach (poster)Charlie Daly. 276 [doi]
• History in the computing curriculum (poster)Gordon Davies, John Impagliazzo. 277 [doi]
• Groupware for software engineering student group projects (poster)Sarah Drummond. 278 [doi]
• Use of multimedia and World Wide Web resources in a traditional lecture/tutorial environment (poster)Ainslie Ellis. 279 [doi]
• Using visualisation to improve object-oriented thinking (poster)Alejandro Fernández, Gustavo Rossi. 280 [doi]
• Virtual seminars - real networked results? (poster)Ursula Fuller, John Slater, Gill Tardivel. 281 [doi]
• A Web-based introduction to computer networks (poster)Mark A. Holliday. 282 [doi]
• Programming by example (poster): an instructional approach allowing introductory students to quickly grasp the power and excitement of programmingPer-Gunnar Johansson. 284 [doi]
• An evaluation of strategies for teaching technical computing topics to students at different levels (poster)C. King. 285 [doi]
• Building animations of distributed algorithms for educational purposes (poster)Boris Koldehofe, Marina Papatriantafilou, Philippas Tsigas. 286 [doi]
• How much did you get? (poster): the influence of algebraic knowledge of computer science studentsYifat Ben-David Kolikant. 287 [doi]
• Evaluating the pedagogy of computer science courseware delivered over the Web (poster)Amruth N. Kumar. 288 [doi]
• Programming versus design (poster): teaching first year studentsPete Lee, Chris Phillips. 289 [doi]
• Does World Wide Web provide better resources than library for learning - a case study (poster)Raymond M. W. Leung, Eugenia M. W. Ng. 290 [doi]
• A top-down, collaborative teaching approach of introductory courses in computer sciences (poster)Doris K. Lidtke, Harry H. Zhou. 291 [doi]
• Using image processing as a laboratory theme in CS1 and CS2 (poster)Myles F. McNally. 292 [doi]
• A survey of first computing course students (poster): new findings and their implications for the curriculumJeanine Meyer, Stuart A. Varden. 293 [doi]
• Student development of multimedia CBE (poster)Jane Meyerowitz, Maurice Mars, Steve Knight. 294 [doi]
• A multimedia C programming course that supports different learning situations (poster)Simon Moore, Martyn Spink. 295 [doi]
• An intranet-based software engineering course (poster)Alexander Nakhimovsky. 297 [doi]
• The changing classroom - ICTs in 21st century education (poster)Kate O Dubhchair, Sarah Quilty. 298 [doi]
• Self-evaluation system for digital systems subject (poster)Marta Prim, Jordi Roig. 299 [doi]
• Development, implementation and evaluation of a course in expert systems for high-school students (poster)Noa Ragonis, Ehud Y. Shapiro, Mordechai Ben-Ari, Zahava Scherz. 300 [doi]
• First year information systems papers - optimising learning - minimising administration (poster)A. S. Richardson. 301 [doi]
• JFLAP (poster): an aid to studying theorems in automata theorySusan H. Rodger, Eric Gramond. 302 [doi]
• Using intelligent agents to change the delivery of education (poster)John Rosbottom, Claude Moulin. 303 [doi]
• VINCE - an on-line tutorial tool for teaching introductory programming (poster)Glenn Rowe, Gareth Thorburn. 304 [doi]
• The teaching of programming (poster): changing the delivery to meet all students needsLinda Selby, Alison Young. 305 [doi]
• Structuring team communications with targeted use of groupware (poster)Matt Smith. 306 [doi]
• Observing students electronically as they learn (poster)Pete G. Thomas. 307 [doi]
• How do computer science lecturers create modules? (poster)John Traxler. 308 [doi]
• TETE: an intelligent knowledge testing engine (poster)Adam Wojciechowski, Jerzy R. Nawrocki, Karolina Kups, Michal Kosiedowski. 310 [doi]
• Graduate software engineering across international boundaries (poster): the first coursesJames Wolfer. 311 [doi]
• Information technology for flexible and learning and training (poster)Valery Zagursky. 312 [doi]