Table of Contents

• Gender and programming: what s going on?Janet Carter, Tony Jenkins. 1-4 [doi]
• Research-led innovation in teaching and learning programmingJohn Davy, Tony Jenkins. 5-8 [doi]
• Why? When an otherwise successful intervention failsMichael McCracken, Robert Waters. 9-12 [doi]
• Thinking parallel: the process of learning concurrencyMordechai Ben-Ari, Yifat Ben-David Kolikant. 13-16 [doi]
• A cognitive framework for knowledge in informatics: the case of object-orientationChristian Holmboe. 17-20 [doi]
• On-line programming examinations using Web to teachDavid Arnow, Oleg Barshay. 21-24 [doi]
• On changing from written to on-line tests in Computer Science I: an assessmentAmruth N. Kumar. 25-28 [doi]
• Improving on-line assessment: an investigation of existing marking methodologiesJon A. Preston, Russell L. Shackelford. 29-32 [doi]
• Curriculum and teaching delivery change in an international contextBogdan Zoltowski, Roger D. Boyle, John Davy. 33-35 [doi]
• Changing IS curriculum and methods of instructionMarian Kuras, Mariusz Grabowski, Agnieszka Zajac. 36-39 [doi]
• CS1 using Java language features gentlyElliot B. Koffman, Ursula Wolz. 40-43 [doi]
• Educating systems analysts emphasising the human factorHans Olav Omland. 44-47 [doi]
• Misconceptions of designing: a descriptive studyMichael McCracken, Wendy Newstetter, Jeff Chastine. 48-51 [doi]
• Collaboration or plagiarism: what happens when students work togetherJanet Carter. 52-55 [doi]
• A special learning environment for repeat studentsJudy Sheard, Dianne Hagan. 56-59 [doi]
• Is your degree quality endorsed?Isaac Balbin. 60-63 [doi]
• Distance learning model with local workshop sessions applied to in-service teacher trainingBruria Haberman, David Ginat. 64-67 [doi]
• Quality of service over Ethernet for telelearning applicationsJ. M. Arco, B. Alarcos, A. M. Hellín, Daniel Meziat. 68-70 [doi]
• Assessing object-oriented technology skills using an Internet-based systemAhmed Seffah, Moncef Bari, Michel Desmarais. 71-74 [doi]
• Interaction processes in network supported collaborative concept mappingChiung-Hui Chiu, Chun-Chieh Huang, Wen-Tsung Chang, Tsung-Ho Liang. 75-78 [doi]
• Use of a soundcard in teaching audio frequency and analog modem communicationsMartin H. Levin. 79-83 [doi]
• A collaborative strategy for developing shared Java teaching resources to support first year programmingAinslie Ellis, Dianne Hagan, Judy Sheard, Jason Lowder, Wendy Doube, Angela Carbone, John Robinson, Sylvia Tucker. 84-87 [doi]
• An organizer for project-based learning and instruction in computer scienceZahava Scherz, Sarah Polak. 88-90 [doi]
• DPLab: an environment for distributed programmingMordechai Ben-Ari, Shawn Silverman. 91-94 [doi]
• Didactic instructional tool for topics in computer scienceElena Trichina. 95-98 [doi]
• Teaching computer architecture with a new superscalar processor emulatorSantiago Rodríguez de la Fuente, M. Isabel García Clemente, Rafael Méndez Cavanillas. 99-102 [doi]
• Distributed algorithms visualisation for educational purposesBoris Koldehofe, Marina Papatriantafilou, Philippas Tsigas. 103-106 [doi]
• Webware: a course about the WebDavid Finkel, Isabel F. Cruz. 107-110 [doi]
• A collaborative learning trial between New Zealand and Sweden-using Lotus Notes Domino in teaching the concepts of Human Computer InteractionTony Clear. 111-114 [doi]
• Promoting computer software intellectual property right in Computer Science EducationLan Yang, Zhiqiang Ding. 115-118 [doi]
• The University in the inner cityRoger Boyle, Ann Roberts. 119-122 [doi]
• Laboratory experiment with the 3RolesPlaying methodAnna E. Bobkowska. 123-126 [doi]
• A strategy for managing content complexity in algorithm animationLinda Stern, Harald Søndergaard, Lee Naish. 127-130 [doi]
• A multimedia animated simulation generatorJohn Hewson, Wendy Doube, Michael Calagaz. 131-134 [doi]
• Designing courseware on algorithms for active learning with virtual board gamesNils Faltin. 135-138 [doi]
• simpleIO: a Java package for novice interactive and graphics programmingUrsula Wolz, Elliot B. Koffman. 139-142 [doi]
• Evaluating course Web sites and student performanceJesse M. Heines. 143-146 [doi]
• Creating digital libraries together - collaboration, multimodality, and pluralityAnders Hedman. 147-150 [doi]
• Web-based student feedback to improve learningJason Lowder, Dianne Hagan. 151-154 [doi]
• RoboProf and an introductory computer programming courseCharlie Daly. 155-158 [doi]
• Building self-contained websites on CD-ROMJohn English. 159-162 [doi]
• Software engineering teaching: a Docware approachDaniel Deveaux, Régis Fleurquin, Patrice Frison. 163-166 [doi]
• Why do fools fall into infinite loops: singing to your computer science classEric V. Siegel. 167-170 [doi]
• A constructivist approach to object-oriented design and programmingSaid Hadjerrouit. 171-174 [doi]
• How should data structures and algorithms be taughtDanny Kopec, Richard Close, Jim Aman. 175-176 [doi]
• The challenges and directions of MIS curriculum development in respect of transformation of business requirementsStanislaw Wrycza, Thaddeus W. Usowicz, András Gábor, Borut Verber. 177-178 [doi]
• Poster session. Internet curriculum. two courses: introductory and advancedErnest C. Ackermann. 179-180 [doi]
• CacheSim: a cache simulator for teaching memory hierarchy behaviourM. Luisa Córdoba Cabeza, M. Isabel García Clemente, M. Luz Rubio. 181 [doi]
• Minimum requirements for effective distance teaching systemsGeraldo Lino de Campos. 182 [doi]
• Didactics too, not only technologyVassilios Dagdilelis, Maria Satratzemi. 183 [doi]
• The BURKS projectJohn English. 184 [doi]
• Beginners program Web page builders and verifiersMartha J. Kosa. 185 [doi]
• Multi-team development project experience in a core computer science curriculumNorbert J. Kubilus. 186 [doi]
• The implementation of a data communications laboratory in small to medium sized universitiesMartin H. Levin. 187 [doi]
• Combining the metaphors of an institute and of networked computers for building collaborative learning environmentsYongwu Miao, Hans-Rüdiger Pfister, Martin Wessner. 188 [doi]
• Campus-based industrial software projects: risks and rewardsHelen Parker, Mike Holcombe. 189 [doi]
• Teaching computer communication skills using case study methodPrzemyslaw Polak. 190 [doi]
• The digital millennium copyright act: an international assault on fair use?Jill Gerhardt-Powals, Matthew H. Powals. 191 [doi]
• The system of checking students knowledge with the use of wide area networksDariusz Put, Janusz Stal, Marek Zurowicz. 192 [doi]
• The use of the Internet in the teaching processDariusz Put, Janusz Stal, Marek Zurowicz. 193 [doi]
• On distance education coursewareMarijana Lomic, Zoran Putnik. 194 [doi]
• ACOM ( computing for all ): an integrated approach to the teaching and learning of information technologyHannah Dee, Peter Reffell. 195 [doi]
• Intelligent agent for knowledge tree administrationJoze Rugelj. 197 [doi]
• A semester-long project in CS 2Christine Shannon. 198 [doi]
• An exercise in evaluating significance of software quality criteriaStanislaw Szejko. 199 [doi]
• Implementing national educational technology standards for student in the United StatesHarriet G. Taylor. 200 [doi]
• Math link: linking curriculum, instructional strategies, and technology to enhance teaching and learningHarriet G. Taylor. 201 [doi]
• Gathering and disseminating good practice at teaching and learning conferencesIan Utting. 202 [doi]
• IntraED - an intranet solution for EDucationJan Madej, Tadeusz Wilusz. 203 [doi]
• KOMBIZ97 - virtual lab experimentJerzy Skrzypek, Tadeusz Wilusz. 204 [doi]
• Innovation in post graduate computer science educationAlison Young, Donald Joyce. 205 [doi]
• Using Java and the socket interface in teaching client/server programmingAndrew Yang, Yael Bachar. 206 [doi]
• Who wants to learn online?Stuart Young, Ross Dewstow, Mae McSporran. 207 [doi]
• Teaching very large instruction word architecturesJohn Impagliazzo. 208 [doi]
• The visible Web browserAtticus Gifford, Benjamin J. Menasha, David Finkel. 209 [doi]
• CS 1 closed laboratories = multimedia materials + human interactionDavid Mutchler, Claude Anderson, Andrew Kinley, Cary Laxer, Dale Oexmann, Rimli Sengupta, Frank H. Young. 210 [doi]
• Designer - a logic diagram design toolChris Power. 211 [doi]
• simpleIO: a Java package for novice interactive and graphics programmingUrsula Wolz, Elliot B. Koffman. 212 [doi]