Abstract is missing.
- Who s missing from the roomJane Prey. 2 [doi]
- Challenges with teaching HCI early to computer studentsJohan Aberg. 3-7 [doi]
- Service learning in introductory computer scienceMary Anne L. Egan, Mathew Johnson. 8-12 [doi]
- From phenomenography study to planning teachingErrol Thompson. 13-17 [doi]
- The SOM family: virtual machines for teaching and researchMichael Haupt, Robert Hirschfeld, Tobias Pape, Gregor Gabrysiak, Stefan Marr, Arne Bergmann, Arvid Heise, Matthias Kleine, Robert Krahn. 18-22 [doi]
- JavaSpaces NetBeans: a linda workbench for distributed programming courseMagdalena Dukielska, Jacek Sroka. 23-27 [doi]
- Enbug: when debuggers go badDavid Williams-King, John Aycock, Daniel Medeiros Nunes de Castro. 28-32 [doi]
- Creating digital divas: scaffolding perception change through secondary school and university alliancesCatherine Lang, Annemieke Craig, Julie Fisher, Helen Forgasz. 38-42 [doi]
- Inspiring women undergraduatesHannah M. Dee, Roger D. Boyle. 43-47 [doi]
- Analysis of computer science related curriculum on LDA and IsomapTakayuki Sekiya, Yoshitatsu Matsuda, Kazunori Yamaguchi. 48-52 [doi]
- Individual and group seminars and workshops in the computer science curriculumTamar Benaya, Maya Herman, Daphna Shahak, Ela Zur. 53-57 [doi]
- Developing verification-driven learning casesShengru Tu, Sehun James Oh, Rushikesh Kale, Aditya Kallem, Shireesha Tankashala. 58-62 [doi]
- ComTest: a tool to impart TDD and unit testing to introductory level programmingVesa Lappalainen, Jonne Itkonen, Ville Isomöttönen, Sami Kollanus. 63-67 [doi]
- SAMtool, a tool for deducing and implementing loop patternsJosé Luis Fernández Alemán, Youssef Oufaska. 68-72 [doi]
- PhidgetLab: crossing the border from virtual to real-world objectsMichael Haupt, Michael Perscheid, Robert Hirschfeld, Lysann Kessler, Thomas Klingbeil, Stephanie Platz, Frank Schlegel, Philipp Tessenow. 73-77 [doi]
- LOMOLEHEA: learning object model for online learning based on the european higher education areaFelipe Cocón, Eugenio Fernández. 78-82 [doi]
- Online education experiences: information technologies certificate program at METUErman Yükseltürk, Adnan Yazici, Ahmet Sacan, Özgür Kaya. 83-87 [doi]
- Evaluation of automatic classroom capture for computer science educationPaul E. Dickson, David T. Arbour, W. Richards Adrion, Amanda Gentzel. 88-92 [doi]
- Computer lab work on theoryEmma Enström, Viggo Kann. 93-97 [doi]
- Tail recursive programming by applying generalizationManuel Rubio-Sánchez. 98-102 [doi]
- Mental models of recursion: investigating students understanding of recursionTamarisk Lurlyn Scholtz, Ian Sanders. 103-107 [doi]
- Comparison of OOP first and OOP later: first results regarding the role of comfort levelAlbrecht Ehlert, Carsten Schulte. 108-112 [doi]
- A study on student performance in first year CS coursesAnabela Jesus Gomes, António José Mendes. 113-117 [doi]
- Self-predicted and actual performance in an introductory programming coursePaul Denny, Andrew Luxton-Reilly, John Hamer, Dana B. Dahlstrom, Helen C. Purchase. 118-122 [doi]
- A framework for computational thinking across the curriculumLjubomir Perkovic, Amber Settle, Sungsoon Hwang, Joshua Jones. 123-127 [doi]
- Helping students build a mental model of computationSteve Kollmansberger. 128-131 [doi]
- File references, trees, and computational thinkingCraig S. Miller, Ljubomir Perkovic, Amber Settle. 132-136 [doi]
- Effect of media richness on user acceptance of blogs and podcastsNauman Saeed, Yun Yang, Suku Sinnappan. 137-141 [doi]
- SNAG: using social networking games to increase student retention in computer scienceSamantha L. Finkelstein, Eve Powell, Andrew Hicks, Katelyn Doran, Sandhya Rani Charugulla, Tiffany Barnes. 142-146 [doi]
- Developing tools to encourage reflection in first year students blogsRoger McDermott, Garry Brindley, Gordon Eccleston. 147-151 [doi]
- Measuring of and reacting to learners' progress in logic programming coursesStefan Friese. 152-154 [doi]
- Student self-assessment in a programming course using bloom s revised taxonomySatu Alaoutinen, Kari Smolander. 155-159 [doi]
- Learning (through) recursion: a multidimensional analysis of the competences achieved by CS1 studentsClaudio Mirolo. 160-164 [doi]
- Using alice in CS1: a quantitative experimentRyan Garlick, Ebru Celikel Cankaya. 165-168 [doi]
- An unusual CS 1 with high standards and confirming resultsGuido Rößling, Max Mühlhäuser. 169-173 [doi]
- Teaching abstraction in introductory coursesHerman Koppelman, Betsy van Dijk. 174-178 [doi]
- Reflecting on online learning designs using observed behaviorLarry Howard, Julie Johnson, Carin Neitzel. 179-183 [doi]
- Cyberspace meets brick and mortar: an investigation into how students engage in peer to peer feedback using both cyberlearning and physical infrastructuresAshok R. Basawapatna, Alexander Repenning. 184-188 [doi]
- e-Lectures to support blended instruction in multimedia programming courseAnastasios Karakostas, Stavros N. Demetriadis, Vasiliki Ragazou, Maria Amarlariotou. 189-193 [doi]
- Robotics and intelligent systems for social and behavioral science undergraduatesTom Armstrong. 194-198 [doi]
- Creativity and intrinsic motivation in computer science education: experimenting with robotsMikko Apiola, Matti Lattu, Tomi A. Pasanen. 199-203 [doi]
- Using personal robots in CS1: experiences, outcomes, and attitudinal influencesStefanie Markham, K. N. King. 204-208 [doi]
- What did qubits ever do for me: an answer for CS2 studentsMichael Main, Robert Frohardt, Yingdan Huang. 209-213 [doi]
- Experience report: CS1 for majors with media computationBeth Simon, Päivi Kinnunen, Leo Porter, Dov Zazkis. 214-218 [doi]
- When CS 1 is biology 1: crossdisciplinary collaboration as CS contextZachary Dodds, Ran Libeskind-Hadas, Eliot Bush. 219-223 [doi]
- Using scalable game design to teach computer science from middle school to graduate schoolAshok R. Basawapatna, Kyu Han Koh, Alexander Repenning. 224-228 [doi]
- Broadening accessibility to computer science for K-12 educationMark K. Gardner, Wu-chun Feng. 229-233 [doi]
- Enhancing K-12 education with alice programming adventuresSusan H. Rodger, Maggie Bashford, Lana Dyck, Jenna Hayes, Liz Liang, Deborah Nelson, Henry Qin. 234-238 [doi]
- Evaluating the effectiveness of a pattern application support tool for novicesMasita Jalil, Shahrul Azman Noah, Sufian Idris. 239-243 [doi]
- Experiences in software engineering courses using psychometrics with RAMSETLuis G. Martínez, Guillermo Licea, Antonio Rodríguez Díaz, Juan R. Castro. 244-248 [doi]
- Modeling with Plato: the unified modeling language in a cultural contextLuis de Marcos, Fernando Flores, José-Javier Martínez. 249-253 [doi]
- Encouraging reading and collaboration using classroom salonAnanda Gunawardena, Aaron Tan, David Kaufer. 254-258 [doi]
- Collaborative design of cross-disciplinary game minors based on the IGDA curriculum frameworkMonica McGill. 259-263 [doi]
- Skills and knowledge for hire: leeds source-itRoyce Neagle, Alison Marshall, Roger Boyle. 264-268 [doi]
- Usability, engagement & development of a digital usability laboratory in a higher education environmentDavid Cox. 269-273 [doi]
- Online identification of learner problem solving strategies using pattern recognition methodsUlrich Kiesmüller, Sebastian Sossalla, Torsten Brinda, Korbinian Riedhammer. 274-278 [doi]
- Undergraduate database instruction with MeTubeJames Z. Wang, Timothy A. Davis, James Westall, Pradip K. Srimani. 279-283 [doi]
- Hands-on approach to teaching wireless sensor networks at the undergraduate levelAnna Förster, Mehdi Jazayeri. 284-288 [doi]
- Integrating categories of algorithm learning objective into algorithm visualization design: a proposalMing-Han Lee, Guido Rößling. 289-293 [doi]
- A platform for visualizing digital circuit synthesis with VHDLAbdulhadi Shoufan, Zheng Lu, Guido Rößling. 294-298 [doi]
- Using AVs to explain NP-completenessPierluigi Crescenzi. 299 [doi]
- Motivating online collaborative learningPaul Denny. 300 [doi]
- Sharing and discussing UML modeling exercises in a PLEJürgen Börstler, Dimitris Dranidis, Ervin Ramollari, Sonja Trapp, Matthias Heintz, Sebastian Weber. 301 [doi]
- Open source widget for parson s puzzlesPetri Ihantola, Ville Karavirta. 302 [doi]
- Serverless automatic assessment of Javascript exercisesVille Karavirta, Petri Ihantola. 303 [doi]
- VCache: visualization applet for processor cachesBerkin Ilbeyi, John A. Nestor. 304 [doi]
- Greenroom: a teacher community for collaborative resource developmentNeil Brown, Phil Stevens, Michael Kölling. 305 [doi]
- Promoting active learning through assignmentsGerry W. Cross. 306 [doi]
- Innovative CS capstone projects on green energy applications with WSN in a boxChia-Tien Dan Lo, Kai Qian, Li Yang. 307 [doi]
- Advantage of using web 2.0 applications in classAyse Begüm Aydinol, Özgür Gültekin. 308 [doi]
- Linking different programming paradigms: thoughts about instructional designNoa Ragonis, Bruria Haberman. 310 [doi]
- The case for error detection support during online testingAmruth N. Kumar. 311 [doi]
- Inquiry-based active learning in introductory programming coursesKai Qian, Chia-Tien Dan Lo, Li Yang, Jigang Liu. 312 [doi]
- Lecturing about the phenomenology of databasesLuis de Marcos, Fernando Flores, José-Javier Martínez. 313 [doi]
- Improving CS education at Wits using an online assessment and evaluation system: a case studyAngelo Kyrilov, Jarryd Chengalroyen, Mayya Tokman. 314 [doi]
- Support tools for graphs in computer scienceVictor N. Kasyanov. 315 [doi]
- Changing the learning process of the input/output topic using a game in a portable consoleEdurne Larraza-Mendiluze, Nestor Garay-Vitoria. 316 [doi]
- International sustainable exchange: student projects to teach social responsibilityChristopher R. Routh, Cary Laxer, Logan Muller, Nicholas Dimmitt. 317 [doi]
- Portable labs in a box for embedded system educationKai Qian, Chia-Tien Dan Lo, Xiaolin Hu. 318 [doi]
- A mobile learning tool to deliver online questionnairesLuis de Marcos, José Ramón Hilera, Eva García, Antonio García, José-Javier Martínez, José María Gutiérrez, Roberto Barchino, Salvador Otón, José Antonio Gutiérrez, Elena Vilar, Miriam Martínez, Salvador Espinosa. 319 [doi]
- A lecture about teaching informatics in secondary education: lecture design and first experiencesTorsten Brinda, Peter Hubwieser. 320 [doi]
- Lego NXT as a learning toolMohamed Hamada, Sayota Sato. 321 [doi]
- embed4Auto: a PLE for software modellingJürgen Börstler, Ömer Faruk Bay, Meltem Baturay, Sonja Trapp, Matthias Heintz, Sebastian Weber. 322 [doi]
- The effect of video tutorials on learning spreadsheetsAyse Begüm Aydinol, Özgür Gültekin. 323 [doi]
- JavaMarker: an eclipse plug-in to mark students Java exercisesMarzieh Ahmadzadeh, Mansoore Soltani. 324 [doi]
- Student-centered design of a parser visualization toolFrancisco J. Almeida-Martínez, Jaime Urquiza-Fuentes, Manuel Rubio-Sánchez, J. Ángel Velázquez-Iturbide. 326 [doi]
- Starting out at university with team projectsXavier Ferré, Antonio Giraldo, Gloria Sánchez-Torrubia, María Asunción Sastre. 327 [doi]
- Computer science education in TurkeyPetek Askar. 328 [doi]
- Professional associations in K-12 computer scienceChris Stephenson, Judith Gal-Ezer, Margot Phillipps, Jan Vahrenhold. 329-330 [doi]