Michael E. Caspersen, Daniel T. Joyce, Don Goelman, Ian Utting
Proceedings of the Seventh Conference on Innovation and Technology in Computer Science Education
ITiCSE, 2002.

@proceedings{ITiCSE-2002,
	address       = "Aarhus, Denmark",
	editor        = "Michael E. Caspersen and Daniel T. Joyce and Don Goelman and Ian Utting",
	isbn          = "1-58113-499-1",
	publisher     = "{ACM}",
	title         = "{Proceedings of the Seventh Conference on Innovation and Technology in Computer Science Education}",
	year          = 2002,
}

Contents (56 items)

23 ×#education
15 ×#learning
9 ×#student
7 ×#named
7 ×#programming
6 ×#experience
5 ×#question
5 ×#visualisation
4 ×#algorithm
4 ×#design

ITiCSE-2002-Wirth #education

Computing science education: the road not taken (NW), pp. 1–3.

ITiCSE-2002-Reges #c# #java #question

Can C# replace java in CS1 and CS2? (SR), pp. 4–8.

ITiCSE-2002-MillerK

A mentor program in CS1 (AM, JK), pp. 9–13.

ITiCSE-2002-AlmBEOS #c# #exclamation #set

You’d better set down for this!: creating a set type for CS1 & CS2 in C# (JA, RB, SE, CDO, AS), pp. 14–18.

ITiCSE-2002-VanDeGriftA #assessment #framework #learning #tool support

Learning to support the instructor: classroom assessment tools as discussion frameworks in CS 1 (TV, RJA), pp. 19–23.

ITiCSE-2002-ZupancicH

Lecture recording and its use in a traditional university course (BZ, HH), pp. 24–28.

ITiCSE-2002-RichardsW #concept #network

Illustrating networking concepts with wireless handheld devices (BR, NW), pp. 29–33.

ITiCSE-2002-Martinez-UnanuePPUV #education #overview #programming

Electronic books for programming education: a review and future prospects (RMU, MPV, CPF, JUF, JÁVI), pp. 34–38.

ITiCSE-2002-ParkinsonR #learning #performance #question

Do cognitive styles affect learning performance in different computer media? (AP, JAR), pp. 39–43.

ITiCSE-2002-DaleBBK #education

A dialog between authors and teachers (NBD, JB, DJB, CWK), pp. 44–45.

ITiCSE-2002-HigginsST

The marking system for CourseMaster (CH, PS, AT), pp. 46–50.

ITiCSE-2002-English #experience #programming

Experience with a computer-assisted formal programming examination (JE), pp. 51–54.

ITiCSE-2002-MalmiKS #assessment #automation #case study #design #experience

Experiences in automatic assessment on mass courses and issues for designing virtual courses (LM, AK, RS), pp. 55–59.

ITiCSE-2002-Pardo #automation #framework #multi #platform

A multi-agent platform for automatic assignment management (AP), pp. 60–64.

ITiCSE-2002-ProulxRR #user interface

Objects from the beginning — with GUIs (VKP, JR, RR), pp. 65–69.

ITiCSE-2002-AlphonceV #design #object-oriented

Object orientation in CS1-CS2 by design (CA, PV), pp. 70–74.

ITiCSE-2002-ChristensenC #framework #programming

Frameworks in CS1: a different way of introducing event-driven programming (HBC, MEC), pp. 75–79.

ITiCSE-2002-Hamer #revisited

Hashing revisited (JH), pp. 80–83.

ITiCSE-2002-HabermanA #recursion #student #why

The case of base cases: why are they so difficult to recognize? student difficulties with recursion (BH, HA), pp. 84–88.

ITiCSE-2002-LevyL #recursion #syntax

Shared terminology, private syntax: the case of recursive descriptions (DL, TL), pp. 89–93.

ITiCSE-2002-Ben-AriWRM

Writing a textbook (MBA, HMW, GRM, KM), pp. 94–95.

ITiCSE-2002-RosslingN #algorithm #requirements #visualisation

A testbed for pedagogical requirements in algorithm visualizations (GR, TLN), pp. 96–100.

ITiCSE-2002-Yehezkel #architecture #taxonomy #visualisation

A taxonomy of computer architecture visualizations (CY), pp. 101–105.

ITiCSE-2002-CarrCJMS #editing #visualisation

Channels, visualization, and topology editor (SC, PC, TJ, JM, CKS), pp. 106–110.

ITiCSE-2002-Schreiner #algorithm #distributed #education #java #tool support

A java toolkit for teaching distributed algorithms (WS), pp. 111–115.

ITiCSE-2002-RapanottiBG #distance #realtime #student

eTutorials with voice groupware: real-time conferencing to support computing students at a distance (LR, CTB, RG), pp. 116–120.

ITiCSE-2002-KorhonenMMS #difference #question #student #web

Does it make a difference if students exercise on the web or in the classroom? (AK, LM, PM, PS), pp. 121–124.

ITiCSE-2002-Chalk #aspect-oriented #education #human-computer #learning #using

Evaluating the use of a virtual learning environment for teaching aspects of HCI (PC), pp. 125–129.

ITiCSE-2002-MeisaloSTS #design #evaluation

Formative evaluation scheme for a web-based course design (VM, JS, ST, ES), pp. 130–134.

ITiCSE-2002-Gries #education #problem

Problems with CS education (DG), p. 135.

ITiCSE-2002-LastDHW #collaboration #learning #student

Learning from students: continuous improvement in international collaboration (MZL, MD, MLH, MW), pp. 136–140.

ITiCSE-2002-RatteC #collaboration #industrial #on the #simulation #using #web

On using the web as a collaboration space in the context of an industrial simulation (SR, JC), pp. 141–145.

ITiCSE-2002-HansenR #collaboration #education #learning #modelling #object-oriented #tool support

Tool support for collaborative teaching and learning of object-oriented modeling (KMH, AVR), pp. 146–150.

ITiCSE-2002-GreeningK #education #experience #research

Undergraduate research experience in computer science education (TG, JK), pp. 151–155.

ITiCSE-2002-Hazzan #abstraction #concept #learning

Reducing abstraction level when learning computability theory concepts (OH), pp. 156–160.

ITiCSE-2002-FabregaMJM #learning #network

A virtual network laboratory for learning IP networking (LF, JM, TJ, DM), pp. 161–164.

ITiCSE-2002-Barros #concurrent #petri net #programming #using

Specific proposals for the use of petri nets in a concurrent programming course (JPB), pp. 165–167.

ITiCSE-2002-ShahK #parametricity #programming language

A tutoring system for parameter passing in programming languages (HS, ANK), pp. 170–174.

ITiCSE-2002-CasselK #architecture

A state of the course report: computer organization & architecture (L(C, DK), pp. 175–177.

ITiCSE-2002-WalkerMM #variability

Variability of referees’ ratings of conference papers (HMW, WM, DM), pp. 178–182.

ITiCSE-2002-SheardDMMW #student

Cheating and plagiarism: perceptions and practices of first year IT students (JS, MD, SM, IM, MW), pp. 183–187.

ITiCSE-2002-CarterJ #difference #gender #programming #question

Gender differences in programming? (JC, TJ), pp. 188–192.

ITiCSE-2002-AlmstrumGHM #education #research

Import and export to/from computing science education: the case of mathematics education research (VLA, DG, OH, TM), pp. 193–194.

ITiCSE-2002-Bergin #education #web #wiki

Teaching on the wiki web (JB), p. 195.

ITiCSE-2002-Cassel #learning #network

Very active learning of network routing (LNC), p. 195.

ITiCSE-2002-Clear #performance

A diagnostic technique for addressing group performance in capstone projects (TC), p. 196.

ITiCSE-2002-Fone #feedback #multi #testing

Improving feedback from multiple choice tests (WF), p. 196.

ITiCSE-2002-Gibson #documentation #student

The student record book: showing the value of documentation (RG), p. 197.

ITiCSE-2002-Hamer02a #approach #design pattern #education

A musical approach to teaching design patterns (JH), p. 197.

ITiCSE-2002-Lapidot #experience #learning #self

Self-assessment as a powerful learning experience (TL), p. 198.

ITiCSE-2002-Laxer #case study #experience #student

Evaluating student team project experiences (CL), p. 198.

ITiCSE-2002-FincherU

Pedagogical patterns: their place in the genre (SF, IU), pp. 199–202.

ITiCSE-2002-Lee #approach #education

The emporium approach to computer science education (JANL), pp. 203–207.

ITiCSE-2002-WaltersASBK #learning

Increasing learning and decreasing costs in a computer fluency course (DW, CA, BS, DTB, HK), pp. 208–212.

ITiCSE-2002-CarboneS #education #learning #question #student #what

A studio-based teaching and learning model in IT: what do first year students think? (AC, JS), pp. 213–217.

ITiCSE-2002-Nygaard #learning #object-oriented

COOL (comprehensive object-oriented learning) (KN), p. 218.