BibSLEIGH — Proceedings of the 10th Conference on Innovation and Technology in Computer Science Education

José C. Cunha, William M. Fleischman, Viera K. Proulx, João Lourenço
Proceedings of the 10th Conference on Innovation and Technology in Computer Science Education
ITiCSE, 2005.

EDU

@proceedings{ITiCSE-2005,
	address       = "Caparica, Portugal",
	editor        = "José C. Cunha and William M. Fleischman and Viera K. Proulx and João Lourenço",
	isbn          = "1-59593-024-8",
	publisher     = "{ACM}",
	title         = "{Proceedings of the 10th Conference on Innovation and Technology in Computer Science Education}",
	year          = 2005,
}

Contents (147 items)

ITiCSE-2005-Weizenbaum: Information in the information society (JW), p. 1.
ITiCSE-2005-Luque #education #evolution #question: Is evolution or revolution the way for improving the teaching methodology in computer science? (EL), p. 2.
ITiCSE-2005-Klawe #image: Changing the image of computer science: a north american perspective in conversation with Europe (MMK), p. 3.
ITiCSE-2005-MarreroS #programming #testing: Testing first: emphasizing testing in early programming courses (WM, AS), pp. 4–8.
ITiCSE-2005-TruongBR #learning #web: Learning to program through the web (NT, PB, PR), pp. 9–13.
ITiCSE-2005-LahtinenAJ #case study: A study of the difficulties of novice programmers (EL, KAM, HMJ), pp. 14–18.
ITiCSE-2005-HoodH #concept #education #programming #using: Teaching programming and language concepts using LEGOs (CSH, DJH), pp. 19–23.
ITiCSE-2005-Dick #analysis #assessment #design #learning #student: Student interviews as a tool for assessment and learning in a systems analysis and design course (MD), pp. 24–28.
ITiCSE-2005-DavisW #convergence #education #learning #multi: A research-led curriculum in multimedia: learning about convergence (HCD, SW), pp. 29–33.
ITiCSE-2005-ChenCMS #design: The (relative) importance of software design criteria (TYC, SC, RM, LS), pp. 34–38.
ITiCSE-2005-Cox #approach #functional #human-computer #programming: A pragmatic HCI approach: engagement by reinforcing perception with functional dsesign and programming (DC), pp. 39–43.
ITiCSE-2005-OechsleG #algorithm #distributed #framework #implementation #platform #simulation: DisASTer (distributed algorithms simulation terrain): a platform for the implementation of distributed algorithms (RO, TG), pp. 44–48.
ITiCSE-2005-GoldweberDM #hardware: The Kaya OS project and the muMPS hardware emulator (MG, RD, MM), pp. 49–53.
ITiCSE-2005-Jimenez-DiazGGG #behaviour #comprehension #visualisation: Software behaviour understanding Supported by dynamic visualization and role-play (GJD, MGA, MAGM, PAGC), pp. 54–58.
ITiCSE-2005-KollingH #game studies #programming: Game programming in introductory courses with direct state manipulation (MK, PH), pp. 59–63.
ITiCSE-2005-PerrenetGK #abstraction #algorithm #comprehension #concept #student: Exploring students’ understanding of the concept of algorithm: levels of abstraction (JP, JFG, EK), pp. 64–68.
ITiCSE-2005-Chinn #algorithm #assessment: Peer assessment in the algorithms course (DDC), pp. 69–73.
ITiCSE-2005-HabermanAG #algorithm: Is it really an algorithm: the need for explicit discourse (BH, HA, DG), pp. 74–78.
ITiCSE-2005-GoldwasserL #student #visual notation: Providing students universal access to a centralized, graphical computing environment (MHG, DL), pp. 79–83.
ITiCSE-2005-AhmadzadehEH #analysis #debugging #student: An analysis of patterns of debugging among novice computer science students (MA, DE, CH), pp. 84–88.
ITiCSE-2005-EckerdalT #concept #java: Novice Java programmers’ conceptions of “object” and “class”, and variation theory (AE, MT), pp. 89–93.
ITiCSE-2005-Christensen #design #education: Implications of perspective in teaching objects first and object design (HBC), pp. 94–98.
ITiCSE-2005-MoritzWPB #multi: From objects-first to design-first with multimedia and intelligent tutoring (SHM, FW, SMP, GDB), pp. 99–103.
ITiCSE-2005-ChenM #java #programming: Iconic programming for flowcharts, java, turing, etc (SC, SM), pp. 104–107.
ITiCSE-2005-CilliersCG #programming: The effect of integrating an Iconic programming notation into CS1 (CC, APC, JHG), pp. 108–112.
ITiCSE-2005-EfopoulosDES #named #programming: WIPE: a programming environment for novices (VE, VD, GE, MS), pp. 113–117.
ITiCSE-2005-Terada #named #student: ETV: a program trace player for students (MT), pp. 118–122.
ITiCSE-2005-ClaypoolC #design #education #game studies #re-engineering: Teaching software engineering through game design (KTC, MC), pp. 123–127.
ITiCSE-2005-Ludi #process #re-engineering #student: Active-learning activities that introduce students to software engineering fundamentals (SL), pp. 128–132.
ITiCSE-2005-Liew #development #education #re-engineering: Teaching software development skills early in the Curriculum through software engineering (CWL), pp. 133–137.
ITiCSE-2005-SweedykK #game studies #re-engineering: Fun and games: a new software engineering course (ES, RMK), pp. 138–142.
ITiCSE-2005-Gharibyan #student #testing: Assessing students’ knowledge: oral exams vs. written tests (HG), pp. 143–147.
ITiCSE-2005-MurphyT #data type #student #what: Do computer science students know what they know?: a calibration study of data structure knowledge (LM, JDT), pp. 148–152.
ITiCSE-2005-FossumH #assessment #source code: A new quantitative assessment tool for computer science programs (TVF, SMH), pp. 153–157.
ITiCSE-2005-ThomasWS #automation: Experiments in the automatic marking of ER-diagrams (PGT, KGW, NS), pp. 158–162.
ITiCSE-2005-Fekete #education #sql #transaction: Teaching transaction management with SQL examples (AF), pp. 163–167.
ITiCSE-2005-Wagner #education #modelling #process: Teaching data modeling: process and patterns (PW), pp. 168–172.
ITiCSE-2005-Rao: Infusing critical thinking skills into content of AI course (MRKKR), pp. 173–177.
ITiCSE-2005-AmershiACCMMP #design #learning #usability: Designing CIspace: pedagogy and usability in a learning environment for AI (SA, NA, GC, CC, AKM, HM, DP), pp. 178–182.
ITiCSE-2005-SohSPNL #process: Analyzing relationships between closed labs and course activities in CS1 (LKS, AS, SP, GN, JL), pp. 183–187.
ITiCSE-2005-Holmboe #design #education #object-oriented: The linguistics of object-oriented design: implications for teaching (CH), pp. 188–192.
ITiCSE-2005-MendesGEMBR #collaboration #simulation #using: Using simulation and collaboration in CS1 and CS2 (AJM, AJG, ME, MJM, CB, MAR), pp. 193–197.
ITiCSE-2005-MarquesAMC #programming #student #using: Using Octave to introduce programming to technical science students (NCM, FA, CM, JFC), pp. 198–202.
ITiCSE-2005-Cardoso #challenge #education: New challenges in computer science education (JMPC), pp. 203–207.
ITiCSE-2005-CasadoWM #education #hardware #network: Teaching networking hardware (MC, GW, NM), pp. 208–212.
ITiCSE-2005-TobinW #education #security #using: Using a windows attack intRusion emulator (AWARE) to teach computer security awareness (DLTJ, MSW), pp. 213–217.
ITiCSE-2005-MaiaMP #education #framework #operating system #using: A constructivist framework for operating systems education: a pedagogic proposal using the SOsim (LPM, FBM, ACPJ), pp. 218–222.
ITiCSE-2005-Jones: The pedagogic opportunities of touch-screen voting (MJ), pp. 223–226.
ITiCSE-2005-ArmenM #education #risk management: Teaching about the risks of electronic voting technology (CA, RM), pp. 227–231.
ITiCSE-2005-GooldC #education: Teaching ethics in a virtual classroom (AG, JC), pp. 232–236.
ITiCSE-2005-PeiperWCCK #development #education #named #pervasive: eFuzion: development of a pervasive educational system (CP, DW, EC, BC, SNK), pp. 237–240.
ITiCSE-2005-ChamillardS #education #learning: Learning styles across the curriculum (ATC, RES), pp. 241–245.
ITiCSE-2005-SternMH #how #student: You can lead a horse to water: how students really use pedagogical software (LS, SM, RH), pp. 246–250.
ITiCSE-2005-BrusilovskyS #case study #self #student: Engaging students to work with self-assessment questions: a study of two approaches (PB, SAS), pp. 251–255.
ITiCSE-2005-RaoJMSAF #case study #design #education #implementation: Principles of curriculum design and revision: a case study in implementing computing curricula CC2001 (MRKKR, SJ, TM, MS, MA, KAF), pp. 256–260.
ITiCSE-2005-Fossum #interpreter: Classes as first class objects in an environment-passing interpreter (TVF), pp. 261–265.
ITiCSE-2005-Demaille #compilation: Making compiler construction projects relevant to core curriculums (AD), pp. 266–270.
ITiCSE-2005-Velazquez-Iturbide #programming language: A programming languages course for freshmen (JÁVI), pp. 271–275.
ITiCSE-2005-Barker #experience #question #student: When do group projects widen the student experience gap? (LJB), pp. 276–280.
ITiCSE-2005-KrebsLOT #algorithm #assessment #feedback #flexibility #generative #student #visualisation: Student-built algorithm visualizations for assessment: flexible generation, feedback and grading (MK, TL, TO, ST), pp. 281–285.
ITiCSE-2005-WoitB #challenge #communication #distributed #re-engineering #student: Student communication challenges in distributed software engineering environments (DMW, KJB), pp. 286–290.
ITiCSE-2005-Deibel #interactive: Team formation methods for increasing interaction during in-class group work (KD), pp. 291–295.
ITiCSE-2005-MendesAL #design #development: Investigating pair-programming in a 2nd-year software development and design computer science course (EM, LBAF, ALR), pp. 296–300.
ITiCSE-2005-DavoliG #education: Virtual square (V2) in computer science education (RD, MG), pp. 301–305.
ITiCSE-2005-CrescenziGI #ide #network #protocol #visualisation: NetPrIDE an integrated environment for developing and visualizing computer network protocols (PC, GG, GI), pp. 306–310.
ITiCSE-2005-LoftusR #learning #programming #question: Extreme programming promotes extreme learning? (CWL, MR), pp. 311–315.
ITiCSE-2005-Hanks #distributed #performance #programming #student: Student performance in CS1 with distributed pair programming (BH), pp. 316–320.
ITiCSE-2005-FloodL #education #programming: Teaching programming collaboratively (RF, BL), pp. 321–324.
ITiCSE-2005-Verma #automaton #interactive #visual notation: A visual and interactive automata theory course emphasizing breadth of automata (RMV), pp. 325–329.
ITiCSE-2005-WermelingerD #automaton #formal method #prolog #tool support: A prolog toolkit for formal languages and automata (MW, AMD), pp. 330–334.
ITiCSE-2005-MoreiraR #interactive: Interactive manipulation of regular objects with FAdo (NM, RR), pp. 335–339.
ITiCSE-2005-GooldPLBC #challenge #student: Virtual student teams: opportunities and challenges (AG, AP, MZL, CB, SCC), pp. 340–341.
ITiCSE-2005-BerginWCGK #education #morphism #polymorphism: Teaching polymorphism early (JB, EW, MEC, MG, MK), pp. 342–343.
ITiCSE-2005-WeirVMN #education #how #java: Difficulties teaching Java in CS1 and how we aim to solve them (GRSW, TV, AJM, MN), pp. 344–345.
ITiCSE-2005-Carrasquel #process #student: Students evaluating faculty: a subjective process (JC), p. 346.
ITiCSE-2005-Impagliazzo #education #overview: Computing curricula overview project (JI), p. 347.
ITiCSE-2005-BenayaZ #education #java #programming: Advanced programming in java workshop: teaching methodology (TB, EZ), p. 348.
ITiCSE-2005-PatersonHBM #data type #ide #using: Using the BlueJ IDE in a data structures course (JHP, JH, MB, AM), p. 349.
ITiCSE-2005-Hamza #analysis #approach #design #object-oriented: Introducing object-oriented analysis and design in lower-level undergraduate courses: a pattern-based approach (HSH), p. 350.
ITiCSE-2005-Marcelino #learning #programming: Learning repetition structures in programming (MJM), p. 351.
ITiCSE-2005-BiancoT #process #question #why: Why are children left out of the CS rethinking process? (GMB, ST), p. 352.
ITiCSE-2005-ErnestBGSPTK: Weathering MindStorms with drizzle and DIODE in CS0 (JCE, ASB, SG, SS, JPP, DAT, MJK), p. 353.
ITiCSE-2005-Ghafarian #education #re-engineering #reverse engineering: Reverse engineering technique to enhance software engineering education (AG), p. 354.
ITiCSE-2005-Mikulecky #education: Knowledge sharing as an innovative educational practice: educating knowledge technologies (PM), p. 355.
ITiCSE-2005-MullerH #algorithm #guidelines #multi #object-oriented #problem: Guidelines for a multiple-goal CS introductory course: algorithmic problem-solving woven into OOP (OM, BH), p. 356.
ITiCSE-2005-Hause #development #distributed #performance: Distributed team performance in software development (MLH), p. 357.
ITiCSE-2005-Prakash #game studies: Computer game arena: a showcase for computer game projects (ECP), p. 358.
ITiCSE-2005-PatersonMC #development #education #web #xml: Teaching XML in a web development context (JHP, FM, GC), p. 359.
ITiCSE-2005-BassL #education #using: Teaching to analyze solutions using FGA (IB, DL), p. 360.
ITiCSE-2005-CampbellHK #education: Curricular projects of the ACM two-year college education committee (RDC, EKH, KJK), p. 361.
ITiCSE-2005-ArmoniG: Reductive thinking in undergraduate CS courses (MA, JGE), p. 362.
ITiCSE-2005-Olsevicova #topic: Application of topic maps in e-learning environment (KO), p. 363.
ITiCSE-2005-YehezkelH #education #industrial: “Computer science, academia, and industry” educational project (CY, BH), p. 364.
ITiCSE-2005-PaisB #user interface: Two possible approaches for an intermediate GUI course (RP, JPB), p. 365.
ITiCSE-2005-Hemmendinger: Computing history: interesting times (DH), p. 366.
ITiCSE-2005-KayHR #design #source code: Extending undergraduate CS programs with informatics: emphasizing software and system design in context (DGK, AvdH, DJR), p. 367.
ITiCSE-2005-Massarelli: The difficult art of pruning in favour of creative thinking (RM), p. 368.
ITiCSE-2005-Gal-EzerT #automaton #challenge #education: Challenges in teaching the pumping lemma in automata theory course (JGE, MBT), p. 369.
ITiCSE-2005-NugentSSPL #design #development #learning #validation: Design, development, and validation of a learning object for CS1 (GN, LKS, AS, SP, JL), p. 370.
ITiCSE-2005-StamouliBM #education #named #programming: ExploreCSEd: exploring skills and difficulties in programming education (IS, MB, RM), p. 371.
ITiCSE-2005-BuresP #integration #knowledge-based: Knowledge-based support of newcomers integration into an organization (VB, DP), p. 372.
ITiCSE-2005-Dias: Moving from mailing lists to web-based discussion forums (AMD), p. 373.
ITiCSE-2005-Rosenthal #multi #recursion #using: Introducing recursion by using multimedia (TR), p. 374.
ITiCSE-2005-HoodH05a #concept #education #towards: Toward integrating computing concepts into the K-12 curriculum (CSH, DJH), p. 375.
ITiCSE-2005-Prakash05a: Implicit functions lab: a collaboratory for computer graphics (ECP), p. 376.
ITiCSE-2005-TurbanRT: Bridging media breaks in presence presentations (GT, GR, CT), p. 377.
ITiCSE-2005-AlmstrumL #question #what #women: What attracts women to CS? (VLA, MZL), p. 378.
ITiCSE-2005-Impagliazzo05a: Use a little history (JI), p. 379.
ITiCSE-2005-XinogalosS #concept #object-oriented #process #student #using: Using hands-on activities for motivating students with OOP concepts before they are asked to implement them (SX, MS), p. 380.
ITiCSE-2005-NodelmanH #analysis: Complex analysis in computer graphics course (VN, BH), p. 381.
ITiCSE-2005-Lindholm #development #student: Development of object-understanding among students in the humanities (ML), p. 382.
ITiCSE-2005-Truong #learning: The environment for learning to program (NT), p. 383.
ITiCSE-2005-XinogalosS05a #process #programming: The hands-on activities of the programming microworld objectKarel (SX, MS), p. 384.
ITiCSE-2005-Gallego-CarrilloGUV #named #visualisation: SOTA: a visualization tool for symbol tables (MGC, FGB, JUF, JÁVI), p. 385.
ITiCSE-2005-Urquiza-FuentesV #animation #reuse: Reusable collections of web-based program animations (JUF, JÁVI), p. 386.
ITiCSE-2005-Kumar #java #online #programming: Online tutors for C++/Java programming (ANK), p. 387.
ITiCSE-2005-MedeirosDGM #programming #using: Using a PC simulator to illustrate input-output programming techniques (PDM, VD, MCG, RFM), p. 388.
ITiCSE-2005-Bergin: Academic jeopardy (JB), p. 389.
ITiCSE-2005-PaisB05a #education #programming #user interface #using: Use of flash movies for teaching GUI programming (RP, JPB), p. 390.
ITiCSE-2005-Granger #collaboration #communication #concept #learning: Learning technical concepts with collaboration and communication skills (MJG), p. 391.
ITiCSE-2005-HurtadoV #learning: Learning UNIX in first year of computer engineering (MASH, CVP), p. 392.
ITiCSE-2005-BassL05a #implementation: Iterative implementation of DFS (IB, DL), p. 393.
ITiCSE-2005-Hovis #complexity #programming: Managing the complexity in first year programming (RAH), p. 394.
ITiCSE-2005-Kumar05a #programming language: Projects in the programming languages course (ANK), p. 395.
ITiCSE-2005-Christensen05a #architecture #complexity #java #named: TS-05: 150 lines of java with high architectural complexity (HBC), p. 396.
ITiCSE-2005-Clark #self: Hacking as a form of “self-improvement” (EC), p. 397.
ITiCSE-2005-FreitasCA #personalisation #visualisation: A personalized visualization tool for geo-referenced information (SF, MBC, APA), p. 398.
ITiCSE-2005-MorgadoS #api #interactive #multi: MIG21 API: multimedia interactive groups API (CM, LS), p. 399.
ITiCSE-2005-PisaFJC #network #research: BRaiN research network (RP, VF, EJ, BC), p. 400.
ITiCSE-2005-Pohlhaus: Ethical engagement with data collection efforts related to fighting terrorists and terrorism in the context of recent events (WP), p. 401.
ITiCSE-2005-SilvestrePCCCC #framework #generative #platform: A platform for the generation of virtual environments inhabited by intelligent virtual humans (MS, MPA, MBC, APC, JDC, HC), p. 402.
ITiCSE-2005-Alvim: Taking the bus in the information highway system (DA), p. 403.
ITiCSE-2005-BoavidaSASLV #game studies #online: The MulE game engine extending online role-playing games (MB, JPS, PAAA, LS, JL, RV), p. 404.
ITiCSE-2005-Davis: MindMapX (LD), p. 405.
ITiCSE-2005-GellerS #c# #dot-net: Traditional and more “exotic” .NET languages: VB .NET, J#, C# and SML .NET (VG, CS), p. 406.
ITiCSE-2005-GomesSVG #behaviour #multi #named: SoundSpaces: behavior based control system for multimedia systems (RG, RS, JV, NG), p. 407.
ITiCSE-2005-GouldS #user interface: User interface considerations for older users (JG, MS), p. 408.
ITiCSE-2005-Larkworthy #evolution #flexibility #research: Evolution lab: the flexible user friendly robot research tool (TL), p. 409.
ITiCSE-2005-Lawrence: [4]cite (RL), p. 410.
ITiCSE-2005-LiccardiW #comprehension #difference #effectiveness: Understanding disciplinary differences: an insight into selecting effective e-learning approaches (IL, SW), p. 411.
ITiCSE-2005-Penha-Lopes #open source #question #why: Why use an open source e-voting system? (JMPL), p. 412.
ITiCSE-2005-Vinha #learning #reuse #theory and practice: Reusable learning objects: theory to practice (AV), p. 413.
ITiCSE-2005-Walls #behaviour: Integrating views on ethical behavior for computer professionals in an interdisciplinary environment (DCW), p. 414.
ITiCSE-2005-Roiger #data mining #education #mining: Teaching an introductory course in data mining (RJR), p. 415.
ITiCSE-2005-BerginW #tutorial: Test-first pair-programming tutorial (JB, EW), p. 416.
ITiCSE-2005-Guimaraes #database #dot-net #framework #using: Constructing database applications for PDA using the .NET framework (MG), p. 417.
ITiCSE-2005-Kumar05b: LEGO robots and AI (ANK), p. 418.

José C. Cunha, William M. Fleischman, Viera K. Proulx, João LourençoProceedings of the 10th Conference on Innovation and Technology in Computer Science EducationITiCSE, 2005.

Contents (147 items)

José C. Cunha, William M. Fleischman, Viera K. Proulx, João Lourenço
Proceedings of the 10th Conference on Innovation and Technology in Computer Science Education
ITiCSE, 2005.