BibSLEIGH — Orit

Travelled to:

1 × China
1 × Denmark
1 × France
1 × Greece
1 × Hungary
1 × Italy
1 × South Africa
1 × United Kingdom
2 × Cyprus
2 × Spain
2 × USA

Collaborated with:

Y.Dubinsky ∅ J.E.Tomayko O.Barzilay A.Yehudai N.Ragonis D.Talby A.Keren J.Kramer T.Lapidot M.Armoni J.Gal-Ezer S.Kuhn B.Corson V.L.Almstrum D.Ginat T.Morley L.Adams M.Daniels A.Goold K.Lynch I.Newman

Talks about:

softwar (12) engin (7) teach (6) cours (6) comput (5) develop (4) scienc (4) educ (4) framework (3) project (3)

Person: Orit Hazzan

DBLP: Hazzan:Orit

Facilitated 1 volumes:

Contributed to:

2011

2010

2009

2008

2006

2005

2004

2003

2002

Wrote 21 papers:

ESEC-FSE-2011-BarzilayHY #developer #social #social media #using: Using social media to study the diversity of example usage among professional developers (OB, OH, AY), pp. 472–475.
ICSE-2010-HazzanD #framework #re-engineering: A HOT --- Human, Organizational and Technological --- framework for a software engineering course (OH, YD), pp. 559–566.
ICSE-2010-HazzanD10a #agile #tutorial: Coaching agile software projects: tutorial proposal — ICSE 2010 (OH, YD), pp. 481–482.
ITiCSE-2009-BarzilayHY #evaluation #re-engineering: Evaluation of a software engineering course by reflection (OB, OH, AY), pp. 273–277.
ITiCSE-2008-RagonisH #education: Tutoring model for promoting teaching skills of computer science prospective teachers (NR, OH), pp. 276–280.
ICEIS-ISAS-2006-DubinskyHTK #agile #analysis #design #development #scalability: System Analysis and Design in a Large-Scale Software Project: The Case of Transition to Agile Development (YD, OH, DT, AK), pp. 11–18.
ICEIS-J-2006-DubinskyHTK06a #agile #analysis #design: Agile System Analysis and Design (YD, OH, DT, AK), pp. 281–292.
ICSE-2006-HazzanD #development #education #framework: Teaching framework for software development methods (OH, YD), pp. 703–706.
ICSE-2006-KramerH #abstraction #re-engineering: The role of abstraction in software engineering (JK, OH), pp. 1017–1018.
ITiCSE-2006-ArmoniGH: Reductive thinking in undergraduate CS courses (MA, JGE, OH), pp. 133–137.
ICSE-2005-DubinskyH: The role of a project-based capstone course (YD, OH), pp. 645–646.
ICSE-2005-HazzanT #aspect-oriented #education #re-engineering: Teaching human aspects of software engineering (OH, JET), pp. 647–648.
CSEET-2004-HazzanT #aspect-oriented #education #learning #process #re-engineering: Reflection Processes in the Teaching and Learning of Human Aspects of Software Engineering (OH, JET), pp. 32–38.
ITiCSE-WGR-2004-HazzanL #education #performance: The practicum in computer science education: bridging gaps between theoretical knowledge and actual performance (OH, TL), pp. 47–51.
CSEET-2003-HazzanD #development #education #programming: Teaching a Software Development Methodology: The Case of Extreme Programming (OH, YD), pp. 176–184.
ITiCSE-2003-AdamsDGHLN #challenge #education: Challenges in teaching capstone courses (LA, MD, AG, OH, KL, IN), pp. 219–220.
ITiCSE-2003-Hazzan #aspect-oriented #framework #re-engineering #social: Cognitive and social aspects of software engineering: a course framework (OH), pp. 3–6.
ITiCSE-2003-Hazzan03a #concept #student: Computer science students’ conception of the relationship between reward (grade) and cooperation (OH), pp. 178–182.
CSEET-2002-KuhnHTC #education #re-engineering: Panel 4: The Software Studio in Software Engineering Education (SK, OH, JET, BC), p. 256–?.
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-Hazzan #abstraction #concept #learning: Reducing abstraction level when learning computability theory concepts (OH), pp. 156–160.