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14th ITiCSE 2009: Paris, France
- Patrick Brézillon, Ingrid Russell, Jean-Marc Labat:
Proceedings of the 14th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2009, Paris, France, July 6-9, 2009. ACM 2009, ISBN 978-1-60558-381-5
Keynote
- Claus Brabrand, Bettina Dahl
:
Analyzing CS competencies using the SOLO taxonomy. 1 - Sally Fincher:
Useful sharing. 2 - Patrick Porcheron:
The bologna process in European education. 3
Panel: ILE idol
- Sally Fincher, Stephen Cooper, Michael Kölling
ILE-idol. 4-5
Instructional technologies
- Félix Buendía, Juan-Carlos Cano
An instructional approach to drive computer science courses through virtual learning environments. 6-10 - Paul Denny, Andrew Luxton-Reilly
Coverage of course topics in a student generated MCQ repository. 11-15 - Gloria Childress Townsend:
Using a groupware system in CS1 to engage introverted students. 16-20
Active learning I
- Atanas Radenski:
Freedom of choice as motivational factor for active learning. 21-25 - Christine Bauer
The student view on online peer reviews. 26-30 - Harald Søndergaard
Learning from and with peers: the different roles of student peer reviewing. 31-35
CS1-2 I
- Don Blaheta:
Democracy in the classroom: an exercise for the first days of CS1. 36-39 - Qusay H. Mahmoud
An academic kit for integrating mobile devices into the CS curriculum. 40-44 - Ginés García-Mateos
A course on algorithms and data structures using on-line judging. 45-49
Software engineering I
- Murali Sitaraman, Jason O. Hallstrom, Jarred White, Svetlana Drachova-Strang, Heather K. Harton, Dana P. Leonard, Joan Krone, Richard Pak
Engaging students in specification and reasoning: "hands-on" experimentation and evaluation. 50-54 - J. Paul Gibson
Software reuse and plagiarism: a code of practice. 55-59 - Henrik Bærbak Christensen:
A story-telling approach for a software engineering course design. 60-64
Program and curriculum initiatives
- Lillian Blume, Ronald M. Baecker, Christopher Collins
A "communication skills for computer scientists" course. 65-69 - David Megías
Free technology academy: a European initiative for distance education about free software and open standards. 70-74 - Su White, Alastair Irons:
Relating research and teaching: learning from experiences and beliefs. 75-79
Networking
- Peter Steenkiste
The use of a controlled wireless testbed in courses. 80-84 - Thomas Sturgeon, Colin Allison, Alan Miller:
802.11 wireless experiments in a virtual world. 85-89 - Huwida Said
Database and database application security. 90-93
Outreach programs
- Paul Curzon
Enthusing & inspiring with reusable kinaesthetic activities. 94-98 - Rivka Taub, Mordechai Ben-Ari, Michal Armoni:
The effect of CS unplugged on middle-school students' views of CS. 99-103 - Mohammed Al-Bow, Debra Austin, Jeffrey Edgington, Rafael Fajardo, Joshua Fishburn, Carlos Lara, Scott T. Leutenegger, Susan Meyer:
Using game creation for teaching computer programming to high school students and teachers. 104-108
Algorithms
- David Ginat:
Interleaved pattern composition and scaffolded learning. 109-113 - Ali Erkan, Sam Newmark, Nicolas Ommen:
Exposure to research through replication of research: a case in complex networks. 114-118 - J. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco:
Active learning of greedy algorithms by means of interactive experimentation. 119-123
Student attitudes
- Katherine Gunion, Todd M. Milford, Ulrike Stege:
Curing recursion aversion. 124-128 - Jacob Perrenet:
Differences in beliefs and attitudes about computer science among students and faculty of the bachelor program. 129-133 - Roy P. Pargas, Samuel P. Bryfczynski:
What were they thinking? 134-138
Panel: undergraduate research in CS (a global perspective
- Lawrence D'Antonio, Roger D. Boyle, Amruth N. Kumar
Undergraduate research in CS: a global perspective. 139-140
Graphics and visualization
- Motoki Miura
Anchor garden: an interactive workbench for basic data concept learning in object oriented programming languages. 141-145 - Guido Rößling, Andreas Kothe:
Extending moodle to better support computing education. 146-150 - Jorge Villalobos
Developing programming skills by using interactive learning objects. 151-155
CS ed research: CS1-2
- Ma. Mercedes T. Rodrigo
Affective and behavioral predictors of novice programmer achievement. 156-160 - Raymond Lister, Colin J. Fidge
Further evidence of a relationship between explaining, tracing and writing skills in introductory programming. 161-165 - Linxiao Ma, John D. Ferguson, Marc Roper, Isla Ross, Murray Wood
Improving the mental models held by novice programmers using cognitive conflict and jeliot visualisations. 166-170
CS ed
- Diana Cukierman, Donna McGee Thompson:
The academic enhancement program: encouraging students to learn about learning as part of their computing science courses. 171-175 - Amruth N. Kumar
Need to consider variations within demographic groups when evaluating educational interventions. 176-180 - Jan Erik Moström
Computer science student transformations: changes and causes. 181-185
CS1-2 II
- Patricia Lasserre:
Adaptation of team-based learning on a first term programming class. 186-190 - Judith Gal-Ezer, Tamar Vilner, Ela Zur:
The professor on your PC: a virtual CS1 course. 191-195 - Raja Sooriamurthi:
Introducing abstraction and decomposition to novice programmers. 196-200
Panel: computational thinking: on weaving it in
- Paul Curzon
Computational thinking (CT): on weaving it in. 201-202
Curriculum issues
- Shimon Schocken:
Virtual machines: abstraction and implementation. 203-207 - Jeffrey L. Popyack:
Blackjack-playing agents in an advanced AI course. 208-212 - Daniel J. Ernst, Daniel E. Stevenson, Paul J. Wagner:
Hybrid and custom data structures: evolution of the data structures course. 213-217
Active learning II
- Walter Pharr, Christopher W. Starr, Caroline S. Starr:
Paired professional development: a methodology for continued professional development in computer science. 218-222 - Carol Zander, Lynda Thomas, Beth Simon, Laurie Murphy, Renée McCauley, Brian Hanks, Sue Fitzgerald:
Learning styles: novices decide. 223-227 - Nouf M. Al-Barakati
The effect of visualizing roles of variables on student performance in an introductory programming course. 228-232
Gender and diversity
- Hannah M. Dee
Why are we still here?: experiences of successful women in computing. 233-237 - Peggy Israel Doerschuk, Jiangjiang Liu, Judith Mann:
INSPIRED broadening participation: first year experience and lessons learned. 238-242 - Nicole Anderson, Chi-Cheng Lin:
Exploring technologies for building collaborative learning communities among diverse student populations. 243-247
Introductory computing
- Ananya Misra, Douglas S. Blank, Deepak Kumar:
A music context for teaching introductory computing. 248-252 - Timothy Huang, Amy Briggs:
A unified approach to introductory computer science: can one size fit all? 253-257 - Georgios Fesakis
Influence of the familiarization with "scratch" on future teachers' opinions and attitudes about programming and ICT in education. 258-262
Software engineering II
- Gregory W. Hislop, Heidi J. C. Ellis, Ralph A. Morelli:
Evaluating student experiences in developing software for humanity. 263-267 - Marco Antonio Gómez-Martín, Guillermo Jiménez-Díaz, Javier Arroyo
Teaching design patterns using a family of games. 268-272 - Ohad Barzilay, Orit Hazzan, Amiram Yehudai:
Evaluation of a software engineering course by reflection. 273-277
Engaging K-12
- Judith Gal-Ezer, Daphna Shahak, Ela Zur:
Computer science issues in high school: gender and more.... 278-282 - Christopher W. Starr, Doug Bergman, Phil Zaubi:
The development and implementation of a context-based curricular framework for computer science education in high schools. 283-287 - Torsten Brinda
Bridging ICT and CS: educational standards for computer science in lower secondary education. 288-292
Distance education
- Benjamin R. Anderson, Amy K. Joines, Thomas E. Daniels:
Xen worlds: leveraging virtualization in distance education. 293-297 - Paul E. Dickson, W. Richards Adrion, Allen R. Hanson, David T. Arbour:
First experiences with a classroom recording system. 298-302 - David J. Malan:
Virtualizing office hours in CS 50. 303-307
Assessment
- Joseph A. Sant:
"Mailing it in": email-centric automated assessment. 308-312 - Jussi Kasurinen
Estimating programming knowledge with Bayesian knowledge tracing. 313-317 - Pete G. Thomas, Kevin G. Waugh, Neil Smith:
Generalised diagram revision tools with automatic marking. 318-322
Tools
- Samantha Chandrasekar, Joseph G. Tront, Jane C. Prey:
WriteOn1.0: a tablet PC-based tool for effective classroom instruction. 323-327 - Charles Boisvert
A visualisation tool for the programming process. 328-332 - Tuukka Ahoniemi, Ville Karavirta:
Analyzing the use of a rubric-based grading tool. 333-337
Tips, techniques, and courseware
- Don Blaheta:
A visual proof of amortised-linear resizable arrays. 338 - J. Ángel Velázquez-Iturbide
Interactive visualization of recursion with SRec. 339 - Seung-won Hwang:
Video courseware for teaching operating systems with Windows. 340 - Agathe Merceron:
Design patterns to support teaching of automata theory. 341 - Francisco J. Almeida-Martínez, Jaime Urquiza-Fuentes
VAST: a visualization-based educational tool for language processors courses. 342 - Javier García Martín:
Cooperative learning to support the lacks of PBL. 343 - John F. Dooley
Peer assessments using the moodle workshop tool. 344 - Robert H. Seidman:
Alice first: 3D interactive game programming. 345 - Mirela Djordjevic:
Progressive assignment in CS1. 346 - Arnold Rosenbloom:
Running a programming contest in an introductory computer science course. 347 - Theodore S. Norvell
Rich content plug-ins for the teaching machine. 348 - Viera K. Proulx, Weston Jossey:
Unit testing in Java. 349 - Jonathan Mohr:
Two novel prolog assignments. 350 - Yanic Inghelbrecht:
Tool support for teaching responsibility-driven design. 351
Poster sessions
- Shu-Ling Wang, Gwo-Haur Hwang, Ju-Chun Chu, Pei-Shan Tsai:
The role of collective efficacy and collaborative learning behavior in learning computer science through CSCL. 352 - Alison Mitchell, Helen C. Purchase
Computing science: what do pupils think? 353 - Ulrich Kiesmüller, Torsten Brinda
Automatically identifying learners' problem solving strategies in-process solving algorithmic problems. 354 - Lillian (Boots) Cassel, Gregory W. Hislop, Bharath Nadella:
Ensemble: enriching communities and collections to support education in computing. 355 - Mara Saeli
How to teach programming in secondary education: first results of a PhD project. 356 - Kirsten Schlüter, Torsten Brinda
The attributes of task difficulty in informatics in secondary education: first results of an empirical study. 357 - James H. Paterson, John Haddow, Ka Fai Cheng:
Using coding patterns in a model-driven approach to teaching object oriented programming. 358 - Faten Mhiri, Sylvie Ratté:
AARTIC: development of an intelligent environment for human learning. 359 - Rukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek
Working across time zones in cross-cultural student teams. 360 - Luis de-Marcos
The two states of the mind to teach UML. 361 - Dominic Palmer-Brown, Chrisina Draganova, Sin Wee Lee:
Guided learning via diagnostic feedback to question responses. 362 - Bruria Haberman, Cecile Yehezkel:
Long-term software projects development: the affect of students' self-appreciation and initial expectations. 363 - Anita Cassapu:
Introducing the interactive whiteboard in computer science teaching: a high school experience. 364 - Rukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek
Use of intuitive tools to enhance student learning and user experience. 365 - Lillian N. Cassel, Gordon Davies, Stephen Seidman:
Masters degrees in computing. 366 - Kai Qian, Jigang Liu, Lixin Tao:
Teach real-time embedded system online with real hands-on labs. 367 - Judy C. R. Tseng, Sunny Y. Y. Hsu, Gwo-Jen Hwang:
A collaborative ubiquitous learning platform for computer science education. 368 - Juan-Manuel de Blas, José María Gutiérrez, Luis de-Marcos
Automatic E-learning contents composition by using gap analysis techniques. 369 - John Impagliazzo:
Graduate attributes and performance measures: refinements in assessing programs. 370 - John English, Tammy Rosenthal:
Evaluating students' programs using automated assessment: a case study. 371 - Higinio Mora Mora
Learning method based on collaborative assessment performed by the students: an application to computer science. 372 - Bronius Skupas, Valentina Dagiene, Miguel A. Revilla:
Developing classification criteria for programming tasks. 373 - Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell, Anita M. Wright:
Revised associate-level curricular guidelines in computer science. 374 - Yanic Inghelbrecht:
Object-oriented design with trace modeler and Trace4J. 375 - Guido Rößling, Florian Lindner:
Visualizing compression algorithms on-the-fly. 376 - Tapio Auvinen, Ville Karavirta, Tuukka Ahoniemi:
Rubyric: an online assessment tool for effortless authoring of personalized feedback. 377 - Felipe Tirado, Alfonso Bustos, Alejandro Miranda, Ana Elena Del Bosque:
Inducing student interaction in a virtual environment. 378 - Marco Ronchetti, Joseph Sant:
Towards automatic syllabi matching. 379 - Seung-won Hwang:
Blended learning for teaching operating systems with Windows. 380 - Marilyn C. Cole, Evan Korth, Adam L. Meyers, Sam Pluta:
Musicomputation: a pilot course exploring a pre-college computer science curriculum. 381 - Lillian N. Cassel, Thomas P. Way, Sridhara Potluri:
CPATH: distributed expertise - collaborating with other disciplines. 382 - Koji Kagawa:
WAPPEN: a web-based application framework for programming and its bison/flex plug-in. 383 - Guido Rößling, Marius Müller:
Social engineering: a serious underestimated problem. 384 - Cristóbal Costa Soria
Teaching software architectures and aspect-oriented software development using open-source projects. 385 - Can Kültür
Fine arts perspective in user interface design. 386 - Alex Pantaleev:
Dzver: a visual computer science learning environment. 387 - Günter Tusch
Technology infrastructure in support of a medical & bioinformatics masters degree. 388 - Samuel P. Bryfczynski, Roy P. Pargas:
GraphPad: a graph creation tool for CS2/CS7. 389 - Gregory W. Hislop:
Replacing introductory programming courses with a broader perspective on computing. 390 - Antonios Saravanos
The positive effects of explanation after CE in AVBL. 391 - I-Han Hsiao, Sergey A. Sosnovsky, Peter Brusilovsky
Extending parameterized problem-tracing questions for Java with personalized guidance. 392 - Ana Iglesias
APEINTA: a spanish educational project aiming for inclusive education in and out of the classroom. 393 - Manuel Rubio-Sánchez
Tail recursion by using function generalization. 394 - Guido Rößling, Yavor Kolarov:
A system for integral efficiency analysis of sustainable technologies. 395 - David C. Moffat, Kathryn Trinder:
The use of MUVE technology in teaching AI algorithms. 396 - Claudio Mirolo:
Mental models of recursive computations vs. recursive analysis in the problem domain. 397 - Can Kültür
Keeping the pace in CS-1 through the use of CMS. 398 - Chrisina Draganova:
Use of mobile phone technologies in learning. 399 - Ben Stephenson:
Visual examples of recursion. 400 - Stan Kurkovsky
Making the case for mobile game development. 401 - Lillian N. Cassel, Richard J. LeBlanc, Andrew D. McGettrick, Michael Wrinn:
Concurrency and parallelism in the computing ontology. 402 - Bernhard Wiesner, Torsten Brinda
How do robots foster the learning of basic concepts in informatics? 403
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