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ITiCSE 2011

Proceedings of the 16th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2011, Darmstadt, Germany, June 27-29, 2011
Guido Rößling, Thomas L. Naps, Christian Spannagel ,

Teil der ITICSE-Konferenzen

iconKapitel Unter den anklickbaren Kapiteln finden Sie Informationen über einzelne Teile des gewählten Werks.

  • A bouquet of measures to promote computer science in middle & high schools (Seite 1 - 1) () (2011)
  • Technology for teaching the rest of us (Seite 2 - 2) () (2011)
  • Security injections - modules to help students remember, understand, and apply secure coding techniques (Seite 3 - 7) (Blair Taylor, Siddharth Kaza) (2011)
  • The design and coding of greedy algorithms revisited (Seite 8 - 12) (J. Ángel Velázquez-Iturbide) (2011)
  • Measuring static quality of student code (Seite 13 - 17) (Dennis M. Breuker, Jan Derriks, Jacob Brunekreef) (2011)
  • Awakening Rip Van Winkle - modernizing the computer science web curriculum (Seite 18 - 22) (Randy W. Connolly) (2011)
  • Experiences in implementing a studio component into a course for novice web developers (Seite 23 - 27) (Rebecca Grasser) (2011)
  • A tool to support the web accessibility evaluation process for novices (Seite 28 - 32) (Elaine Pearson, Christopher Bailey, Steve Green) (2011)
  • Relationship between text and action conceptions of programming - a phenomenographic and quantitative perspective (Seite 33 - 37) (Anna Eckerdal, Mikko-Jussi Laakso, Mike Lopez, Amitrajit Sarkar) (2011)
  • Automated checks on UML diagrams (Seite 38 - 42) (Michael Striewe, Michael Goedicke) (2011)
  • AGUIA/J - a tool for interactive experimentation of objects (Seite 43 - 47) (André L. Santos) (2011)
  • Intelligent systems development in a non engineering curriculum (Seite 48 - 52) (Emily A. Brand, William L. Honig, Matthew Wojtowicz) (2011)
  • Design of innovative integrated circuits in education (Seite 53 - 56) (André Schäfer, Matthias Mielke, Rainer Brück) (2011)
  • Preparing students for future architectures with an exploration of multi- and many-core performance (Seite 57 - 62) (Daniel J. Ernst) (2011)
  • A study in engaging female students in computer science using role models (Seite 63 - 67) (Jonathan Back, Paul Curzon, Chrystie Myketiak, Peter W. McOwan) (2011)
  • Kinesthetic learning of computing via "off-beat" activities (Seite 68 - 72) (Ursula Wolz, Michael Milazzo, Meredith Stone) (2011)
  • A technology-assisted scavenger hunt for introducing K-12 students to sensor networks (Seite 73 - 77) (Sally K. Wahba, Yvon Feaster, Jason O. Hallstrom) (2011)
  • Does lecture capture make a difference for students in traditional classrooms (Seite 78 - 82) (Amber Settle, Lucia Dettori, Mary Jo Davidson) (2011)
  • Impact of an e-learning platform on CSE lectures (Seite 83 - 87) (Guillaume Jourjon, Salil S. Kanhere, Jun Yao) (2011)
  • Evaluating how students would use a collaborative linked learning space (Seite 88 - 92) (Kai Michael Höver, Michael Hartle, , ) (2011)
  • Efficient and playful tools to teach Unix to new students (Seite 93 - 97) (Matthieu Moy) (2011)
  • Creativity room 5555 - evoking creativity in game design amongst CS students (Seite 98 - 102) (Timo Göttel, Jonas Schild) (2011)
  • Discovering logic through comics (Seite 103 - 107) (Iliano Cervesato) (2011)
  • Integrating google technology in artificial intelligence (Seite 108 - 112) (Elena Sánchez-Nielsen, Stefan Klink) (2011)
  • Interactive tools in the graphics classroom (Seite 113 - 117) (Dino Schweitzer, Jeff Boleng, Lauren Scharff) (2011)
  • Using the SCORE software package to analyse novice computer graphics programming (Seite 118 - 122) (Maximilian Rudolf Albrecht Wittmann, Matthew Bower, Manolya Kavakli-Thorne) (2011)
  • Evaluating a web-based information system for managing master of science summer projects (Seite 123 - 127) (Till Rebenich, Andrew M. Gravell, Thanassis Tiropanis) (2011)
  • A study of video-based versus text-based labs for a management information systems course (Seite 128 - 132) (Eric Breimer, Michelle Conway, Jami Cotler, Robert Yoder) (2011)
  • Effects of team-based learning on a CS1 course (Seite 133 - 137) (Patricia Lasserre, Carolyn Szostak) (2011)
  • Experience report - a multi-classroom report on the value of peer instruction (Seite 138 - 142) (Leo Porter, Cynthia Bailey Lee, Beth Simon, Quintin Cutts, Daniel Zingaro) (2011)
  • CoMoTo - the collaboration modeling toolkit (Seite 143 - 147) (Charlie Meyer, Cinda Heeren, Eric Shaffer, Jon Tedesco) (2011)
  • A marking language for the oto assignment marking tool (Seite 148 - 152) (Guy Tremblay, Paul Lessard) (2011)
  • Supporting student-generated free-response questions (Seite 153 - 157) (Andrew Luxton-Reilly, Paul Denny, Beryl Plimmer, Daniel J. Bertinshaw) (2011)
  • Automated assessment of short free-text responses in computer science using latent semantic analysis (Seite 158 - 162) (Richard Klein, Angelo Kyrilov, Mayya Tokman) (2011)
  • WeScheme - the browser is your programming environment (Seite 163 - 167) (Danny Yoo, Emmanuel Schanzer, Shriram Krishnamurthi, Kathi Fisler) (2011)
  • Habits of programming in scratch (Seite 168 - 172) (Orni Meerbaum-Salant, , ) (2011)   
  • From concrete to abstract? - problem domain in the learning of introductory programming (Seite 173 - 177) (Osvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman) (2011)
  • Draw a social network (Seite 178 - 182) (Sarah Carruthers, Todd Milford, Timothy Pelton, Ulrike Stege) (2011)
  • CS education re-kindles creativity in public schools (Seite 183 - 187) (Vicki E. Bennett, Kyu Han Koh, ) (2011)
  • A pre-college professional development program (Seite 188 - 192) (Stephen Cooper, Wanda Dann, Dan Lewis, Pamela B. Lawhead, Susan H. Rodger, Madeleine Schep, RoxAnn H. Stalvey) (2011)
  • GUIGraph - editing live object diagrams for GUI generation enables new pedagogy in CS1/2 (Seite 193 - 197) (Duane Buck) (2011)
  • Toward replicating handmade algorithm visualization behaviors in a digital environment - a pre-study (Seite 198 - 202) (Ming-Han Lee, ) (2011)
  • Improving compilers education through symbol tables animations (Seite 203 - 207) (Jaime Urquiza-Fuentes, Francisco Manso, J. Ángel Velázquez-Iturbide, Manuel Rubio-Sánchez) (2011)
  • Understanding the syntax barrier for novices (Seite 208 - 212) (Paul Denny, Andrew Luxton-Reilly, Ewan D. Tempero, Jacob Hendrickx) (2011)
  • Understanding novice programmer difficulties via guided learning (Seite 213 - 217) (Shuhaida Mohamed Shuhidan, Margaret Hamilton, Daryl J. D'Souza) (2011)
  • Continual and explicit comparison to promote proactive facilitation during second computer language learning (Seite 218 - 222) (Matt Bower, Annabelle McIver) (2011)
  • Computational thinking - what it might mean and what we might do about it (Seite 223 - 227) (Chenglie Hu) (2011)   
  • Beyond good and evil impacts - rethinking the social issues components in our computing curricula (Seite 228 - 232) (Randy W. Connolly) (2011)
  • Computing student practices of cheating and plagiarism - a decade of change (Seite 233 - 237) (Judy Sheard, Martin Dick) (2011)
  • "Computer science and nursery rhymes" - a learning path for the middle school (Seite 238 - 242) (Doranna Di Vano, Claudio Mirolo) (2011)
  • Experimental evaluation of BeadLoom game - how adding game elements to an educational tool improves motivation and learning (Seite 243 - 247) (Acey Kreisler Boyce, Antoine Campbell, Shaun Pickford, Dustin Culler, Tiffany Barnes) (2011)
  • Teaching CS unplugged in the high school (with limited success) (Seite 248 - 252) (Yvon Feaster, Luke Segars, Sally K. Wahba, Jason O. Hallstrom) (2011)   
  • A scheme for improving ICT units with critically low student satisfaction (Seite 253 - 257) (Angela Carbone, Jessica Wong, Jason Ceddia) (2011)
  • Combining multiple pedagogies to boost learning and enthusiasm (Seite 258 - 262) (Lori L. Pollock, Terry Harvey) (2011)
  • A cooperative learning-based strategy for teaching relational algebra (Seite 263 - 267) (Alexandra Martinez, Arturo Camacho) (2011)
  • Open source contribution as an effective software engineering class project (Seite 268 - 272) (Robert M. Marmorstein) (2011)
  • Extreme apprenticeship method - key practices and upward scalability (Seite 273 - 277) (Arto Vihavainen, Matti Paksula, Matti Luukkainen, Jaakko Kurhila) (2011)
  • The academic enhancement program in introductory CS - a workshop framework description and evaluation (Seite 278 - 282) (Rylan Egan, Diana Cukierman, Donna McGee Thompson) (2011)
  • Getting CS undergraduates to communicate effectively (Seite 283 - 287) (Andreas Karatsolis, Iliano Cervesato, Khaled A. Harras, Yonina Cooper, Kemal Oflazer, Nael B. Abu-Ghazaleh, Thierry Sans) (2011)
  • Undergraduate research - a case study (Seite 288 - 292) (Herman Koppelman, Betsy van Dijk, Gerrit van der Hoeven) (2011)
  • Bringing undergraduate students closer to a real-world information retrieval setting - methodology and resources (Seite 293 - 297) (Julián Urbano, Mónica Marrero, Diego Martín, Jorge Morato) (2011)
  • AnimalSense - combining automated exercise evaluations with algorithm animations (Seite 298 - 302) (, Mihail Mihaylov, Jerome Saltmarsh) (2011)
  • Using run time traces in automated programming tutoring (Seite 303 - 307) (Michael Striewe, Michael Goedicke) (2011)
  • A proposal for automatic evaluation in a compiler construction course (Seite 308 - 312) (Emilio Julio Lorenzo, Javier Vélez, Anselmo Peñas) (2011)
  • Evaluation framework underpinning the digital divas programme (Seite 313 - 317) (Annemieke Craig, Julie Fisher, Helen Forgasz, Catherine Lang) (2011)
  • The impact of IMPACT - assessing students' perceptions after a day of computer exploration (Seite 318 - 322) (Mary Anne L. Egan, Timoth Lederman) (2011)
  • Female students' experiences of programming - it's not all bad! (Seite 323 - 327) (Reena Pau, Wendy Hall, Marcus Grace, John Woollard) (2011)
  • A medical motif for teaching computer graphics in context (Seite 328 - 328) (James Wolfer) (2011)
  • Courseware - student learning via FOSS field trips (Seite 329 - 329) (Heidi J. C. Ellis, Gregory W. Hislop) (2011)
  • Infandango - automated grading for student programming (Seite 330 - 330) (Michael J. Hull, Daniel Powell, Ewan Klein) (2011)
  • Scheduling and student performance (Seite 331 - 331) (Clifford A. Shaffer, Stephen H. Edwards) (2011)
  • Try a little history (Seite 332 - 332) (John Impagliazzo) (2011)
  • Best practices in teaching mobile application development (Seite 333 - 333) (Qusay H. Mahmoud) (2011)
  • A mobile web-based approach to introductory programming (Seite 334 - 334) (Qusay H. Mahmoud) (2011)
  • Two kinesthetic learning activities - turing machines and basic computer organization (Seite 335 - 335) (Michael Goldweber) (2011)
  • Teaching computer architecture with a graphical PC simulator (Seite 337 - 337) (Michael David Black, Manoj Franklin) (2011)
  • A Java implementation of the myro API for using personal robots in CS1 (Seite 338 - 338) (Douglas E. Harms) (2011)
  • Changes to JFLAP to increase its use in courses (Seite 339 - 339) (Susan H. Rodger, Henry Qin, Jonathan Su) (2011)
  • Merlin-Mo, an interactions analysis system for Moodle (Seite 340 - 340) (Raquel Hijón-Neira, J. Ángel Velázquez-Iturbide) (2011)
  • UWA Java tools - harnessing software metrics to support novice programmers (Seite 341 - 341) (Rachel Cardell-Oliver, Patrick Doran Wu) (2011)
  • Using greenfoot in teaching inheritance in CS1 (Seite 342 - 342) (Tamar Vilner, Ela Zur, Shay Tavor) (2011)
  • Animation projects in CS1 from scheme to Java (Seite 343 - 343) (Mirela Djordjevic) (2011)
  • Outreach programs to promote computer science and ict to high school and middle school students (Seite 344 - 345) (Catherine Lang, Annemieke Craig, Jane Prey, Mary Anne L. Egan, Reyyan Ayfer) (2011)
  • Using video games to teach security (Seite 346 - 346) (Mário Guimãraes, Huwida Said, Richard Austin) (2011)
  • A system for usable unification of interfaces of learning objects in m-learning (Seite 347 - 347) (Eva García, Luis de Marcos, Antonio García-Cabot, José Ramón Hilera) (2011)
  • Best practices for peer feedback in interdisciplinary research groups (Seite 348 - 348) (Sebastian Harrach) (2011)
  • Programming in secondary education - benefits and perspectives (Seite 349 - 349) (Michail N. Giannakos, Spyros Doukakis, Panayiotis Vlamos, Christos Koilias) (2011)
  • Integrating greenfoot into CS1 - a case study (Seite 350 - 350) (Tamar Vilner, Ela Zur, Shay Tavor) (2011)
  • GLMP for automatic assessment of DFS algorithm learning (Seite 351 - 351) (M. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Gracian Trivino) (2011)
  • An innovative teaching tool based on semantic tableaux for verification and debugging of programs (Seite 352 - 352) (Rafael del Vado Vírseda, Fernando Pérez Morente) (2011)
  • Moodle-integrated open source synchronous teaching (Seite 353 - 353) (J. Mark Pullen, Nicholas K. Clark) (2011)
  • Teaching with CEOHP (Seite 354 - 354) (Vicki L. Almstrum, Deepa Muralidhar, Mary Z. Last, Barbara Boucher Owens) (2011)
  • Facilitating learning dynamic programming through a previous introduction of exhaustive search (Seite 355 - 355) (Arturo Camacho, Alexandra Martinez) (2011)
  • A bioinformatics e-learning lab for undergraduate students (Seite 356 - 356) (Feng Lu, Hui Liu, Yi Jian, Yanhong Zhou, Zhenran Jiang) (2011)
  • A model for visualizing sentence complexity (Seite 357 - 357) (Stefanie Markham) (2011)
  • Do educational software systems provide satisfactory learning opportunities for 'multi-sensory learning' methodology? (Seite 358 - 358) (Peter Chan, Girija Krishnaswamy) (2011)
  • Adaptation of educational contents to mobile devices (Seite 359 - 359) (Antonio García-Cabot, Eva García, Luis de Marcos, José Antonio Gutiérrez) (2011)
  • A comparison of software engineering knowledge gained from student participation in humanitarian foss projects (Seite 360 - 360) (Heidi J. C. Ellis, Gregory W. Hislop, Ralph A. Morelli) (2011)
  • CROKODIL - a platform supporting the collaborative management of web resources for learning purposes (Seite 361 - 361) (Mojisola Anjorin, Renato Domínguez García, ) (2011)
  • Is iteration really easier to master than recursion - an investigation in a functional-first CS1 context (Seite 362 - 362) (Claudio Mirolo) (2011)
  • Natural language in introductory programming - an experimental study (Seite 363 - 363) (Osvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman) (2011)
  • A first step mapping IMS learning design and Merlin-Mo (Seite 365 - 365) (Raquel Hijón-Neira, J. Ángel Velázquez-Iturbide) (2011)
  • Using student blogs for documentation in software development projects (Seite 366 - 366) (Robert Law) (2011)
  • How educators find educational resources online (Seite 367 - 367) (Monika Akbar, Weiguo Fan, Lillian N. Cassel, Lois M. L. Delcambre, Clifford A. Shaffer, Edward A. Fox, Yinlin Chen) (2011)
  • A contextualized project-based approach for improving student engagement and learning in AI courses (Seite 368 - 368) (Ingrid Russell, Zdravko Markov, Joy Dagher) (2011)
  • Java2Sequence - a tool for the visualization of object-oriented programs in introductory programming (Seite 369 - 369) (João Paulo Barros, Luís Biscaia, Miguel Vitória) (2011)
  • An initial look at prospective student mentoring (Seite 370 - 370) (Amber Settle, Sarah Pieczynski, Liz Friedman, Mary Jo Davidson) (2011)
  • IR2gT - a report generation tool for institutional repository (Seite 371 - 371) (Jayan Chirayath Kurian, Ashly Markose, Ronny John) (2011)
  • An update on the use of community-based non-profit organizations in capstone projects (Seite 372 - 372) (David K. Lange, Roger C. Ferguson, Paul M. Leidig) (2011)
  • Findings from an ACM strategic summit on computing education in community colleges (Seite 373 - 373) (Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell) (2011)
  • A problem solving teaching guide based on a procedure intertwined with a teaching model (Seite 374 - 374) (Ronit Ben-Bassat Levy, J. Ángel Velázquez-Iturbide) (2011)
  • A normative competence structure model for embedded micro- and nanosystems development (Seite 375 - 375) (André Schäfer, Rainer Brück, Steffen Jaschke, , Dietmar Fey, Bruno Kleinert, Harald Schmidt) (2011)
  • Identifying the predictors of educational webcasts' adoption (Seite 376 - 376) (Michail N. Giannakos, Panayiotis Vlamos) (2011)
  • Investigating cognitive structures of object oriented programming (Seite 377 - 377) (, Andreas Mühling) (2011)
  • The beaver contest - attracting youngsters to study computing (Seite 378 - 378) (Bruria Haberman, Avi Cohen, ) (2011)
  • Computing for the social good - a service learning project (Seite 379 - 379) (Michael Goldweber) (2011)
  • A collaborative linked learning space (Seite 380 - 380) (Kai Michael Höver, Michael Hartle, ) (2011)
  • STEM and ICT instructional worlds - the 3d experience (Seite 381 - 381) (Katherine Ross, Yvon Feaster) (2011)
  • Collaborating across international boundaries - using twitter as a tool in the classroom (Seite 382 - 382) (Stefanie Markham, Saeid Belkasim) (2011)
  • Enhancing learner capability - success of it@school project, Kerala, region of India (Seite 383 - 383) (Girija Krishnaswamy, V. Sasi Kumar) (2011)
  • Deconstructing VLEs to create customized PLEs (Seite 384 - 384) (Salvador Ros, Agustín C. Caminero, Antonio Robles-Gomez, Roberto Hernández, Rafael Pastor, Timothy Read, Alberto Pesquera, Raul Muñoz) (2011)
  • What matters most when teaching CS1 (Seite 385 - 385) (Ana Paula Ambrosio, Scheila W. Martins) (2011)
  • Combining memory management and filesystems in an operating systems course (Seite 386 - 386) (Hans-Georg Eßer) (2011)
  • SyntaxTrain - relieving the pain of learning syntax (Seite 387 - 387) (Andreas Leon Aagaard Moth, Jørgen Villadsen, ) (2011)
  • The impact of memory transfer language (MTL) in reducing misconceptions in teaching programming to novices (Seite 388 - 388) (Leonard James Mselle, Raphael Mmasy) (2011)
  • Optimizing collaborative learning processes by using recommendation systems (Seite 389 - 389) (Sebastian Harrach, Mojisola Anjorin) (2011)
  • The use of mediating artifacts in embedding problem solving processes in an e-learning environment (Seite 390 - 390) (Orry M. Messer, Angelo Kyrilov) (2011)
  • Introducing students to computer science with programmes that don't emphasise programming (Seite 391 - 391) (, Paul Curzon, Quintin Cutts, , Bruria Haberman) (2011)
  • Integrating scholarly articles within e-learning courses - a framework (Seite 392 - 392) (Bee Bee Chua, Danilo Valeros Bernardo) (2011)
  • Supporting peer learning with ad-hoc communities (Seite 393 - 393) (Johannes Konert, Kristina Richter, Stefan Göbel, , Regina Bruder) (2011)
  • Exploring flow in novice programming environments (Seite 394 - 394) (Mark Zarb, Janet Hughes) (2011)
  • Muddy hill games (Seite 395 - 395) (Jessica Blevins, Andy Kearney, Eric Mullen, Emily Myers-Stanhope, Elizabeth Sweedyk) (2011)

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Personen
KB IB clear
Michal Armoni, Mordechai Ben-Ari, Karen Brennan, Evelyn Eastmond, Yasmin B. Kafai, Jeff Kramer, John Maloney, Orni Meerbaum-Salant, Amon Millner, Andrés Monroy-Hernández, Seymour Papert, Mitchel Resnick, Eric Rosenbaum, Natalie Rusk, Jay Silver, Brian Silverman, Sherry Turkle, Jeannette M. Wing

Aussagen
KB IB clear
Informatik ist mehr als Programmierencomputer science is more than programming
Programmieren ist schwierig

Begriffe
KB IB clear
computational thinkingcomputational thinking, Computerspielecomputer game, Feedback (Rückmeldung)Feedback, greenfootgreenfoot, Informatikcomputer science, Informatik-Didaktikdidactics of computer science, Java, Komplexitätcomplexity, Künstliche Intelligenz (KI / AI)artificial intelligence, Lebenslanges Lernenlifelong learning, Lernenlearning, OOPobject oriented programming, Personal Learning EnvironmentPersonal Learning Environment, Plagiarismusplagiarism, Programmierenprogramming, Scratch, Sicherheitsecurity
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1982    Mindstorms (Seymour Papert) 12, 11, 10, 4, 6, 12, 11, 14, 16, 6, 24, 619845174548
1990Constructionism (Idit Harel, Seymour Papert) 2, 2, 3, 2, 6, 6, 3, 3, 3, 2, 2, 290384910
2006   The Cambridge Handbook of the Learning Sciences (R. Keith Sawyer) 4, 8, 3, 4, 1, 3, 4, 3, 7, 3, 7, 242624560
2010ICER 2010 (Michael E. Caspersen, Michael J. Clancy, Kate Sanders) 7, 1, 4, 2, 5, 4, 5, 1, 4, 3, 32351342
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1990    Epistemological pluralism and the revaluation of the concrete (Sherry Turkle, Seymour Papert) 3, 3, 3, 2, 2, 2, 2, 5, 3, 3, 1, 124222106
2006   Constructionism (Yasmin B. Kafai) 3, 3, 6, 1, 4, 2, 3, 1, 3, 3, 3, 45332229
2006    Computational Thinking (Jeannette M. Wing) 62, 2, 4, 5, 3, 3, 2, 5, 4, 1, 6, 349213381
2007    Is Abstraction the Key to Computing? (Jeff Kramer) 1, 2, 2, 4, 1, 1, 2, 1, 2, 1, 3, 24142304
2009    Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) 2, 8, 4, 4, 2, 2, 3, 3, 4, 1, 2, 426287363
2010    Learning computer science concepts with scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) 2, 2, 2, 2, 4, 4, 1, 5, 1613427

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