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ITiCSE 2007

Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2007, Dundee, Scotland, UK, June 25-27, 2007.
Janet Hughes, D. Ramanee Peiris, Paul T. Tymann ,

Teil der ITICSE-Konferenzen

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

  • Serious fun in computer science (Seite 1 - 1) (Paul Curzon) (2007)
  • Where have all the computer scientists gone? (Seite 2 - 2) (Chris van der Kuyl) (2007)
  • Inclusive thinking in computer science education (Seite 3 - 3) (Vicki L. Hanson) (2007)
  • Pilot summer camps in computing for middle school girls - from organization through assessment (Seite 4 - 8) (Peggy Israel Doerschuk, Jiangjiang Liu, Judith Mann) (2007)
  • Broadening participation in computing - issues and challenges (Seite 9 - 13) (Joan Peckham, Lisa L. Harlow, David A. Stuart, Barbara Silver, Helen Mederer, Peter D. Stephenson) (2007)
  • Second annual robotics summer camp for underrepresented students (Seite 14 - 18) (Kelly R. Cannon, Katherine A. Panciera, Nikolaos P. Papanikolopoulos) (2007)
  • Introducing network programming into a CS1 course (Seite 19 - 22) (Michael H. Goldwasser, David Letscher) (2007)
  • Breadth-first CS 1 for scientists (Seite 23 - 27) (Zachary Dodds, Christine Alvarado, Geoff Kuenning, Ran Libeskind-Hadas) (2007)
  • Towards a curriculum for electronic textiles in the high school classroom (Seite 28 - 32) (Leah Buechley, Michael Eisenberg, Nwanua Elumeze) (2007)
  • A TDD approach to introducing students to embedded programming (Seite 33 - 37) (James Miller, Michael R. Smith) (2007)
  • Teaching operating systems with ruby (Seite 38 - 42) (Robert J. Sheehan) (2007)
  • Checking automatically the output of concurrent threads (Seite 43 - 47) (Rainer Oechsle, Kay Barzen) (2007)
  • ProofChecker - an accessible environment for automata theory correctness proofs (Seite 48 - 52) (Matthias F. Stallmann, Suzanne Balik, Robert D. Rodman, Sina Bahram, Michael C. Grace, Susan D. High) (2007)
  • Learning by game-building - a novel approach to theoretical computer science education (Seite 53 - 57) (Laura Korte, Stuart Anderson, Helen Pain, Judith Good) (2007)
  • Increasing interaction and support in the formal languages and automata theory course (Seite 58 - 62) (Susan H. Rodger, Jinghui Lim, Stephen Reading) (2007)
  • Interface-based programming assignments and automatic grading of java programs (Seite 63 - 67) (Michael T. Helmick) (2007)
  • Computer assisted assessment of diagrams (Seite 68 - 72) (Pete G. Thomas, Neil Smith, Kevin G. Waugh) (2007)
  • A source code linearization technique for detecting plagiarized programs (Seite 73 - 77) (Jeong-Hoon Ji, Gyun Woo, Hwan-Gue Cho) (2007)
  • Remote and local delivery of cisco education for the vision-impaired (Seite 78 - 81) (Helen Armstrong, Iain Murray) (2007)
  • Using screen readers to reinforce web accessibility education (Seite 82 - 86) (André Pimenta Freire, Renata Pontin de Mattos Fortes, Débora Maria Barroso Paiva, Marcelo Augusto Santos Turine) (2007)
  • Teaching data structures to students who are blind (Seite 87 - 90) (Matt Calder, Robert F. Cohen, Jessica A. Lanzoni, Neal Landry, Joelle Skaff) (2007)
  • VERKKOKE - learning routing and network programming online (Seite 91 - 95) (Anton Alstes, Janne Lindqvist) (2007)
  • Using disruptive technology for explorative learning (Seite 96 - 100) (Iain Oliver, Kristoffer Getchell, Alan Miller, Colin Allison) (2007)
  • Visualizing berkeley socket calls in students' programs (Seite 101 - 105) (Christian Brown, Chris McDonald) (2007)
  • You can take it with you - profile transportability (Seite 106 - 110) (Blaise W. Liffick, Gary M. Zoppetti) (2007)
  • A virtual logo keyboard for people with motor disabilities (Seite 111 - 115) (Stéphane Norte, Fernando Graça Lobo) (2007)
  • Inclusive computer science education using a ready-made computer game framework (Seite 116 - 120) (Joseph Distasio, Thomas P. Way) (2007)
  • Game2Learn - building CS1 learning games for retention (Seite 121 - 125) (Tiffany Barnes, Heather Richter, Eve Powell, Amanda Chaffin, Alex Godwin) (2007)
  • Innovating - the importance of right brain skills for computer science graduates (Seite 126 - 130) (Alan L. Tharp) (2007)
  • A framework for describing and comparing courses and curricula (Seite 131 - 135) (Michela Pedroni, Manuel Oriol, ) (2007)
  • Case-based instruction on the web for teaching software project management (Seite 136 - 140) (Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos) (2007)
  • Independent, synchronous and asynchronous an analysis of approaches to online concept formation (Seite 141 - 145) (Matt Bower) (2007)
  • Integrated online courseware for computer science courses (Seite 146 - 150) (Michael T. Helmick) (2007)
  • Pattern-oriented instruction and its influence on problem decomposition and solution construction (Seite 151 - 155) (Orna Muller, David Ginat, Bruria Haberman) (2007)
  • Successful students' strategies for getting unstuck (Seite 156 - 160) (Robert McCartney, Anna Eckerdal, Jan Erik Moström, Kate Sanders, ) (2007)
  • Hasty design, futile patching and the elaboration of rigor (Seite 161 - 165) (David Ginat) (2007)
  • Checklists for grading object-oriented CS1 programs - concepts and misconceptions (Seite 166 - 170) (Kate Sanders, Lynda Thomas) (2007)
  • Fundamental concepts of CS1 - procedural vs. object oriented paradigm - a case study (Seite 171 - 175) (Tamar Vilner, Ela Zur, Judith Gal-Ezer) (2007)
  • Introducing students to professional software construction - a "software construction and maintenance" course and its maintenance corpus (Seite 176 - 180) (Guy Tremblay, Bruno Malenfant, Aziz Salah, Pablo Zentilli) (2007)
  • A classroom outsourcing experience for software engineering learning (Seite 181 - 185) (William L. Honig, Tejasvini Prasad) (2007)
  • A bioinformatics track with outreach components (Seite 186 - 190) (Mingrui Zhang, Chi-Cheng Lin, Gayle Olsen, Barbara Beck) (2007)
  • Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South Africa (Seite 191 - 195) (Desmond Wesley Govender, Manoj Maharaj) (2007)
  • Enthusing and informing potential computer science students and their teachers (Seite 196 - 200) (Quintin I. Cutts, Margaret I. Brown, Lynsey Kemp, Calum Matheson) (2007)
  • Learning styles and personality types of computer science students at a South African university (Seite 201 - 205) (Vashti C. Galpin, Ian Douglas Sanders, Pei-yu Chen) (2007)
  • Mental models and programming aptitude (Seite 206 - 210) (Michael E. Caspersen, Kasper Dalgaard Larsen, Jens Bennedsen) (2007)
  • Collaboration and the importance for novices in learning java computer programming (Seite 211 - 215) (Carole A. Bagley, C. Candace Chou) (2007)
  • Teaching a "women in computer science" course (Seite 216 - 220) (Mary Anne L. Egan) (2007)
  • Seven factors that influence ICT student achievement (Seite 221 - 225) (Catherine Lang, Judy McKay, Sue Lewis) (2007)
  • Teacher responses to student gender differences (Seite 226 - 230) (M. M. Voyles, Susan M. Haller, Timothy V. Fossum) (2007)
  • Spatial skills and navigation of source code (Seite 231 - 235) (Sue Jane Jones, Gary E. Burnett) (2007)
  • Factors in novice programmers' poor tracing skills (Seite 236 - 240) (Vesa Vainio, Jorma Sajaniemi) (2007)
  • Problem solving and student performance in data structures and algorithms (Seite 241 - 245) (Donald D. Chinn, Catherine Spencer, Kristofer Martin) (2007)
  • We work so hard and they don't use it - acceptance of software tools by teachers (Seite 246 - 250) (Ronit Ben-Bassat Levy, ) (2007)
  • Analyzing engagement taxonomy in collaborative algorithm visualization (Seite 251 - 255) (Niko Myller, Mikko Laakso, Ari Korhonen) (2007)
  • Targeting program visualizations (Seite 256 - 260) (Essi Lahtinen, Hannu-Matti Järvinen, Suvi Melakoski-Vistbacka) (2007)
  • Inclusion of deaf students in computer science classes using real-time speech transcription (Seite 261 - 265) (Richard Kheir, Thomas Way) (2007)
  • Studying our inclusive practices - course experiences of students with disabilities (Seite 266 - 270) (Katherine Deibel) (2007)
  • E-learning content adaptation for deaf students (Seite 271 - 275) (F. Javier Bueno, José Raúl Fernández del Castillo, Soledad Garcia, Reca Borrego) (2007)
  • Lecture video capture for the masses (Seite 276 - 280) (Surendar Chandra) (2007)
  • An integrated system for interaction support in lectures (Seite 281 - 285) (Henning Bär, Gina Häussge, ) (2007)
  • Scribbles - an exploratory study of sketch based support for early collaborative object oriented design (Seite 286 - 290) (Christopher James Martin) (2007)
  • IDEA - a framework for the fast creation of interactive animations by pen sketching (Seite 291 - 295) (Robert Adelmann, Tobias Bischoff, Tobias Lauer) (2007)
  • Fully integrating algorithm visualization into a cs2 course. - a two-year experience (Seite 296 - 300) (Pilu Crescenzi, Carlo Nocentini) (2007)
  • Data structure visualization with latex and prefuse (Seite 301 - 305) (Ali S. Erkan, T. J. VanSlyke, Timothy M. Scaffidi) (2007)
  • Yahoo University hackday (Seite 306 - 306) (Murray Rowan, Tim Hawkins, Andy Cobley) (2007)
  • How should inclusivity influence teaching of ict design? (Seite 307 - 308) (David Sloan, Barbara Nelson, Martin Sloan) (2007)
  • Curricular resources from the acm two-year college education committee (Seite 309 - 309) (Elizabeth K. Hawthorne, Robert D. Campbell, Karl J. Klee) (2007)
  • A computer graphics curriculum to meet the european bologna requirements (Seite 310 - 310) (Steve Cunningham) (2007)
  • Teaching AJAX in web-centric courses (Seite 311 - 311) (Chrisina Draganova, Vassil Vassilev) (2007)
  • Are pictures worth 1000 words? the use of affective imagery surveys to capture student perceptions of the computing discipline (Seite 312 - 312) (Tracy L. Lewis) (2007)
  • Extending a marking tool with simple support for testing (Seite 313 - 313) (Guy Tremblay, Louise Laforest, Aziz Salah) (2007)
  • Experiences with CC2001 at a small college (Seite 314 - 314) (John F. Dooley) (2007)
  • MaBL - a tool for mapping pseudocode to multiple implementation languages (Seite 315 - 315) (Adrian Albin-Clark) (2007)
  • Teaching operating systems with Windows - experiences and contributions (Seite 316 - 316) (Seung-won Hwang) (2007)
  • Students' mental models of recursion at wits (Seite 317 - 317) (Ian Douglas Sanders, Vashti C. Galpin) (2007)
  • The Israeli summer seminars for CS leading teachers (Seite 318 - 318) (Tami Lapidot, Dan Aharoni) (2007)
  • A visual learning engine for interactive generation ofinstructional materials (Seite 319 - 319) (T. Cassen, K. R. Subramanian, Jeffrey Alexander, Drew Linderman, A. Nasipuri) (2007)
  • Stimulating minority student retention with BalloonSAT projects (Seite 320 - 320) (Shermane A. Austin, Leon P. Johnson, John M. Flowers) (2007)
  • Accessible interface for multimedia presentation in inclusive education (Seite 321 - 321) (Lourdes Moreno, Paloma Martínez, Belén Ruíz-Mezcua, Ana Iglesias) (2007)
  • Ideas for projects in undergraduate information assurance and security courses (Seite 322 - 322) (Ahmad Ghafarian) (2007)
  • Understanding threads in an advanced java course (Seite 323 - 323) (Tamar Benaya, Ela Zur) (2007)
  • An investigation into the automated assessment of the design-code interface (Seite 324 - 324) (Alan Hayes, Pete G. Thomas, Neil Smith, Kevin G. Waugh) (2007)
  • Complexity of ambient intelligence in managerial work (Seite 325 - 325) (Vladimír Bures, Pavel Cech) (2007)
  • Understanding students' performance in programming assessment questions (Seite 326 - 326) (Irene Govender) (2007)
  • Supporting the growth of CS leading teachers (Seite 327 - 327) (Tami Lapidot) (2007)
  • The computing educators oral history project - planning for the future (Seite 328 - 328) (Barbara Boucher Owens, Vicki L. Almstrum, Lecia Jane Barker) (2007)
  • How will future learning work in the third dimension? (Seite 329 - 329) (Martin Leidl, ) (2007)
  • Do students know best? - experiences of allowing students to become course designers (Seite 330 - 330) (H. Whaley, S. Grice) (2007)
  • Transforming a high school student project in computer science into a significant scientific achievement (Seite 331 - 331) (Barak Raveh, Bruria Haberman, Cecile Yehezkel) (2007)
  • Highly interactive online study skills course - "unstuck" (Seite 332 - 332) (Maths Halstensen, Frode Haug) (2007)
  • What impacts course evaluation? (Seite 333 - 333) (Erik Larsson, Mehdi Amirijoo, Daniel Karlsson, Petru Eles) (2007)
  • An account of the use of synoptic assessment for students in the area of databases at level 2 (Seite 334 - 334) (Andrea Gorra, Sanela Lazarevski, Jackie Campbell) (2007)
  • Assisting lecturers to adapt e-learning content for deaf students (Seite 335 - 335) (F. Javier Bueno, M. Goretti Alonso, José Raúl Fernández del Castillo) (2007)
  • 'But i don't read text printed in braille font'... - parables from a business and information technology student (Seite 336 - 336) (Anne Dickinson) (2007)
  • New interactive tools for graph algorithms active learning (Seite 337 - 337) (M. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Juan Castellanos) (2007)
  • Order of explanation should be interface - abstract classes - overriding (Seite 338 - 338) (Rudolf Pecinovský, Jarmila Pavlícková) (2007)
  • 'Touching the void'... - narrowing the crevasse between the tactile diagrams that tutors request and those that work in reality (Seite 339 - 339) (Anne Dickinson) (2007)
  • CS2 for an IS curriculum (Seite 340 - 340) (Lee D. Cornell) (2007)
  • Learning strategies sessions within the classroom in computing science university courses (Seite 341 - 341) (Diana Cukierman, Donna McGee Thompson) (2007)
  • Engaging student programmers as inclusive designers (Seite 342 - 342) (Shaun K. Kane) (2007)
  • Solving recurring student problems with recurrences (Seite 343 - 343) (Jonathan Byrd, Monty Carter, David Cook, Philip Kirkham, Martha J. Kosa) (2007)
  • Using an outcome-based approach to assess computing programs (Seite 344 - 344) (John Impagliazzo) (2007)
  • Teaching java with BlueJ - a two-year experience (Seite 345 - 345) (Stelios Xinogalos, Maya Satratzemi, Vassilios Dagdilelis) (2007)
  • Summer schools on the amateur radio computing (Seite 346 - 346) (Miroslav Skoric) (2007)
  • A study of phylogenetic tools for genomic nomenclature data cleaning (Seite 347 - 347) (Jonathan D. Marra, Katherine G. Herbert, Jason T. L. Wang) (2007)
  • Prediction of modulators of pyruvate kinase in smiles text using aprori methods (Seite 348 - 348) (Jason S. Caronna, Rojita Sharma, Jonathan D. Marra, Virginia L. Iuorno, Katherine G. Herbert, Jeffrey H. Toney) (2007)
  • Women in computing - how does experience influence self-perception of computing careers? (Seite 349 - 349) (Reena Pau, Wendy Hall, Su White) (2007)
  • Automation of PE recruiting process (Seite 350 - 350) (Eric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang) (2007)
  • Development of an online campus map (Seite 351 - 351) (Eric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang) (2007)
  • eduComponents - a component-based e-learning environment (Seite 352 - 352) (Mario Amelung, Michael Piotrowski, Dietmar Rösner) (2007)
  • Linuxgym - software to automate formative assessment of unix command-line and scripting skills (Seite 353 - 353) (Andrew Solomon) (2007)
  • Accessibility tools (Seite 354 - 354) (Guy Barker, Jane Prey) (2007)
  • Network educationware demonstration (Seite 355 - 355) (J. Mark Pullen) (2007)
  • Introducing propositional logic and queueing theory with the infotraffic interactive learning environments (Seite 356 - 356) () (2007)
  • Easy, fast, and flexible algorithm animation generation (Seite 357 - 357) (, Simon Kulessa, Silke Schneider) (2007)
  • Is the shortcut the quickest way to go? - translating instructions for keyboard navigation and other stories (Seite 358 - 358) (Anne Dickinson) (2007)
  • Exploring recursion with fibonacci numbers (Seite 359 - 359) (Manuel Rubio-Sánchez, Isidoro Hernán-Losada) (2007)
  • Practical tips for engaging students in team formation for multi-discipline computing projects (Seite 360 - 360) (Jakki Sheridan-Ross) (2007)
  • Exercises as a tool for sharing pedagogical knowledge (Seite 361 - 361) (Herman Koppelman) (2007)
  • From classes to code - supporting the transition from design to implementation (Seite 362 - 362) (James H. Paterson, John Haddow) (2007)
  • Teaching concurrency and nondeterminism with spin (Seite 363 - 364) () (2007)
  • Teaching object-oriented programming in python (Seite 365 - 366) (Michael H. Goldwasser, David Letscher) (2007)

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Begriffe
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Informatikcomputer science, Informatik-Didaktikdidactics of computer science, Java, Programmierenprogramming

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