• Science, technology and innovation - a key driver for economic growth (Seite 1 - 1) (Nüket Yeti) (2010)
• Who's missing from the room (Seite 2 - 2) (Jane Prey) (2010)
• Challenges with teaching HCI early to computer students (Seite 3 - 7) (Johan Aberg) (2010)
• Service learning in introductory computer science (Seite 8 - 12) (Mary Anne L. Egan, Mathew Johnson) (2010)
• From phenomenography study to planning teaching (Seite 13 - 17) (Errol Thompson) (2010)
• The SOM family - virtual machines for teaching and research (Seite 18 - 22) (Michael Haupt, Robert Hirschfeld, Tobias Pape, Gregor Gabrysiak, Stefan Marr, Arne Bergmann, Arvid Heise, Matthias Kleine, Robert Krahn) (2010)
• JavaSpaces NetBeans - a linda workbench for distributed programming course (Seite 23 - 27) (Magdalena Dukielska, Jacek Sroka) (2010)
• Enbug - when debuggers go bad (Seite 28 - 32) (David Williams-King, John Aycock, Daniel Medeiros Nunes de Castro) (2010)
• A sub-saharan comparative study of university students' attitudes towards computer programming (Seite 33 - 37) (Cecille J. Marsh) (2010)
• Creating digital divas - scaffolding perception change through secondary school and university alliances (Seite 38 - 42) (Catherine Lang, Annemieke Craig, Julie Fisher, Helen Forgasz) (2010)
• Inspiring women undergraduates (Seite 43 - 47) (Hannah M. Dee, Roger D. Boyle) (2010)
• Analysis of computer science related curriculum on LDA and Isomap (Seite 48 - 52) (Takayuki Sekiya, Yoshitatsu Matsuda, Kazunori Yamaguchi) (2010)
• Individual and group seminars and workshops in the computer science curriculum (Seite 53 - 57) (Tamar Benaya, Maya Herman, Daphna Shahak, Ela Zur) (2010)
• Developing verification-driven learning cases (Seite 58 - 62) (Shengru Tu, Sehun James Oh, Rushikesh Kale, Aditya Kallem, Shireesha Tankashala) (2010)
• ComTest - a tool to impart TDD and unit testing to introductory level programming (Seite 63 - 67) (Vesa Lappalainen, Jonne Itkonen, Ville Isomöttönen, Sami Kollanus) (2010)
• SAMtool, a tool for deducing and implementing loop patterns (Seite 68 - 72) (José Luis Fernández Alemán, Youssef Oufaska) (2010)
• PhidgetLab - crossing the border from virtual to real-world objects (Seite 73 - 77) (Michael Haupt, Michael Perscheid, Robert Hirschfeld, Lysann Kessler, Thomas Klingbeil, Stephanie Platz, Frank Schlegel, Philipp Tessenow) (2010)
• LOMOLEHEA - learning object model for online learning based on the european higher education area (Seite 78 - 82) (Felipe Cocón, Eugenio Fernández) (2010)
• Online education experiences - information technologies certificate program at METU (Seite 83 - 87) (Erman Yükseltürk, Adnan Yazici, Ahmet Sacan, Özgür Kaya) (2010)
• Evaluation of automatic classroom capture for computer science education (Seite 88 - 92) (Paul E. Dickson, David T. Arbour, W. Richards Adrion, Amanda Gentzel) (2010)
• Computer lab work on theory (Seite 93 - 97) (Emma Enström, Viggo Kann) (2010)
• Tail recursive programming by applying generalization (Seite 98 - 102) (Manuel Rubio-Sánchez) (2010)
• Mental models of recursion - investigating students' understanding of recursion (Seite 103 - 107) (Tamarisk Lurlyn Scholtz, Ian Sanders) (2010)
• Comparison of OOP first and OOP later - first results regarding the role of comfort level (Seite 108 - 112) (Albrecht Ehlert, Carsten Schulte) (2010)
• A study on student performance in first year CS courses (Seite 113 - 117) (Anabela Jesus Gomes, António José Mendes) (2010)
• Self-predicted and actual performance in an introductory programming course (Seite 118 - 122) (Paul Denny, Andrew Luxton-Reilly, John Hamer, Dana B. Dahlstrom, Helen C. Purchase) (2010)
• A framework for computational thinking across the curriculum (Seite 123 - 127) (Ljubomir Perkovic, Amber Settle, Sungsoon Hwang, Joshua Jones) (2010)
• Helping students build a mental model of computation (Seite 128 - 131) (Steve Kollmansberger) (2010)
• File references, trees, and computational thinking (Seite 132 - 136) (Craig S. Miller, Ljubomir Perkovic, Amber Settle) (2010)
• Effect of media richness on user acceptance of blogs and podcasts (Seite 137 - 141) (Nauman Saeed, Yun Yang, Suku Sinnappan) (2010)
• SNAG - using social networking games to increase student retention in computer science (Seite 142 - 146) (Samantha L. Finkelstein, Eve Powell, Andrew Hicks, Katelyn Doran, Sandhya Rani Charugulla, Tiffany Barnes) (2010)
• Developing tools to encourage reflection in first year students blogs (Seite 147 - 151) (Roger McDermott, Garry Brindley, Gordon Eccleston) (2010)
• Measuring of and reacting to learners' progress in logic programming courses (Seite 152 - 154) (Stefan Friese) (2010)
• Student self-assessment in a programming course using bloom's revised taxonomy (Seite 155 - 159) (Satu Alaoutinen, Kari Smolander) (2010)
• Learning (through) recursion - a multidimensional analysis of the competences achieved by CS1 students (Seite 160 - 164) (Claudio Mirolo) (2010)
• Using alice in CS1 - a quantitative experiment (Seite 165 - 168) (Ryan Garlick, Ebru Celikel Cankaya) (2010)
• An unusual CS 1 with high standards and confirming results (Seite 169 - 173) (Guido Rößling, Max Mühlhäuser) (2010)
• Teaching abstraction in introductory courses (Seite 174 - 178) (Herman Koppelman, Betsy van Dijk) (2010)
• Reflecting on online learning designs using observed behavior (Seite 179 - 183) (Larry Howard, Julie Johnson, Carin Neitzel) (2010)
• Cyberspace meets brick and mortar - an investigation into how students engage in peer to peer feedback using both cyberlearning and physical infrastructures (Seite 184 - 188) (Ashok R. Basawapatna, Alexander Repenning) (2010)
• e-Lectures to support blended instruction in multimedia programming course (Seite 189 - 193) (Anastasios Karakostas, Stavros N. Demetriadis, Vasiliki Ragazou, Maria Amarlariotou) (2010)
• Robotics and intelligent systems for social and behavioral science undergraduates (Seite 194 - 198) (Tom Armstrong) (2010)
• Creativity and intrinsic motivation in computer science education - experimenting with robots (Seite 199 - 203) (Mikko Apiola, Matti Lattu, Tomi A. Pasanen) (2010)
• Using personal robots in CS1 - experiences, outcomes, and attitudinal influences (Seite 204 - 208) (Stefanie Markham, K. N. King) (2010)
• What did qubits ever do for me - an answer for CS2 students (Seite 209 - 213) (Michael Main, Robert Frohardt, Yingdan Huang) (2010)
• Experience report - CS1 for majors with media computation (Seite 214 - 218) (Beth Simon, Päivi Kinnunen, Leo Porter, Dov Zazkis) (2010)
• When CS 1 is biology 1 - crossdisciplinary collaboration as CS context (Seite 219 - 223) (Zachary Dodds, Ran Libeskind-Hadas, Eliot Bush) (2010)
• Using scalable game design to teach computer science from middle school to graduate school (Seite 224 - 228) (Ashok R. Basawapatna, Kyu Han Koh, Alexander Repenning) (2010)
• Broadening accessibility to computer science for K-12 education (Seite 229 - 233) (Mark K. Gardner, Wu-chun Feng) (2010)
• Enhancing K-12 education with alice programming adventures (Seite 234 - 238) (Susan H. Rodger, Maggie Bashford, Lana Dyck, Jenna Hayes, Liz Liang, Deborah Nelson, Henry Qin) (2010)
• Evaluating the effectiveness of a pattern application support tool for novices (Seite 239 - 243) (Masita Jalil, Shahrul Azman Noah, Sufian Idris) (2010)
• Experiences in software engineering courses using psychometrics with RAMSET (Seite 244 - 248) (Luis G. Martínez, Guillermo Licea, Antonio Rodríguez Díaz, Juan R. Castro) (2010)
• Modeling with Plato - the unified modeling language in a cultural context (Seite 249 - 253) (Luis de Marcos, Fernando Flores, José-Javier Martínez) (2010)
• Encouraging reading and collaboration using classroom salon (Seite 254 - 258) (Ananda Gunawardena, Aaron Tan, David Kaufer) (2010)
• Collaborative design of cross-disciplinary game minors based on the IGDA curriculum framework (Seite 259 - 263) (Monica M. McGill) (2010)
• Skills and knowledge for hire - leeds source-it (Seite 264 - 268) (Royce Neagle, Alison Marshall, Roger D. Boyle) (2010)
• Usability, engagement & development of a digital usability laboratory in a higher education environment (Seite 269 - 273) (David Cox) (2010)
• Online identification of learner problem solving strategies using pattern recognition methods (Seite 274 - 278) (Ulrich Kiesmüller, Sebastian Sossalla, Torsten Brinda, Korbinian Riedhammer) (2010)
• Undergraduate database instruction with MeTube (Seite 279 - 283) (James Z. Wang, Timothy A. Davis, James Westall, Pradip K. Srimani) (2010)
• Hands-on approach to teaching wireless sensor networks at the undergraduate level (Seite 284 - 288) (Anna Förster, Mehdi Jazayeri) (2010)
• Integrating categories of algorithm learning objective into algorithm visualization design - a proposal (Seite 289 - 293) (Ming-Han Lee, Guido Rößling) (2010)
• A platform for visualizing digital circuit synthesis with VHDL (Seite 294 - 298) (Abdulhadi Shoufan, Zheng Lu, Guido Rößling) (2010)
• Using AVs to explain NP-completeness (Seite 299 - 299) (Pierluigi Crescenzi) (2010)
• Motivating online collaborative learning (Seite 300 - 300) (Paul Denny) (2010)
• Sharing and discussing UML modeling exercises in a PLE (Seite 301 - 301) (Jürgen Börstler, Dimitris Dranidis, Ervin Ramollari, Sonja Trapp, Matthias Heintz, Sebastian Weber) (2010)
• Open source widget for parson's puzzles (Seite 302 - 302) (Petri Ihantola, Ville Karavirta) (2010)
• Serverless automatic assessment of Javascript exercises (Seite 303 - 303) (Ville Karavirta, Petri Ihantola) (2010)
• VCache - visualization applet for processor caches (Seite 304 - 304) (Berkin Ilbeyi, John A. Nestor) (2010)
• Greenroom - a teacher community for collaborative resource development (Seite 305 - 305) (Neil Brown, Phil Stevens, Michael Kölling) (2010)
• Promoting active learning through assignments (Seite 306 - 306) (Gerry W. Cross) (2010)
• Innovative CS capstone projects on green energy applications with WSN in a box (Seite 307 - 307) (Chia-Tien Dan Lo, Kai Qian, Li Yang) (2010)
• Advantage of using web 2.0 applications in class (Seite 308 - 308) (Ayse Begüm Aydinol, Özgür Gültekin) (2010)
• Assessment methods and how teachers and students view them in a computer science course at Uppsala University (Seite 309 - 309) (Mithat Canberk Ezel) (2010)
• Linking different programming paradigms - thoughts about instructional design (Seite 310 - 310) (Noa Ragonis, Bruria Haberman) (2010)
• The case for error detection support during online testing (Seite 311 - 311) (Amruth N. Kumar) (2010)
• Inquiry-based active learning in introductory programming courses (Seite 312 - 312) (Kai Qian, Chia-Tien Dan Lo, Li Yang, Jigang Liu) (2010)
• Lecturing about the phenomenology of databases (Seite 313 - 313) (Luis de Marcos, Fernando Flores, José-Javier Martínez) (2010)
• Improving CS education at Wits using an online assessment and evaluation system - a case study (Seite 314 - 314) (Angelo Kyrilov, Jarryd Chengalroyen, Mayya Tokman) (2010)
• Support tools for graphs in computer science (Seite 315 - 315) (Victor N. Kasyanov) (2010)
• Changing the learning process of the input/output topic using a game in a portable console (Seite 316 - 316) (Edurne Larraza-Mendiluze, Nestor Garay-Vitoria) (2010)
• International sustainable exchange - student projects to teach social responsibility (Seite 317 - 317) (Christopher R. Routh, Cary Laxer, Logan Muller, Nicholas Dimmitt) (2010)
• Portable labs in a box for embedded system education (Seite 318 - 318) (Kai Qian, Chia-Tien Dan Lo, Xiaolin Hu) (2010)
• A mobile learning tool to deliver online questionnaires (Seite 319 - 319) (Luis de Marcos, José Ramón Hilera, Eva García, Antonio García-Cabot, José-Javier Martínez, José María Gutiérrez, Roberto Barchino, Salvador Otón, José Antonio Gutiérrez, Elena Vilar, Miriam Martínez, Salvador Espinosa) (2010)
• A lecture about teaching informatics in secondary education - lecture design and first experiences (Seite 320 - 320) (Torsten Brinda, Peter Hubwieser) (2010)
• Lego NXT as a learning tool (Seite 321 - 321) (Mohamed Hamada, Sayota Sato) (2010)
• embed4Auto - a PLE for software modelling (Seite 322 - 322) (Jürgen Börstler, Ömer Faruk Bay, Meltem Huri Baturay, Sonja Trapp, Matthias Heintz, Sebastian Weber) (2010)
• The effect of video tutorials on learning spreadsheets (Seite 323 - 323) (Ayse Begüm Aydinol, Özgür Gültekin) (2010)
• JavaMarker - an eclipse plug-in to mark students' Java exercises (Seite 324 - 324) (Marzieh Ahmadzadeh, Mansoore Soltani) (2010)
• What do promising high school students think about studying computing (Seite 325 - 325) (Deniz A. Gürsel, Banuçiçek Gürcüoglu) (2010)
• Student-centered design of a parser visualization tool (Seite 326 - 326) (Francisco J. Almeida-Martínez, Jaime Urquiza-Fuentes, Manuel Rubio-Sánchez, J. Ángel Velázquez-Iturbide) (2010)
• Starting out at university with team projects (Seite 327 - 327) (Xavier Ferré, Antonio Giraldo, M. Gloria Sánchez-Torrubia, María Asunción Sastre) (2010)
• Computer science education in Turkey (Seite 328 - 328) (Petek Askar) (2010)
• Professional associations in K-12 computer science (Seite 329 - 330) (Chris Stephenson, Judith Gal-Ezer, Margot Phillipps, Jan Vahrenhold) (2010)

• Learnable Programming - Blocks and Beyond (David Bau, Jeff Gray, Caitlin Kelleher, Josh Sheldon, Franklyn A. Turbak)   
• Guide to Teaching Computer Science (Orit Hazzan, Tami Lapidot, Noa Ragonis) (2011)  
  • 4. Research in Computer Science Education   
• Informatik in Bildung und Beruf - INFOS 2011 - 14. GI-Fachtagung Informatik und Schule (Marco Thomas) (2011)   
  • Das Schülerlabor als Ort der Informatiklehrerbildung (Carsten Schulte) (2011)   
• Visual Program Simulation in Introductory Programming Education (Juha Sorva) (2012)   
• ICER 2012 - International Computing Education Research Conference, ICER '12, Auckland, New Zealand, September 10-12, 2012 (Alison Clear, Kate Sanders, Beth Simon) (2012)
  • Improving student learning outcomes with pair programming (Alex Radermacher, Gursimran S. Walia, Richard Rummelt) (2012)   
• EmbedIT - an Open Robotic Kit for Education (Dorit Assaf) (2013)   
• ICER 2013 - International Computing Education Research Conference, ICER '13, La Jolla, CA, USA, August 12-14, 2013 (Beth Simon, Alison Clear, Quintin I. Cutts) (2013)
  • The zones of proximal flow - guiding students through a space of computational thinking skills and challenges (Ashok R. Basawapatna, Alexander Repenning, Kyu Han Koh, Hilarie Nickerson) (2013)   
• Minding the gap between blocks-based and text-based programming (David Weintrop) (2015)   
• Neo-Piagetian Theory and the Novice Programmer (Donna Teague) (2015)   
• ISSEP 2015 - Informatics in Schools. Curricula, Competences, and Competitions (Andrej Brodnik, Jan Vahrenhold) (2015)   
  • 3. Robotics Activities-Is the Investment Worthwhile? (Ronit Ben-Bassat Levy, Mordechai Ben-Ari) (2015)   
• ICER 2015 - Proceedings of the eleventh annual International Conference on International Computing Education Research, ICER 2015, Omaha, NE, USA, August 09 - 13, (Brian Dorn, Judy Sheard, Quintin I. Cutts) (2015)
  • Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs (David Weintrop, Uri Wilensky) (2015)   
• Digital Divas - Putting the Wow Into Computing for Girls (Julie Fisher, Catherine Lang, Annemieke Craig, Helen Forgasz) (2016)  
• Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)   
• ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER 2017, Tacoma, WA, USA, August 18-20, 2017 (Josh Tenenberg, Donald Chinn, Judy Sheard, Lauri Malmi) (2017)
  • An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses (Holger Danielsiek, Laura Toma, Jan Vahrenhold) (2017)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • Teaching Programming and Algorithmic Complexity with Tangible Machines (Tobias Kohn, Dennis Komm)   
• The effects of first programming language on college students’ computing attitude and achievement - a comparison of graphical and textual languages (Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler) (2018)   
• ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER 2019, Toronto, ON, Canada, August 12-14, 2019 (Robert McCartney, Andrew Petersen, Anthony V. Robins, Adon Moskal) (2019)
  • Toward Understanding and Enhancing Novice Students' Mental Models in Computer Science - Doctoral Consortium Abstract (Briana Bettin) (2019)   
• ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019 (Bruce Scharlau, Roger McDermott, Arnold Pears, Mihaela Sabin) (2019)
  • Helping Students Solve Parsons Puzzles Better (Amruth N. Kumar) (2019)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • Cognitive Correlates of Computational Thinking - Evaluation of a Blended Unplugged/Plugged-In Course (Katerina Tsarava, Luzia Leifheit, Manuel Ninaus, Marcos Román-González, Martin V. Butz, Jessika Golle, Ulrich Trautwein, Korbinian Moeller) (2019)   
• Informatics in Schools. New Ideas in School Informatics (Sergei Pozdniakov, Valentina Dagienė) (2019)   
  • An Exploration of Teachers’ Perspective About the Learning of Iteration-Control Constructs (Emanuele Scapin, Claudio Mirolo)   
• ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
  • Revisiting Self-Efficacy in Introductory Programming (Phil Steinhorst, Andrew Petersen 0001, Jan Vahrenhold) (2020)   
• Informatics in Schools: Engaging Learners in Computational Thinking - 13th International Conference, ISSEP 2020, Tallinn, Estonia, November 16-18, 2020 Proceedings (Külli Kori, Mart Laanpere) (2020)   
  • Identification of Dependencies Between Learning Outcomes in Computing Science Curricula for Primary and Secondary Education - On the Way to Personalized Learning Paths (Yelyzaveta Chystopolova, Stefan Pasterk, Andreas Bollin, Max Kesselbacher)   
• DELFI 2024 (Sandra Schulz, Natalie Kiesler) (2024)   
  • Towards Computer-Aided Teaching of Reductions in Theoretical Computer Science (Maurice Herwig, Norbert Hundeshagen, Marit Kastaun, Cedric Kollenberg) (2024)   
  • A novel project assignment fostering self-competence and reflection using robotics for first-year CS students (Melanie Baur, Johanna Sedlmair, Sebastian Speiser) (2024)   

Beat hat diese Konferenz-Proceedings während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt weder ein physisches noch ein digitales Exemplar. Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben.