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16th ITiCSE 2011: Darmstadt, Germany
- Guido Rößling, Thomas L. Naps, Christian Spannagel:
Proceedings of the 16th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2011, Darmstadt, Germany, June 27-29, 2011. ACM 2011, ISBN 978-1-4503-0697-3
Keynote talks
- Ulrik Schroeder
:
A bouquet of measures to promote computer science in middle & high schools. 1 - Mark Guzdial:
Technology for teaching the rest of us. 2
Coding skills
- Blair Taylor, Siddharth Kaza:
Security injections: modules to help students remember, understand, and apply secure coding techniques. 3-7 - J. Ángel Velázquez-Iturbide
The design and coding of greedy algorithms revisited. 8-12 - Dennis M. Breuker, Jan Derriks, Jacob Brunekreef:
Measuring static quality of student code. 13-17
Web development
- Randy W. Connolly:
Awakening Rip Van Winkle: modernizing the computer science web curriculum. 18-22 - Rebecca Grasser:
Experiences in implementing a studio component into a course for novice web developers. 23-27 - Elaine Pearson, Christopher Bailey, Steve Green:
A tool to support the web accessibility evaluation process for novices. 28-32
Understanding OO
- Anna Eckerdal, Mikko-Jussi Laakso, Mike Lopez, Amitrajit Sarkar:
Relationship between text and action conceptions of programming: a phenomenographic and quantitative perspective. 33-37 - Michael Striewe
Automated checks on UML diagrams. 38-42 - André L. Santos
AGUIA/J: a tool for interactive experimentation of objects. 43-47
Activities for hardware courses
- Emily A. Brand, William L. Honig, Matthew Wojtowicz:
Intelligent systems development in a non engineering curriculum. 48-52 - André Schäfer, Matthias Mielke, Rainer Brück:
Design of innovative integrated circuits in education. 53-56 - Daniel J. Ernst:
Preparing students for future architectures with an exploration of multi- and many-core performance. 57-62
Attracting K-12 students to CS
- Jonathan Back, Paul Curzon
A study in engaging female students in computer science using role models. 63-67 - Ursula Wolz, Michael Milazzo, Meredith Stone:
Kinesthetic learning of computing via "off-beat" activities. 68-72 - Sally K. Wahba, Yvon Feaster, Jason O. Hallstrom:
A technology-assisted scavenger hunt for introducing K-12 students to sensor networks. 73-77
Enhancing CS lectures
- Amber Settle, Lucia Dettori, Mary Jo Davidson:
Does lecture capture make a difference for students in traditional classrooms. 78-82 - Guillaume Jourjon, Salil S. Kanhere, Jun Yao:
Impact of an e-learning platform on CSE lectures. 83-87 - Kai Michael Höver, Michael Hartle, Guido Rößling, Max Mühlhäuser
Evaluating how students would use a collaborative linked learning space. 88-92
Environments for motivating students
- Matthieu Moy:
Efficient and playful tools to teach Unix to new students. 93-97 - Timo Göttel, Jonas Schild:
Creativity room 5555: evoking creativity in game design amongst CS students. 98-102 - Iliano Cervesato
Discovering logic through comics. 103-107
Tool support for upper-level courses
- Elena Sánchez-Nielsen
Integrating google technology in artificial intelligence. 108-112 - Dino Schweitzer, Jeff Boleng, Lauren Scharff:
Interactive tools in the graphics classroom. 113-117 - Maximilian Rudolf Albrecht Wittmann, Matthew Bower
Using the SCORE software package to analyse novice computer graphics programming. 118-122
Integrating web-based technologies into courses
- Till Rebenich, Andrew M. Gravell, Thanassis Tiropanis:
Evaluating a web-based information system for managing master of science summer projects. 123-127 - Eric Breimer, Michelle Conway, Jami Cotler, Robert Yoder:
A study of video-based versus text-based labs for a management information systems course. 128-132
Collaboration and peer instruction in CS1
- Patricia Lasserre, Carolyn Szostak:
Effects of team-based learning on a CS1 course. 133-137 - Leo Porter
Experience report: a multi-classroom report on the value of peer instruction. 138-142 - Charlie Meyer, Cinda Heeren, Eric Shaffer, Jon Tedesco:
CoMoTo: the collaboration modeling toolkit. 143-147
Free-text questions and assessment
- Guy Tremblay, Paul Lessard:
A marking language for the oto assignment marking tool. 148-152 - Andrew Luxton-Reilly
Supporting student-generated free-response questions. 153-157 - Richard Klein, Angelo Kyrilov, Mayya Tokman:
Automated assessment of short free-text responses in computer science using latent semantic analysis. 158-162
Introductory programming
- Danny Yoo, Emmanuel Schanzer
WeScheme: the browser is your programming environment. 163-167 - Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari:
Habits of programming in scratch. 168-172 - Osvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman
From concrete to abstract?: problem domain in the learning of introductory programming. 173-177
K-12 approaches I
- Sarah Carruthers, Todd M. Milford, Timothy Pelton, Ulrike Stege:
Draw a social network. 178-182 - Vicki E. Bennett, Kyu Han Koh, Alexander Repenning
CS education re-kindles creativity in public schools. 183-187 - Stephen Cooper, Wanda P. Dann, Dan Lewis, Pamela B. Lawhead, Susan H. Rodger, Madeleine Schep, RoxAnn H. Stalvey:
A pre-college professional development program. 188-192
Visualization
- Duane Buck:
GUIGraph: editing live object diagrams for GUI generation enables new pedagogy in CS1/2. 193-197 - Ming-Han Lee, Guido Rößling:
Toward replicating handmade algorithm visualization behaviors in a digital environment: a pre-study. 198-202 - Jaime Urquiza-Fuentes
Improving compilers education through symbol tables animations. 203-207
Facilitating programming instruction
- Paul Denny, Andrew Luxton-Reilly
Understanding the syntax barrier for novices. 208-212 - Shuhaida Mohamed Shuhidan
Understanding novice programmer difficulties via guided learning. 213-217 - Matt Bower
Continual and explicit comparison to promote proactive facilitation during second computer language learning. 218-222
Broadening the perspective
- Chenglie Hu:
Computational thinking: what it might mean and what we might do about it. 223-227 - Randy W. Connolly:
Beyond good and evil impacts: rethinking the social issues components in our computing curricula. 228-232 - Judy Sheard, Martin Dick:
Computing student practices of cheating and plagiarism: a decade of change. 233-237
K-12 approaches II
- Doranna Di Vano, Claudio Mirolo:
"Computer science and nursery rhymes": a learning path for the middle school. 238-242 - Acey Kreisler Boyce, Antoine Campbell, Shaun Pickford, Dustin Culler, Tiffany Barnes:
Experimental evaluation of BeadLoom game: how adding game elements to an educational tool improves motivation and learning. 243-247 - Yvon Feaster, Luke Segars, Sally K. Wahba, Jason O. Hallstrom:
Teaching CS unplugged in the high school (with limited success). 248-252
Peer-assisted learning
- Angela Carbone, Jessica Wong, Jason Ceddia:
A scheme for improving ICT units with critically low student satisfaction. 253-257 - Lori L. Pollock, Terry Harvey:
Combining multiple pedagogies to boost learning and enthusiasm. 258-262 - Alexandra Martínez, Arturo Camacho:
A cooperative learning-based strategy for teaching relational algebra. 263-267
Engaging students
- Robert M. Marmorstein:
Open source contribution as an effective software engineering class project. 268-272 - Arto Vihavainen, Matti Paksula, Matti Luukkainen, Jaakko Kurhila:
Extreme apprenticeship method: key practices and upward scalability. 273-277 - Rylan Egan, Diana Cukierman, Donna McGee Thompson:
The academic enhancement program in introductory CS: a workshop framework description and evaluation. 278-282
New approaches in undergraduate instruction
- Andreas Karatsolis, Iliano Cervesato, Khaled A. Harras, Yonina Cooper, Kemal Oflazer
Getting CS undergraduates to communicate effectively. 283-287 - Herman Koppelman, Betsy van Dijk, Gerrit van Der Hoeven:
Undergraduate research: a case study. 288-292 - Julián Urbano, Mónica Marrero
Bringing undergraduate students closer to a real-world information retrieval setting: methodology and resources. 293-297
Automated assessment
- Guido Rößling, Mihail Mihaylov, Jerome Saltmarsh:
AnimalSense: combining automated exercise evaluations with algorithm animations. 298-302 - Michael Striewe
Using run time traces in automated programming tutoring. 303-307 - Emilio Julio Lorenzo, Javier Vélez, Anselmo Peñas
A proposal for automatic evaluation in a compiler construction course. 308-312
Attracting girls and women to CS
- Annemieke Craig
Evaluation framework underpinning the digital divas programme. 313-317 - Mary Anne L. Egan, Timoth Lederman:
The impact of IMPACT: assessing students' perceptions after a day of computer exploration. 318-322 - Reena Pau, Wendy Hall, Marcus Grace, John Woollard:
Female students' experiences of programming: it's not all bad! 323-327
Tips, techniques and courseware session I: ideas and insights
- James Wolfer:
A medical motif for teaching computer graphics in context. 328 - Heidi J. C. Ellis, Gregory W. Hislop:
Courseware: student learning via FOSS field trips. 329 - Michael J. Hull, Daniel Powell, Ewan Klein
Infandango: automated grading for student programming. 330 - Clifford A. Shaffer
Scheduling and student performance. 331 - John Impagliazzo:
Try a little history. 332 - Qusay H. Mahmoud
Best practices in teaching mobile application development. 333 - Qusay H. Mahmoud
A mobile web-based approach to introductory programming. 334
Tips, techniques and courseware session II: improving computer architecture courses
- Michael Goldweber:
Two kinesthetic learning activities: turing machines and basic computer organization. 335 - Michael David Black, Manoj Franklin:
Teaching computer architecture with a graphical PC simulator. 337
Tips, techniques and courseware session III: tools and APIs
- Douglas E. Harms:
A Java implementation of the myro API for using personal robots in CS1. 338 - Susan H. Rodger, Henry Qin, Jonathan Su:
Changes to JFLAP to increase its use in courses. 339 - Raquel Hijón-Neira
Merlin-Mo, an interactions analysis system for Moodle. 340
Tips, techniques and courseware session IV: supporting novice programmers
- Rachel Cardell-Oliver, Patrick Doran Wu:
UWA Java tools: harnessing software metrics to support novice programmers. 341 - Tamar Vilner, Ela Zur, Shay Tavor:
Using greenfoot in teaching inheritance in CS1. 342 - Mirela Djordjevic:
Animation projects in CS1 from scheme to Java. 343
Panel
- Catherine Lang, Annemieke Craig, Jane Prey, Mary Anne L. Egan, Reyyan Ayfer:
Outreach programs to promote computer science and ict to high school and middle school students. 344-345
Posters
- Mário A. M. Guimarães, Huwida Said
Using video games to teach security. 346 - Eva García, Luis de-Marcos
A system for usable unification of interfaces of learning objects in m-learning. 347 - Sebastian Harrach:
Best practices for peer feedback in interdisciplinary research groups. 348 - Michail N. Giannakos
Programming in secondary education: benefits and perspectives. 349 - Tamar Vilner, Ela Zur, Shay Tavor:
Integrating greenfoot into CS1: a case study. 350 - M. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Gracián Triviño:
GLMP for automatic assessment of DFS algorithm learning. 351 - Rafael del Vado Vírseda, Fernando Pérez Morente:
An innovative teaching tool based on semantic tableaux for verification and debugging of programs. 352 - J. Mark Pullen, Nicholas K. Clark:
Moodle-integrated open source synchronous teaching. 353 - Vicki L. Almstrum, Deepa Muralidhar, Mary Z. Last, Barbara Boucher Owens:
Teaching with CEOHP. 354 - Arturo Camacho, Alexandra Martínez:
Facilitating learning dynamic programming through a previous introduction of exhaustive search. 355 - Feng Lu, Hui Liu, Yi Jian, Yanhong Zhou, Zhenran Jiang:
A bioinformatics e-learning lab for undergraduate students. 356 - Stefanie Markham, Ying Zhu
A model for visualizing sentence complexity. 357 - Peter Chan, Girija Krishnaswamy:
Do educational software systems provide satisfactory learning opportunities for 'multi-sensory learning' methodology? 358 - Antonio García-Cabot, Eva García, Luis de-Marcos
Adaptation of educational contents to mobile devices. 359 - Heidi J. C. Ellis, Gregory W. Hislop, Ralph A. Morelli:
A comparison of software engineering knowledge gained from student participation in humanitarian foss projects. 360 - Mojisola Anjorin
CROKODIL: a platform supporting the collaborative management of web resources for learning purposes. 361 - Claudio Mirolo:
Is iteration really easier to master than recursion: an investigation in a functional-first CS1 context. 362 - Osvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman
Natural language in introductory programming: an experimental study. 363 - Raquel Hijón-Neira
A first step mapping IMS learning design and Merlin-Mo. 365 - Robert Law:
Using student blogs for documentation in software development projects. 366 - Monika Akbar, Weiguo Fan
How educators find educational resources online. 367 - Ingrid Russell, Zdravko Markov, Joy Dagher:
A contextualized project-based approach for improving student engagement and learning in AI courses. 368 - João Paulo Barros
Java2Sequence: a tool for the visualization of object-oriented programs in introductory programming. 369 - Amber Settle, Sarah Pieczynski, Liz Friedman, Mary Jo Davidson:
An initial look at prospective student mentoring. 370 - Jayan Chirayath Kurian, Ashly Markose, Blooma Mohan John
IR2gT: a report generation tool for institutional repository. 371 - David K. Lange, Roger C. Ferguson, Paul M. Leidig:
An update on the use of community-based non-profit organizations in capstone projects. 372 - Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell:
Findings from an ACM strategic summit on computing education in community colleges. 373 - Ronit Ben-Bassat Levy, J. Ángel Velázquez-Iturbide
A problem solving teaching guide based on a procedure intertwined with a teaching model. 374 - André Schäfer, Rainer Brück, Steffen Jaschke, Sigrid E. Schubert, Dietmar Fey, Bruno Kleinert, Harald Schmidt:
A normative competence structure model for embedded micro- and nanosystems development. 375 - Michail N. Giannakos
Identifying the predictors of educational webcasts' adoption. 376 - Peter Hubwieser, Andreas Mühling
Investigating cognitive structures of object oriented programming. 377 - Bruria Haberman, Avi Cohen, Valentina Dagiene:
The beaver contest: attracting youngsters to study computing. 378 - Michael Goldweber:
Computing for the social good: a service learning project. 379 - Kai Michael Höver, Michael Hartle, Guido Rößling:
A collaborative linked learning space. 380 - Katherine Ross, Yvon Feaster:
STEM and ICT instructional worlds: the 3d experience. 381 - Stefanie Markham, Saeid Belkasim:
Collaborating across international boundaries: using twitter as a tool in the classroom. 382 - Girija Krishnaswamy, V. Sasi Kumar:
Enhancing learner capability: success of it@school project, Kerala, region of India. 383 - Salvador Ros
Deconstructing VLEs to create customized PLEs. 384 - Ana Paula Ambrósio, Scheila Wesley Martins
What matters most when teaching CS1. 385 - Hans-Georg Eßer:
Combining memory management and filesystems in an operating systems course. 386 - Andreas Leon Aagaard Moth, Jørgen Villadsen
SyntaxTrain: relieving the pain of learning syntax. 387 - Leonard James Mselle, Raphael Mmasy:
The impact of memory transfer language (MTL) in reducing misconceptions in teaching programming to novices. 388 - Sebastian Harrach, Mojisola Anjorin
Optimizing collaborative learning processes by using recommendation systems. 389 - Orry M. Messer, Angelo Kyrilov:
The use of mediating artifacts in embedding problem solving processes in an e-learning environment. 390 - Tim Bell, Paul Curzon
Introducing students to computer science with programmes that don't emphasise programming. 391 - Bee Bee Chua, Danilo Valeros Bernardo:
Integrating scholarly articles within e-learning courses: a framework. 392 - Johannes Konert
Supporting peer learning with ad-hoc communities. 393 - Mark Zarb
Exploring flow in novice programming environments. 394 - Jessica Blevins, Andy Kearney, Eric Mullen, Emily Myers-Stanhope, Elizabeth Sweedyk:
Muddy hill games. 395
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