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18th ITiCSE 2013: Canterbury, UK
- Janet Carter, Ian Utting, Alison Clear:
Innovation and Technology in Computer Science Education conference 2013, ITiCSE '13, Canterbury, United Kingdom - July 01 - 03, 2013. ACM 2013, ISBN 978-1-4503-2078-8
Keynote
- Simon L. Peyton Jones:
The computing at school working group. 1 - Andy Green:
The fastest man on earth. 2 - Chris Wildsmith:
Kinetic: a learning environment within business. 3
Computational rationale
- James Walden
, Maureen Doyle, Rudy Garns, Zachary Hart:
An informatics perspective on computational thinking. 4-9 - Lindsey Ann Gouws, Karen L. Bradshaw
Computational thinking in educational activities: an evaluation of the educational game light-bot. 10-15 - Pierluigi Crescenzi
From theory to practice: NP-completeness for every CS student. 16-21
Interactive learning
- Safurah Binti Abdul Jalil
Design eye: an interactive learning environment based on the solo taxonomy. 22-27 - Daniel Rodriguez-Cerezo, Mercedes Gómez-Albarrán, José Luis Sierra-Rodríguez:
Interactive educational simulations for promoting the comprehension of basic compiler construction concepts. 28-33 - M. Puerto Paule-Ruíz
Voice interactive learning: a framework and evaluation. 34-39
Assessment I
- William L. Honig:
Teaching and assessing programming fundamentals for non majors with visual programming. 40-45 - Yoshiaki Matsuzawa, Ken Okada, Sanshiro Sakai:
Programming process visualizer: a proposal of the tool for students to observe their programming process. 46-51 - Joy Reed, Hong Zhang:
A hierarchical framework for mapping and quantitatively assessing program and learning outcomes. 52-57
Mobile learning
- Aaron J. Gordon:
Concepts for mobile programming. 58-63 - Stan Kurkovsky
Mobile computing and robotics in one course: why not? 64-69 - Chris Johnson, Anson Call, Steve Herrnstadt:
Learning elsewhere: tales from an extracurricular game development competition. 70-75
Cloud developments
- Karen Renaud
Introducing computing students to scientific experimentation. 76-81 - Marta Beltrán
Using CloudSim to learn cloud computing architecture/system concepts in a graduate course. 82-87 - David J. Malan:
From cluster to cloud to appliance. 88-92
Non-standard courses
- Jesse M. Heines, Krzysztof Jassem
Teaching internationalization: internationally. 93-98 - Dino Capovilla, Peter Hubwieser:
Teaching spreadsheets to visually-impaired students in an environment similar to a mainstream class. 99-104 - Sam Bryfczynski, Roy P. Pargas, Melanie M. Cooper
Teaching data structures with beSocratic. 105-110
The student experience
- Ville Isomöttönen, Ville Tirronen, Michael Cochez
Issues with a course that emphasizes self-direction. 111-116 - Arto Vihavainen, Thomas Vikberg, Matti Luukkainen, Martin Pärtel:
Scaffolding students' learning using test my code. 117-122 - Arto Vihavainen, Thomas Vikberg, Matti Luukkainen, Jaakko Kurhila:
Massive increase in eager TAs: experiences from extreme apprenticeship-based CS1. 123-128
Peer instruction
- Leo Porter
Peer instruction in computer science at small liberal arts colleges. 129-134 - Mark Zarb
Industry-inspired guidelines improve students' pair programming communication. 135-140
Assessment II
- Judy Sheard, Simon
Assessment of programming: pedagogical foundations of exams. 141-146 - Tommy MacWilliam, David J. Malan:
Streamlining grading toward better feedback. 147-152
The use of libraries
- Eric Roberts, Keith Schwarz:
A portable graphics library for introductory CS. 153-158 - Ville Karavirta, Clifford A. Shaffer
JSAV: the JavaScript algorithm visualization library. 159-164
Student engagement
- Elena Sánchez-Nielsen
Producing multimedia pills to stimulate student learning and engagement. 165-170 - Daniel Knox, Sally Fincher:
Why does place matter? 171-176
Student coding
- Andrew Luxton-Reilly
On the differences between correct student solutions. 177-182 - Amruth N. Kumar
A study of the influence of code-tracing problems on code-writing skills. 183-188
Case studies
- Ilse Baumgartner:
Using case studies to design and deliver technology-centered computing education courses: an innovative approach from an undergraduate information systems program in singapore. 189-194 - Angela Carbone, Belinda Ross
Five years of taps on shoulders to PATS on backs in ICT. 195-200
Student projects
- Vivienne Farrell, Graham Farrell, Paul Kindler, Gilbert Ravalli, David Hall:
Capstone project online assessment tool without the paper work. 201-206 - Maria Gorlatova, John Sarik, Peter R. Kinget
Project-based learning within a large-scale interdisciplinary research effort. 207-212 - William Billingsley
A comparison of two iterations of a software studio course based on continuous integration. 213-218
Student collaboration
- Robert Clarke, Thomas Lancaster
Commercial aspects of contract cheating. 219-224 - Despina Tsompanoudi, Maya Satratzemi, Stelios Xinogalos
Exploring the effects of collaboration scripts embedded in a distributed pair programming system. 225-230 - Roger McDermott
Investigation into the personal epistemology of computer science students. 231-236
Programming
- Carlos Fernandez Medina
Assistance in computer programming learning using educational data mining and learning analytics. 237-242 - Jaime Spacco
Towards improving programming habits to create better computer science course outcomes. 243-248 - Sarah Esper, Stephen R. Foster, William G. Griswold
CodeSpells: embodying the metaphor of wizardry for programming. 249-254
High school initiatives
- Jonathan Back, Jo Brodie, Paul Curzon
Making computing interesting to school students: teachers' perspectives. 255-260 - Antti-Jussi Lakanen, Ville Isomöttönen:
High school students' perspective to university CS1. 261-266 - Iris Zur Bargury, Bazil Pârv, Dvir Lanzberg:
A nationwide exam as a tool for improving a new curriculum. 267-272
Hardware and networking
- Yvon Feaster, Farha Ali, Jiannan Zhai, Jason O. Hallstrom:
Serious toys II: teaching networks, protocols, and algorithms. 273-278 - Leo Porter
Evaluating student understanding of core concepts in computer architecture. 279-284 - Zouheir Trabelsi, Latifa Alketbi:
Using network packet generators and snort rules for teaching denial of service attacks. 285-290
Software development
- Marc Berges, Peter Hubwieser:
Concept specification maps: displaying content structures. 291-296 - Wei Kian Chen, Brian R. Hall:
Applying software engineering in CS1. 297-302 - Bruce A. Scharlau:
Games for teaching software development. 303-308
Panels
- Chris Stephenson, Judith Gal-Ezer, Simon Humphreys, Julie King:
Transforming computer science in schools. 309-310 - Amber Settle, Debra S. Goldberg, Valerie Barr:
Beyond computer science: computational thinking across disciplines. 311-312 - Jennifer Burg, Susan Reiser, Wayne Kirby:
Hot fusion: music, art, and computer science education. 313-314
Tips, techniques, and courseware
- Jeremy Scott:
The royal society of Edinburgh/British computer society computer science exemplification project. 315 - Carlos Herrero, Marisa Llorens
The influence of students distribution on their grades. 316 - Robert Law:
Interactive lectures using quick response codes. 317 - Elizabeth Ann Patitsas, Daniel Levy:
Dr. Horrible's fork bomb: a lab for introducing security issues in CS2. 318 - Duane Buck:
First, do no harm: a curricular approach to reliability. 319 - Chris McDonald:
A location prediction project on mobile devices. 320 - Stephen H. Edwards, Anthony Allevato:
Sofia: the simple open framework for inventive android applications. 321 - Matthew Heinsen Egan, Chris McDonald:
Reducing novice C programmers' frustration through improved runtime error checking. 322 - Dan-Adrian German:
Jump-starting team-based learning in the computer science classroom. 323
Posters I
- Tun Li, Wanwei Liu, Xiaoguang Mao, Huiping Zhou:
Introduction to programming: science or art? 324 - Tami Lapidot, Noa Ragonis
Supporting high school computer science teachers in writing academic papers. 325 - Zeev Fraiman, Judith Gal-Ezer, Evgeny Kanel, Tami Lapidot:
An Israeli-Russian collaboration of ideas. 326 - Marc Berges, Peter Hubwieser, Johannes Magenheim, Elena Bender, Kathrin Bröker, Melanie Margaritis-Kopecki, Jonas Neugebauer, Niclas Schaper, Sigrid E. Schubert, Laura Ohrndorf:
Developing a competency model for teaching computer science in schools. 327 - Carlos Herrero, Marisa Llorens
An empirical analysis of the influence of classmates on the academic performance. 328 - Robert Law:
Using screencasts to enhance coursework feedback for game programming students. 329 - Zachary Dodds, Michael Erlinger:
MyCS: building a middle-years CS curriculum. 330 - Jennifer Ridgeway, Robert Walters, Reena Pau:
Diversifying computing teaching: building an online hub to promote inclusivity. 332 - Eunjin Jung, Xornam S. Apedoe:
Changing young women's perceptions of CS via outreach. 333
Posters II
- Marta Beltrán:
The importance of the avatar gender in training simulators based on virtual reality. 334 - Kai Qian, Ming Yang, Minzhe Guo, Prabir Bhattacharya, Lixin Tao:
Mobile device based authentic learning for computer network and security. 335 - Kai Qian, Kuosheng Ma:
A fostering embedded system educationwith android sensory embedded system labware. 336 - Afnan A. Al-Subaihin, Hend S. Al-Khalifa
Raising awareness of mobile widgets among developers. 337 - Patricia Mellodge, Ingrid Russell:
Using the arduino platform to enhance student learning experiences. 338 - Mark Rowan, Josh Dehlinger:
A systematic literature review on using mobile computing as a learning intervention. 339 - Lei Shi
Designing social personalized adaptive e-learning. 341 - Rocío Calvo, Almudena Gil, Beatriz Iglesias, Ana Iglesias
Are chats and forums accessible in e-learning systems?: a heuristic evaluation comparing four learning content management systems. 342 - Angelo Kyrilov, David C. Noelle:
Automatic formative assessment of exercises on knowledge representation in first-order logic. 343
Posters III
- Bedour Alshaigy:
Development of an interactive learning tool to teach python programming language. 344 - Barbara Sabitzer
Brain-based programming: a new concept for computer science education. 345 - Sara Fernandes, Antonio Cerone, Luís Soares Barbosa
A pilot project on non-conventional learning. 346 - Michael James Scott
Implicit theories of programming aptitude as a barrier to learning to code: are they distinct from intelligence? 347 - Chun Wai Liew:
Benefits of having students develop software for other departments. 348 - Heidi J. C. Ellis, Gregory W. Hislop, Joanmarie Diggs:
Developing HFOSS projects using integrated teams across levels and institutions. 349 - Evan Balzuweit, Jaime Spacco:
SnapViz: visualizing programming assignment snapshots. 350 - Susan H. Rodger, Julian Z. Genkins
Increasing the experimentation of theoretical computer science with new features in JFLAP. 351 - Joe Miró Julià, David López:
Rethinking the collaboration-cheating border. 352 - Mark B. Trakhtenbrot:
Students misconceptions in analysis of algorithmic and computational complexity of problems. 353-354 - Ebtisam Alabdulqader
Visualizing computer ethics using infographics. 355 - Shahzore Qureshi, Francisco Estevez, Sarah Monisha Pulimood:
Students organizing against pollution: computational thinking across boundaries. 356
Posters IV
- Elizabeth K. Hawthorne, Robert D. Campbell:
ACM core IT learning outcomes for associate-degree programs. 357 - Maha M. Al-Yahya
CURONTO: an ontological model for curriculum representation. 358 - David P. Bunde, John F. Dooley, Jaime Spacco:
Making the most of the assessment process. 359 - Gloria Childress Townsend:
Regional conferences for women: another world wide web. 360 - William J. Joel:
Undergraduate research in computer science education. 361 - William J. Joel:
A story paradigm for computer science education. 362 - Duane Buck, Ira Diethelm:
Authentic object modeling in the early computer science curriculum using objektgraph. 363 - Alanna Howard, Brian Schultz:
A survey of communication skills in computerscience/software engineering (CS/SE) abet-accredited programs. 364
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