5. ACE 2003: Adelaide, Australia

• Sandra Barker:
  Impacting the Learning Experience. 53-58
  
• John P. Bell, Don Schauder:
  The Webworkforce - a learning repository to support educators, trainers and Information Technology courses. 239-245
  
• Robert Biddle, James Noble, Ewan D. Tempero:
  Teaching the Evaluation of Object-Oriented Designs. 213-220
  
• Nicola J. Bidwell, Mia B. O'Brien, Simon M. Kaplan:
  Identifying Salient Learning Experiences: A Scenario-Based Method Enabling Industry-University Partnerships in IT. 127-135
  
• Hona Box:
  Assessing the Assessment: an Empirical Study of an Information Systems Development Subject. 149-158
  
• Margot Brereton, Jared Donovan, Stephen Viller:
  Talking about watching: Using the Video Card Game and wiki-web technology to engage IT students in developing observational skills. 197-205
  
• Kay C. Bryant:
  A Methodology for the Design of Courses in Information Systems. 159-167
  
• Robert Dale, Diego Mollá Aliod, Rolf Schwitter:
  Natural Language Processing in the Undergraduate Curriculum. 9-13
  
• Michael de Raadt, Richard Watson, Mark A. Toleman:
  Language Tug-Of-War: Industry Demand and Academic Choice. 137-142
  
• Helen Drury, Judy Kay, Warren Losberg:
  Student satisfaction with groupwork in undergraduate computer science : do things get better? 77-85
  
• Kathy Egea:
  Managing the managers: Collaborative virtual teams with large staff and student numbers. 87-94
  
• Alan Fekete:
  Using Counter-Examples in the Data Structures Course. 179-186
  
• Leonard G. C. Hamey:
  Teaching Secure Data Communications Using a Game Representation. 187-196
  
• Margaret Hamilton, James Harland, Lin Padgham:
  Experiences in Teaching Computing Theory via Aspects of Problem-based Learning. 207-211
  
• Kenneth A. Hawick, Heath A. James:
  Bootstrapping Computer Science in Old North Wales. 25-33
  
• Sarah K. Kummerfeld, Judy Kay:
  The Neglected Battle Fields of Syntax Errors. 105-111
  
• Raymond Lister, John Leaney:
  First Year Programming: Let All the Flowers Bloom. 221-230
  
• Alasdair McAndrew:
  Teaching image processing using minimal mathematics. 15-23
  
• Emilia Mendes:
  Applying the Cognitive Flexibility Theory to Teaching Web Engineering. 113-117
  
• Ian Newman, Mats Daniels, Xristine Faulkner:
  Open Ended Group Projects a `Tool' for More Effective Teaching. 95-103
  
• Yusuf Pisan, Debbie Richards, Anthony M. Sloane, Helena Koncek, Simon Mitchell:
  A Web-based System for Automatic Program Critiquing. 59-68
  
• Ron Porter, Paul R. Calder:
  A Pattern-Based Problem-Solving Process for Novice Programmers. 231-238
  
• Julia Coleman Prior:
  Online Assessment of SQL Query Formulation Skills. 247-256
  
• Graham H. B. Roberts, Janet Verbyla:
  An Online Programming Assessment Tool. 69-75
  
• Judy Sheard, Angela Carbone, Martin Dick:
  Determination of Factors which Impact on IT Students' Propensity to Cheat. 119-126
  
• Andrew James Simmonds:
  Student Learning Experience with an Industry Certification Course at University. 143-147
  
• Simon:
  An IT degree combining the expertise of University and TAFE. 35-40
  
• Matthew Simpson, Jay Burmeister, Alan Boykiw, Jihan Zhu:
  Successful Studio-based Real-World Projects in IT Education. 41-51
  
• Andrew Solomon:
  Applying NAILS to Blackboard. 263-266
  
• Denise Tolhurst, Bob Baker:
  A New Approach to a First Year Undergraduate Information Systems Course. 169-177
  
• Anne Venables, Liz Haywood:
  Programming students need instant feedback! 267-272
  
• Christian Wolf:
  iWeaver: Towards `Learning Style'-based e-Learning in Computer Science Education. 273-279
  

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