6. ITiCSE 2001: Canterbury, UK

• Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh:
  Event-driven programming is simple enough for CS1. 1-4
  
• Ignacio Aedo, Paloma Díaz:
  Applying software engineering methods for hypermedia systems. 5-8
  
• Kam Hou Vat:
  Teaching HCI with scenario-based design: the constructivist's synthesis. 9-12
  
• Michael F. Czajkowski, Cheryl V. Foster, Thomas T. Hewett, Joseph A. Casacio, William C. Regli, Heike A. Sperber:
  A student project in software evaluation. 13-16
  
• Mark Guzdial:
  Use of collaborative multimedia in computer science classes. 17-20
  
• Emilia Mendes, Nile Mosley, Steve Counsell:
  The cognitive flexibility theory0: an approach for teaching Hypermedia Engineering. 21-24
  
• Raja Sooriamurthi:
  Problems in comprehending recursion and suggested solutions. 25-28
  
• Rod Learmonth:
  Flexible delivery of information systems as a core MBA subject. 29-32
  
• Michael Kölling, John Rosenberg:
  Guidelines for teaching object orientation with Java. 33-36
  
• Thomas P. Murtagh:
  Teacing breadth-first depth-first. 37-40
  
• Bruria Haberman, Yifat Ben-David Kolikant:
  Activating “black boxes” instead of opening “zipper” - a method of teaching novices basic CS concepts. 41-44
  
• Amruth N. Kumar:
  Learning the interaction between pointers and scope in C++. 45-48
  
• Pat Byrne, Gerry Lyons:
  The effect of student attributes on success in programming. 49-52
  
• Tony Jenkins:
  The motivation of students of programming. 53-56
  
• Thomas Lancaster, Fintan Culwin:
  Towards an error free plagarism detection process. 57-60
  
• Martin Dick, Judy Sheard, Selby Markham:
  Is it okay to cheat? - the views of postgraduate students. 61-64
  
• Wilson P. Paula Filho:
  Requirements for an educational software development process. 65-68
  
• Martha L. Hause, Vicki L. Almstrum, Mary Z. Last, Mark Woodroffe:
  Interaction factors in software development performance in distributed student teams in computer science. 69-72
  
• Rebecca H. Rutherfoord:
  Using personality inventories to help form teams for software engineering class projects. 73-76
  
• K. Todd Stevens:
  Experiences teaching software engineering for the first time. 77-80
  
• David Ginat:
  Metacognitive awareness utilized for learning control elements in algorithmic problem solving. 81-84
  
• Peter Chalk:
  Scaffolding learning in virtual environments. 85-88
  
• John Rosbottom:
  Hybrid learning - a safe route into web-based open and distance learning for the computer science teacher. 89-92
  
• Angela Carbone, John Hurst, Ian Mitchell, Dick Gunstone:
  Characteristics of programming exercises that lead to poor learning tendencies: Part II. 93-96
  
• Victor Ciesielski, Peter McDonald:
  Using animation of state space algorithms to overcome student learning difficulties. 97-100
  
• Sami Khuri, Klaus Holzapfel:
  EVEGA: an educational visulalization environment for graph algorithms. 101-104
  
• Antti Karvonen, Erkki Rautama, Jorma Tarhio, Jari Turkia:
  Versatile concept map viewing on the Web. 105-108
  
• Wanda Dann, Stephen Cooper, Randy Pausch:
  Using visualization to teach novices recursion. 109-112
  
• Lisa C. Kaczmarczyk:
  Accreditation and student assessment in distance education: why we all need to pay attention. 113-116
  
• Pete Thomas, Kit Logan:
  Observational studies of student errors in a distance learning environment using a remote recording and replay tool. 117-120
  
• Tony Clear, Mats Daniels:
  A cyber-icebreaker for an effective virtual group? 121-124
  
• Shiva Azadegan, Chao Lu:
  An international common project: implementation phase. 125-128
  
• Dorota M. Huizinga:
  Identifying topics for instructional improvement through on-line tracking of programming assignments. 129-132
  
• Riku Saikkonen, Lauri Malmi, Ari Korhonen:
  Fully automatic assessment of programming exercises. 133-136
  
• Maria Satratzemi, Vassilios Dagdilelis, Georgios Evangelidis:
  A system for program visualization and problem-solving path assessment of novice programmers. 137-140
  
• Mary Dee Medley:
  Using qualitative research software for CS education research. 141-144
  
• Mark Claypool, David Finkel, Craig E. Wills:
  An open source laboratory for operating systems projects. 145-148
  
• Boris Koldehofe, Philippas Tsigas:
  Using actors in an interactive animation in a graduate course on distributed system. 149-152
  
• Enrico Carniani, Renzo Davoli:
  The NetWire emulator: a tool for teaching and understanding networks. 153-156
  
• Jon Rickman, Merry McDonald, Gary McDonald, Phillip J. Heeler:
  Enhancing the computer networking curriculum. 157-160
  
• Carlos Gregorio-Rodríguez, Luis Fernando Llana Díaz, Pedro Palao-Gostanza, Cristóbal Pareja-Flores, Raquel Martínez-Unanue, J. Ángel Velázquez-Iturbide:
  EXercita: automatic web publishing of programming exercises. 161-164
  
• William Fone:
  Using a familiar package to demonstrate a difficult concept: using an excel spreadsheet model to explain the concepts of neural networks to undergraduates. 165-168
  
• Dave A. Berque, David K. Johnson, Larry Jovanovic:
  Teaching theory of computation using pen-based computers and an electronic whiteboard. 169-172
  

Poster Session

• Janet Carter, Tony Jenkins:
  Gender differences in programming? 173
  
• Tony Clear, Alison Young:
  Are computing educators and researchers different from the rest? 173
  
• Jan Holden, Alison Young:
  Innovative teaching practices in computing education: the TLA project. 174
  
• Tony Jenkins:
  Motivation = value x expectancy. 174
  
• Janet Linington, Mark Dixon:
  Picture program execution. 175
  
• Aine McCaughey, Sylvia Alexander:
  The learning and teaching support network promoting best practice in the information and computer science academic community. 175
  
• John English:
  JEWL: GUI programming for complete beginners. 176
  
• Sun-Hea Choi, Sandra Cairncross:
  Using interactive multimedia for teaching and learning object oriented software design. 176
  
• Donald Joyce, Alison Young:
  The PASS project: group research into parameters affecting student success. 177
  
• Pete Thomas:
  The coach supporting students as they learn to program. 177
  
• Laura Wilson, Jon A. Preston, Russell L. Shackelford:
  On-line dynamic interviews (ODIN): a means of overcoming distance in student-teacher relations. 178
  
• Glenn D. Blank, William M. Pottenger, G. Drew Kessler, Martin Herr, Harriet Jaffe, Soma Roy:
  CIMEL: constructive, collaborative inquiry-based multimedia E-learning. 179
  
• C. Fay Cover, Robert D. Campbell, Karl J. Klee:
  An international model for curriculum adaptation and implementation. 179
  
• Ari Korhonen, Lauri Malmi, Riku Saikkonen:
  Matrix - concept animation and algorithm simulation system. 180
  
• Rory O'Connor, Gerry Coleman, Maurizio Morisio:
  Software process improvement education: a European experiment. 180
  
• Aliy Fowler:
  Web-based CALL using prolog. 181
  
• Jan Voracek, Nina Kontro-Vesivalo:
  International master's program in information processing and telecommunications. 181
  
• Martha J. Kosa, Mark A. Boshart:
  XML and browser development activities in CS2. 182
  
• Donald Joyce, Alison Young:
  Electronic discussion boards: their use in post graduate computing courses. 182
  
• David Lanari, Stefano Roccetti:
  e-IMC: an authoring tool for humanistic teachers aimed to develop and distribute customized instructional courseware. 183
  
• Pamela B. Lawhead:
  Events robots and programming using legos in CS1. 183
  
• Huu Le Van, Andrea Trentini:
  A "frequently asked questions" management system that supports voting, built for student evaluation and optimization purposes. 184
  
• David Abraham, Liz Crawford, Leanna Lesta, Agathe Merceron, Kalina Yacef:
  The logic tutor. 184
  
• John Impagliazzo:
  Real and virtual computing museums. 185
  
• Zoran Putnik:
  On integration of learning and technology. 185
  
• Hongchi Shi, Yi Shang, Su-Shing Chen:
  Smart instructional component based course content organization and delivery. 186
  
• Jin Xizhe:
  Evaluation technique of software configuration management. 186
  
• J. Ángel Velázquez-Iturbide:
  A first problem for the algorithms course. 187
  
• Lillian N. Cassel:
  Reading summaries: relating class to student's problems with the current reading assignment. 188
  
• Cary Laxer:
  Treating computer science as science as: An experiment with sorting. 189
  
• Daniel Joyce:
  Sneaking in extra material (panel session). 190
  
• Herman Koppelman:
  Teaching abstraction explicitly. 191
  
• João Paulo Barros:
  Use petri nets to improve your concurrent programming course. 192
  
• Raja Sooriamurthi:
  Prelude to the Java event model. 193
  
• Richard Rasala:
  Exploring recursion in Hilbert curves. 194
  
• Scott Grissom:
  Reality check: an informal feedback tool. 195
  

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