7. ITiCSE 2002: Aarhus, Denmark

• Niklaus Wirth:
  Computing science education: the road not taken. 1-3
  

CS1

• Stuart Reges:
  Can C# replace java in CS1 and CS2? 4-8
  
• Amanda Miller, Judy Kay:
  A mentor program in CS1. 9-13
  
• Jacob Alm, Robert Baber, Shauna Eggers, Christopher D. O'Toole, Abin Shahab:
  You'd better set down for this!: creating a set type for CS1 & CS2 in C#. 14-18
  
• Tammy VanDeGrift, Richard J. Anderson:
  Learning to support the instructor: classroom assessment tools as discussion frameworks in CS 1. 19-23
  

Impact of technology

• Bernd Zupancic, Holger Horz:
  Lecture recording and its use in a traditional university course. 24-28
  
• Brad Richards, Nate Waisbrot:
  Illustrating networking concepts with wireless handheld devices. 29-33
  
• R. Martínez-Unanue, Maximiliano Paredes-Velasco, Cristóbal Pareja-Flores, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide:
  Electronic books for programming education: a review and future prospects. 34-38
  
• Adrian Parkinson, James A. Redmond:
  Do cognitive styles affect learning performance in different computer media? 39-43
  

Panel Sessions

• Nell B. Dale, Judith Bishop, David J. Barnes, Christoph W. Keßler:
  A dialog between authors and teachers. 44-45
  

Assessment

• Colin Higgins, Pavlos Symeonidis, Athanasios Tsintsifas:
  The marking system for CourseMaster. 46-50
  
• John English:
  Experience with a computer-assisted formal programming examination. 51-54
  
• Lauri Malmi, Ari Korhonen, Riku Saikkonen:
  Experiences in automatic assessment on mass courses and issues for designing virtual courses. 55-59
  
• Abelardo Pardo:
  A multi-agent platform for automatic assignment management. 60-64
  

Objects

• Viera K. Proulx, Jeff Raab, Richard Rasala:
  Objects from the beginning - with GUIs. 65-69
  
• Carl Alphonce, Phil Ventura:
  Object orientation in CS1-CS2 by design. 70-74
  
• Henrik Bærbak Christensen, Michael E. Caspersen:
  Frameworks in CS1: a different way of introducing event-driven programming. 75-79
  

Algorithms

• John Hamer:
  Hashing revisited. 80-83
  
• Bruria Haberman, Haim Averbuch:
  The case of base cases: why are they so difficult to recognize? student difficulties with recursion. 84-88
  
• Dalit Levy, Tami Lapidot:
  Shared terminology, private syntax: the case of recursive descriptions. 89-93
  

Panel Session

• Mordechai Ben-Ari, Henry MacKay Walker, Gaynor Redvers-Mutton, Keith Mansfield:
  Writing a textbook. 94-95
  

Visualisation

• Guido Rößling, Thomas L. Naps:
  A testbed for pedagogical requirements in algorithm visualizations. 96-100
  
• Cecile Yehezkel:
  A taxonomy of computer architecture visualizations. 101-105
  
• Steve Carr, Ping Chen, Tim Jozwowski, Jean Mayo, Ching-Kuang Shene:
  Channels, visualization, and topology editor. 106-110
  
• Wolfgang Schreiner:
  A java toolkit for teaching distributed algorithms. 111-115
  

Distance learning

• Lucia Rapanotti, Canan Tosunoglu Blake, Robert Griffiths:
  eTutorials with voice groupware: real-time conferencing to support computing students at a distance. 116-120
  
• Ari Korhonen, Lauri Malmi, Pertti Myllyselkä, Patrik Scheinin:
  Does it make a difference if students exercise on the web or in the classroom? 121-124
  
• Peter Chalk:
  Evaluating the use of a virtual learning environment for teaching aspects of HCI. 125-129
  
• Veijo Meisalo, Jarkko Suhonen, Sirpa Torvinen, Erkki Sutinen:
  Formative evaluation scheme for a web-based course design. 130-134
  
• David Gries:
  Problems with CS education. 135
  

Learning experience

• Mary Z. Last, Mats Daniels, Martha L. Hause, Mark Woodroffe:
  Learning from students: continuous improvement in international collaboration. 136-140
  
• Sylvie Ratté, Jocelyne Caron:
  On using the web as a collaboration space in the context of an industrial simulation. 141-145
  
• Klaus Marius Hansen, Anne V. Ratzer:
  Tool support for collaborative teaching and learning of object-oriented modeling. 146-150
  
• Tony Greening, Judy Kay:
  Undergraduate research experience in computer science education. 151-155
  

Advance CS courses

• Orit Hazzan:
  Reducing abstraction level when learning computability theory concepts. 156-160
  
• Lluís Fàbrega, Jordi Massaguer, Teodor Jové, David Mérida:
  A virtual network laboratory for learning IP networking. 161-164
  
• João Paulo Barros:
  Specific proposals for the use of petri nets in a concurrent programming course. 165-167
  
• Harsh Shah, Amruth N. Kumar:
  A tutoring system for parameter passing in programming languages. 170-174
  

Faculty and student

• Lillian (Boots) Cassel, Deepak Kumar:
  A state of the course report: computer organization & architecture. 175-177
  
• Henry MacKay Walker, Weichao Ma, Dorene Mboya:
  Variability of referees' ratings of conference papers. 178-182
  
• Judy Sheard, Martin Dick, Selby Markham, Ian MacDonald, Meaghan Walsh:
  Cheating and plagiarism: perceptions and practices of first year IT students. 183-187
  
• Janet Carter, Tony Jenkins:
  Gender differences in programming? 188-192
  

Panel Session

• Vicki L. Almstrum, David Ginat, Orit Hazzan, Tom Morley:
  Import and export to/from computing science education: the case of mathematics education research. 193-194
  

Tips and techniques

• Lillian N. Cassel:
  Very active learning of network routing. 195
  
• Joseph Bergin:
  Teaching on the wiki web. 195
  
• William Fone:
  Improving feedback from multiple choice tests. 196
  
• Tony Clear:
  A diagnostic technique for addressing group performance in capstone projects. 196
  
• Robyn Gibson:
  The student record book: showing the value of documentation. 197
  
• John Hamer:
  A musical approach to teaching design patterns. 197
  
• Tami Lapidot:
  Self-assessment as a powerful learning experience. 198
  
• Cary Laxer:
  Evaluating student team project experiences. 198
  

Pedagogical design

• Sally Fincher, Ian Utting:
  Pedagogical patterns: their place in the genre. 199-202
  
• J. A. N. Lee:
  The emporium approach to computer science education. 203-207
  
• Deborah Walters, Carl Alphonce, Barbara Sherman, Debra T. Burhans, Helene Kershner:
  Increasing learning and decreasing costs in a computer fluency course. 208-212
  
• Angela Carbone, Judy Sheard:
  A studio-based teaching and learning model in IT: what do first year students think? 213-217
  
• Kristen Nygaard:
  COOL (comprehensive object-oriented learning). 218
  

Poster Session

• Alison Young, Samuel Mann:
  Innovation in software engineering education. 219
  
• Donald Joyce:
  Group work at postgraduate level: some issues. 220
  
• John Impagliazzo:
  Integrating the history of systems software in the computing curriculum. 221
  
• Tony Clear, Graeme Foot:
  Avatars in cyberspace: a Java 3D application to support formation of virtual groups. 222
  
• Kirk Scott:
  MISC: the minimal instruction set computer. 223
  
• Jason N. Wyatt, Martha J. Kosa, Mark A. Boshart:
  Implementing student ideas in CS2: a simple IDE. 224
  
• Deborah Knox:
  CITIDEL: making resources available. 225
  
• Peter Holdfeldt, Boris Koldehofe, Carina Lindskog, Torbjörn Olsson, Wanja Petersson, Jonas Svensson, Linus Valtersson:
  EnViDiA: an educational environment for visualization of distributed algorithms in virtual environments. 226
  
• Arnold Pears:
  Defining a global view of CS education research. 227
  
• Christian S. Collberg, Stephen G. Kobourov, Jessica Miller, Suzanne Westbrook:
  AlambdagoVista: a tool to enhance algorithm design and understanding. 228
  
• Ching-Kuang Shene:
  ThreadMentor: a system for teaching multithreaded programming. 229
  
• Valentina Plekhanova, Walter Middleton:
  Learning processes in software engineering projects. 230
  
• Herman Koppelman, Betsy van Dijk:
  A model for a flexible, web-based course. 231
  
• Sotiris Skevoulis, Maria Falidas:
  Integrating formal methods tools into undergraduate computer science curriculum. 232
  
• Christoph W. Keßler, Simin Nadjm-Tehrani:
  Mid-term course evaluations with muddy cards. 233
  
• "Machshava": the Israeli National Center for high school computer science teachers. 234
  

Poster Session

• Ranjana Shukla, Donald Joyce:
  Conferencing technologies and online courses. 235
  
• Judy Sheard, Selby Markham:
  Creating an interest in IT: a gender study. 236
  
• John Impagliazzo, Lillian (Boots) Cassel, John A. N. Lee:
  ICT and digital libraries. 237
  
• Victor N. Kasyanov, Elena V. Kasianova:
  Web-based systems for supporting computer-science teaching and learning. 238
  
• Mario A. Garcia, Holly Patterson McNeill:
  Learning how to develop software using the toy LEGO mindstorms. 239
  
• Brad Richards:
  Illustrating networking concepts with wireless handheld devices. 240
  
• Madeleine Schep, Nieves McNulty:
  Experiences with using robots in an all-female programming class. 241
  
• Sita Ramakrishnan:
  DoIT: dynamic curriculum organisation by innovation through technology. 242
  
• Avare Stewart, Parviz Kermani, Magda Mourad:
  MediaMime: after-the-fact authoring annotation system for an e-learning environment. 243
  
• Vassilios Dagdilelis, Maya Satratzemi, Georgios Evangelidis:
  What they really do?: attempting (once again) to model novice programmers' behavior. 244
  
• Jan Voracek, Nina Kontro-Vesivalo:
  International education in information technology. 245
  
• Karl J. Klee:
  Guidelines for associate-degree programs in computer science. 246
  
• Roland N. Ibbett:
  WWW visualisation of computer architecture simulations. 247