1. ITiCSE 1996: Barcelona, Spain

• A. David Marshall, Stephen Hurley:
  Interactive hypermedia courseware for the World Wide Web. 1-5
  
• Doug Baldwin:
  Three years' experience with gateway labs. 6-7
  
• Stephen J. Hartley:
  A hypermedia lab manual for operating systems: using the network to teach. 8-10
  
• B. Lees, J. Cowie:
  Applying natural language technology to the learning of operating systems functions. 11-13
  
• Janet Mei-Chuen Lin, Cheng-Chih Wu, Guey-Fa Chiou:
  Critical concepts in the development of courseware for CS closed laboratories. 14-19
  
• Deborah Knox:
  Historical perspectives of computing: an introductory lab for browsing on the World Wide Web. 20-22
  
• Jane Chu Prey:
  Cooperative learning and closed laboratories in an undergraduate computer science curriculum. 23-24
  
• Sami Khuri, Jason Williams:
  Neuralis: an artificial neural network package. 25-27
  
• Ken Brodlie, Jason Wood, Helen Wright:
  Scientific visualization - some novel approaches to learning. 28-32
  
• Paul S. Coe, Laurence M. Williams, Roland N. Ibbett:
  An interactive environment for the teaching of computer architecture. 33-35
  
• Ricardo Jiménez-Peris, Cristóbal Pareja-Flores, Marta Patiño-Martínez, J. Ángel Velázquez-Iturbide:
  Graphical visualization of the evaluation of functional programs. 36-38
  
• David Jackson, Ian G. Morton:
  Algorithm animation of neural networks. 39-41
  
• Viera K. Proulx, Richard Rasala, Harriet J. Fell:
  Foundations of computer science: what are they and how do we teach them? 42-48
  
• Blaise W. Liffick, Robert Aiken:
  A novice programmer's support environment. 49-51
  
• Jeffrey J. McConnell:
  Active learning and its use in computer science. 52-54
  
• David Finkel, Craig E. Wills:
  Computer supported peer learning in an introductory computer science course. 55-56
  
• Ursula Wolz, Scott Weisgarber, Daniel Domen, Michael McAuliffe:
  Teaching introductory programming in the multi-media world. 57-59
  
• Mark Woodman, Simon Holland:
  From software user to software author: an initial pedagogy for introductory object-oriented computing. 60-62
  
• David Mutchler, Cary Laxer:
  Using multimedia and GUI programming in CS 1. 63-65
  
• Thomas L. Naps:
  Algorithm visualization served off the World Wide Web: why and how. 66-71
  
• Susan H. Rodger:
  Integrating animations into courses. 72-74
  
• Judith D. Wilson, Robert M. Aiken, Irvin R. Katz:
  Review of animation systems for algorithm understanding. 75-77
  
• Eric Roberts:
  Tools for creating portable demonstration programs. 78-80
  
• Chris J. Pilgrim, Ying K. Leung:
  Appropriate use of the Internet in computer science courses. 81-86
  
• Pamela B. Lawhead, Kathryn F. Gates:
  Managing the development of a web-based project. 87-89
  
• Val E. Veraart, S. L. Wright:
  Using CD-ROMs and local Web pages to provide course materials for distance-students. 90-92
  
• David M. Arnow, Dayton Clark:
  Extending the conversation: integrating email and Web technology in CS programming classes. 93-95
  
• José Eduardo Pina Miranda, Jorge Sousa Pinto:
  Using Internet technology for course support. 96-100
  
• G. Scott Owen:
  Integrating World Wide Web technology into undergraduate education. 101-103
  
• Douglas Siviter:
  Computer assistance for managing educational resources and managing collaborative educational processes. 104-106
  
• Catherine M. Beise:
  Integrating Internet tools into the soft side of informatics education. 107-108
  
• Helen Sharp, Pat Hall:
  A multi-media approach to providing software project experience for postgraduate students. 109-115
  
• Paul Marsden, Mark O'Connell:
  MuPMoTT: a multimedia based tool supporting the teaching of process modelling within a framework of structured system analysis. 116-118
  
• Ainslie E. Ellis:
  Design, implementation and testing techniques for multimedia industrial experience projects. 119-121
  
• Linda Carswell, David Benyon:
  An adventure game approach to multimedia distance education. 122-124
  
• Nguyen Vi Cao, Atika Laribi, Michel Léonard, Olivier Parchet, Catherine Zellweger:
  Integrating CSCW in a cooperative learning environment to teach information systems. 125-129
  
• Mary J. Granger, Joyce Currie Little:
  Integrating CASE tools into the CS/CIS curriculum. 130-132
  
• Krzysztof Goczyla, Stanislaw Szejko:
  Software quality lab in the informatics option of Gdañsk TU electronics faculty. 133-135
  
• Margaret M. McManus:
  Gathering together through groupware in an MA program. 136-138
  
• David Jones:
  Computing by distance education: problems and solutions. 139-146
  
• Pete Thomas, Linda Carswell, Marian Petre, Barbara Poniatowska, Blaine Price, Judy Emms:
  Distance education over the Internet. 147-149
  
• James E. Miller:
  Mistakes to avoid in the introduction of compressed video. 150-152
  
• Kurt Maly, J. Christian Wild, C. Michael Overstreet, Hussein M. Abdel-Wahab, A. Gupta, Alaa Youssef, Emilia Stoica, R. Talla, A. Prabhu:
  Interactive remote instruction: initial experiences. 153-155
  
• Emilio Luque, Joan Sorribes, Remo Suppi, Eduardo César, J. Falguera, M. Serrano:
  Parallel systems development in education: a guided method. 156-158
  
• Jan Kwiatkowski, Marek Andruszkiewicz, Emilio Luque, Tomàs Margalef, José C. Cunha, João Lourenço, Henryk Krawczyk, Stanislaw Szejko:
  Teaching parallel processing: development of curriculum and software tools. 159-161
  
• Willis F. Marti, Udo W. Pooch, John A. Hamilton Jr.:
  PACKET tracing: a new paradigm for teaching computer network courses. 162-164
  
• Margaret M. McManus, Catherine M. Beise, John A. Cross, John Saunders, Michael B. Twidale:
  Challenges of using groupware to teach groupware. 165-166
  
• Deborah Knox, Ursula Wolz, Daniel T. Joyce, Elliot B. Koffman, Joan Krone, Atika Laribi, J. Paul Myers, Viera K. Proulx, Kenneth A. Reek:
  Use of laboratories in computer science education: guidelines for good practice: report of the working group on computing laboratories. 167-181
  
• Elizabeth S. Adams, Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall, John Motil:
  Interactive multimedia pedagogies: report of the working group on interactive multimedia pedagogy. 182-191
  
• Joe Bergin, Ken Brodie, Marta Patiño-Martínez, Myles F. McNally, Thomas L. Naps, Susan H. Rodger, Judith Wilson, Michael Goldweber, Sami Khuri, Ricardo Jiménez-Peris:
  An overview of visualization: its use and design: report of the working group in visualization. 192-200
  
• Vicki L. Almstrum, Nell B. Dale, Anders Berglund, Mary J. Granger, Joyce Currie Little, Diane M. Miller, Marian Petre, Paul Schragger, Frederick N. Springsteel:
  Evaluation: turning technology from toy to tool: report of the working group on evaluation. 201-217
  
• Stephen Hartley, Jill Gerhardt-Powals, David Jones, Colin McCormack, Mary Dee Medley, Blaine Price, Margaret Reek, Marguerite K. Summers:
  Enhancing teaching using the Internet: report of the working group on the World Wide Web as an interactive teaching resource. 218-228
  
• Elizabeth S. Adams:
  Teaching with technology at my fingertips. 229
  
• Ricardo Jiménez-Peris, Marta Patiño-Martínez, Jesús M. Milán-Franco:
  DD-Mod: a library for teaching distributed programming. 229
  
• Joan Batlle, Joan Martí, Lluìs Pacheco:
  A built-in educational platform for integrating computer engineering technologies. 229
  
• Bunny J. Tjaden:
  How visual software influences learning in college students. 229
  
• Harriet G. Taylor:
  Integrating multimedia and telecommunications laboratory experiences into teacher education. 230
  
• Kathleen Wohlgehagen, Cathleen Norris:
  Computer-based high school algebra I. 230
  
• Alexander Schill:
  Interdisciplinary teleteaching based on WWW and Internet. 230
  
• Joan Krone:
  Using symbolic computation for teaching data structures and algorithm analysis. 230
  
• Michael Goldweber:
  Proposal for an on-line computer science courseware review. 230
  
• Elena Andreeva, Igor Gushchin:
  Informatics in an advanced mathematical high school. 231
  
• J. Ángel Velázquez-Iturbide, Ana Maria Cosias Rincon, Nuria Llorente Fernanadez:
  An inexpensive programming toolset for algorithm development. 231
  
• John Motil:
  Desktop teaching: on the students desk. 231
  
• John Rosbottom, Adrian Meads:
  Interactive tutorials on the World Wide Web. 231
  
• Myles F. McNally:
  Using visualization in teaching data structures and algorithms. 231
  
• Sheila E. Castaneda:
  Windows-based applications in Visual Basic using project teams. 232
  
• Cheng-Chih Wu, Janet Mei-Chuen Lin, Guey-Fa Chiou:
  Visualizing recursion and linked lists. 232
  
• Mary Johansen, Jason Kapusta, Doug Baldwin:
  Interactive learning with gateway labs. 232
  
• Ricardo Jiménez-Peris, Marta Patiño-Martínez:
  A Modula-2 interpreter/visualizer. 232
  
• David Jones:
  RCOS.java: an animated operating system for computer science education. 233
  
• Kenneth H. Jacker:
  Tkined/scotty: tools for network documentation, monitoring and troubleshooting. 233
  
• Colin Pattinson:
  Network management teaching - managing a simulated network. 233
  
• Najib Nadi:
  Simulation programs for studying computer organization. 233
  
• J. Ángel Velázquez-Iturbide:
  HIPE: a Turbo-like environment for functional programming. 234
  
• Douglas Hainline:
  DATATUTOR: a package for teaching data representation. 234
  
• Javier Sanchez, Jordi Vitria:
  ViLi (Vision LISP): a software environment for teaching image processing and analysis. 234
  
• E. W. Grundke, Zhengya Zhu:
  Simulator for visualizing data link layer protocols. 235