14. ITiCSE 2009: Paris, France

Keynote

• Claus Brabrand, Bettina Dahl:
  Analyzing CS competencies using the SOLO taxonomy. 1
  
• Sally Fincher:
  Useful sharing. 2
  
• Patrick Porcheron:
  The bologna process in European education. 3
  

Panel: ILE idol

• Sally Fincher, Stephen Cooper, Michael Kölling, Ian Utting:
  ILE-idol. 4-5
  

Instructional technologies

• Félix Buendía, Juan-Carlos Cano, José-Vicente Benlloch:
  An instructional approach to drive computer science courses through virtual learning environments. 6-10
  
• Paul Denny, Andrew Luxton-Reilly, John Hamer, Helen C. Purchase:
  Coverage of course topics in a student generated MCQ repository. 11-15
  
• Gloria Childress Townsend:
  Using a groupware system in CS1 to engage introverted students. 16-20
  

Active learning I

• Atanas Radenski:
  Freedom of choice as motivational factor for active learning. 21-25
  
• Christine Bauer, Kathrin Figl, Michael Derntl, Peter Paul Beran, Sonja Kabicher:
  The student view on online peer reviews. 26-30
  
• Harald Søndergaard:
  Learning from and with peers: the different roles of student peer reviewing. 31-35
  

CS1-2 I

• Don Blaheta:
  Democracy in the classroom: an exercise for the first days of CS1. 36-39
  
• Qusay H. Mahmoud, Thanh Ngo, Razieh Niazi, Pawel Popowicz, Robert Sydoryshyn, Matthew Wilks, Dave Dietz:
  An academic kit for integrating mobile devices into the CS curriculum. 40-44
  
• Ginés García-Mateos, José Luis Fernández Alemán:
  A course on algorithms and data structures using on-line judging. 45-49
  

Software engineering I

• Murali Sitaraman, Jason O. Hallstrom, Jarred White, Svetlana Drachova-Strang, Heather K. Harton, Dana P. Leonard, Joan Krone, Rich Pak:
  Engaging students in specification and reasoning: "hands-on" experimentation and evaluation. 50-54
  
• J. Paul Gibson:
  Software reuse and plagiarism: a code of practice. 55-59
  
• Henrik Bærbak Christensen:
  A story-telling approach for a software engineering course design. 60-64
  

Program and curriculum initiatives

• Lillian Blume, Ronald M. Baecker, Christopher Collins, Aran Donohue:
  A "communication skills for computer scientists" course. 65-69
  
• David Megías, Wouter Tebbens, Lex Bijlsma, Francesc Santanach:
  Free technology academy: a European initiative for distance education about free software and open standards. 70-74
  
• Su White, Alastair Irons:
  Relating research and teaching: learning from experiences and beliefs. 75-79
  

Networking

• Peter Steenkiste:
  The use of a controlled wireless testbed in courses. 80-84
  
• Thomas Sturgeon, Colin Allison, Alan Miller:
  802.11 wireless experiments in a virtual world. 85-89
  
• Huwida E. Said, Mário Guimãraes, Zakaria Maamar, Leon Jololian:
  Database and database application security. 90-93
  

Outreach programs

• Paul Curzon, Peter W. McOwan, Quintin I. Cutts, Tim Bell:
  Enthusing & inspiring with reusable kinaesthetic activities. 94-98
  
• Rivka Taub, Mordechai Ben-Ari, Michal Armoni:
  The effect of CS unplugged on middle-school students' views of CS. 99-103
  
• Mohammed Al-Bow, Debra Austin, Jeffrey Edgington, Rafael Fajardo, Joshua Fishburn, Carlos Lara, Scott T. Leutenegger, Susan Meyer:
  Using game creation for teaching computer programming to high school students and teachers. 104-108
  

Algorithms

• David Ginat:
  Interleaved pattern composition and scaffolded learning. 109-113
  
• Ali Erkan, Sam Newmark, Nicolas Ommen:
  Exposure to research through replication of research: a case in complex networks. 114-118
  
• J. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco:
  Active learning of greedy algorithms by means of interactive experimentation. 119-123
  

Student attitudes

• Katherine Gunion, Todd Milford, Ulrike Stege:
  Curing recursion aversion. 124-128
  
• Jacob Perrenet:
  Differences in beliefs and attitudes about computer science among students and faculty of the bachelor program. 129-133
  
• Roy P. Pargas, Samuel Bryfczynski:
  What were they thinking? 134-138
  

Panel: undergraduate research in CS (a global perspective

• Lawrence D'Antonio, Roger D. Boyle, Amruth N. Kumar, Logan Muller, Claudia Roda, Matti Tedre:
  Undergraduate research in CS: a global perspective. 139-140
  

Graphics and visualization

• Motoki Miura, Taro Sugihara, Susumu Kunifuji:
  Anchor garden: an interactive workbenchfor basic data concept learningin object oriented programming languages. 141-145
  
• Guido Rößling, Andreas Kothe:
  Extending moodle to better support computing education. 146-150
  
• Jorge Villalobos, Nadya A. Calderón, Camilo Jiménez:
  Developing programming skills by using interactive learning objects. 151-155
  

CS ed research: CS1-2

• Ma. Mercedes T. Rodrigo, Ryan Shaun Baker, Matthew C. Jadud, Anna Christine M. Amarra, Thomas Dy, Maria Beatriz V. Espejo-Lahoz, Sheryl Ann L. Lim, Sheila A. M. S. Pascua, Jessica O. Sugay, Emily S. Tabanao:
  Affective and behavioral predictors of novice programmer achievement. 156-160
  
• Raymond Lister, Colin Fidge, Donna Teague:
  Further evidence of a relationship between explaining, tracing and writing skills in introductory programming. 161-165
  
• Linxiao Ma, John D. Ferguson, Marc Roper, Isla Ross, Murray Wood:
  Improving the mental models held by novice programmers using cognitive conflict and jeliot visualisations. 166-170
  

CS ed

• Diana Cukierman, Donna McGee Thompson:
  The academic enhancement program: encouraging students to learn about learning as part of their computing science courses. 171-175
  
• Amruth N. Kumar:
  Need to consider variations within demographic groups when evaluating educational interventions. 176-180
  
• Jan Erik Moström, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Lynda Thomas, Carol Zander:
  Computer science student transformations: changes and causes. 181-185
  

CS1-2 II

• Patricia Lasserre:
  Adaptation of team-based learning on a first term programming class. 186-190
  
• Judith Gal-Ezer, Tamar Vilner, Ela Zur:
  The professor on your PC: a virtual CS1 course. 191-195
  
• Raja Sooriamurthi:
  Introducing abstraction and decomposition to novice programmers. 196-200
  

Panel: computational thinking: on weaving it in

• Paul Curzon, Joan Peckham, Harriet G. Taylor, Amber Settle, Eric Roberts:
  Computational thinking (CT): on weaving it in. 201-202
  

Curriculum issues

• Shimon Schocken:
  Virtual machines: abstraction and implementation. 203-207
  
• Jeffrey L. Popyack:
  Blackjack-playing agents in an advanced AI course. 208-212
  
• Daniel J. Ernst, Daniel E. Stevenson, Paul J. Wagner:
  Hybrid and custom data structures: evolution of the data structures course. 213-217
  

Active learning II

• Walter Pharr, Christopher W. Starr, Caroline S. Starr:
  Paired professional development: a methodology for continued professional development in computer science. 218-222
  
• Carol Zander, Lynda Thomas, Beth Simon, Laurie Murphy, Renée McCauley, Brian Hanks, Sue Fitzgerald:
  Learning styles: novices decide. 223-227
  
• Nouf M. Al-Barakati, Arwa Y. Al-Aama:
  The effect of visualizing roles of variables on student performance in an introductory programming course. 228-232
  

Gender and diversity

• Hannah M. Dee, Karen E. Petrie, Roger D. Boyle, Reena Pau:
  Why are we still here?: experiences of successful women in computing. 233-237
  
• Peggy Israel Doerschuk, Jiangjiang Liu, Judith Mann:
  INSPIRED broadening participation: first year experience and lessons learned. 238-242
  
• Nicole Anderson, Chi-Cheng Lin:
  Exploring technologies for building collaborative learning communities among diverse student populations. 243-247
  

Introductory computing

• Ananya Misra, Douglas S. Blank, Deepak Kumar:
  A music context for teaching introductory computing. 248-252
  
• Timothy Huang, Amy Briggs:
  A unified approach to introductory computer science: can one size fit all? 253-257
  
• Georgios Fesakis, Kiriaki Serafeim:
  Influence of the familiarization with "scratch" on future teachers' opinions and attitudes about programming and ICT in education. 258-262
  

Software engineering II

• Gregory W. Hislop, Heidi J. C. Ellis, Ralph A. Morelli:
  Evaluating student experiences in developing software for humanity. 263-267
  
• Marco Antonio Gómez-Martín, Guillermo Jiménez-Díaz, Javier Arroyo:
  Teaching design patterns using a family of games. 268-272
  
• Ohad Barzilay, Orit Hazzan, Amiram Yehudai:
  Evaluation of a software engineering course by reflection. 273-277
  

Engaging K-12

• Judith Gal-Ezer, Daphna Shahak, Ela Zur:
  Computer science issues in high school: gender and more.... 278-282
  
• Christopher W. Starr, Doug Bergman, Phil Zaubi:
  The development and implementation of a context-based curricular framework for computer science education in high schools. 283-287
  
• Torsten Brinda, Hermann Puhlmann, Carsten Schulte:
  Bridging ICT and CS: educational standards for computer science in lower secondary education. 288-292
  

Distance education

• Benjamin R. Anderson, Amy K. Joines, Thomas E. Daniels:
  Xen worlds: leveraging virtualization in distance education. 293-297
  
• Paul E. Dickson, W. Richards Adrion, Allen R. Hanson, David T. Arbour:
  First experiences with a classroom recording system. 298-302
  
• David J. Malan:
  Virtualizing office hours in CS 50. 303-307
  

Assessment

• Joseph A. Sant:
  "Mailing it in": email-centric automated assessment. 308-312
  
• Jussi Kasurinen, Uolevi Nikula:
  Estimating programming knowledge with Bayesian knowledge tracing. 313-317
  
• Pete G. Thomas, Kevin G. Waugh, Neil Smith:
  Generalised diagram revision tools with automatic marking. 318-322
  

Tools

• Samantha Chandrasekar, Joseph G. Tront, Jane C. Prey:
  WriteOn1.0: a tablet PC-based tool for effective classroom instruction. 323-327
  
• Charles Boisvert:
  A visualisation tool for the programming process. 328-332
  
• Tuukka Ahoniemi, Ville Karavirta:
  Analyzing the use of a rubric-based grading tool. 333-337
  

Tips, techniques, and courseware

• Don Blaheta:
  A visual proof of amortised-linear resizable arrays. 338
  
• J. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco, Jaime Urquiza-Fuentes:
  Interactive visualization of recursion with SRec. 339
  
• Seung-won Hwang:
  Video courseware for teaching operating systems with Windows. 340
  
• Agathe Merceron:
  Design patterns to support teaching of automata theory. 341
  
• Francisco J. Almeida-Martínez, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide:
  VAST: a visualization-based educational tool for language processors courses. 342
  
• Javier García Martín:
  Cooperative learning to support the lacks of PBL. 343
  
• John F. Dooley:
  Peer assessments using the moodle workshop tool. 344
  
• Robert H. Seidman:
  Alice first: 3D interactive game programming. 345
  
• Mirela Djordjevic:
  Progressive assignment in CS1. 346
  
• Arnold Rosenbloom:
  Running a programming contest in an introductory computer science course. 347
  
• Theodore S. Norvell, Michael Bruce-Lockhart:
  Rich content plug-ins for the teaching machine. 348
  
• Viera K. Proulx, Weston Jossey:
  Unit testing in Java. 349
  
• Jonathan Mohr:
  Two novel prolog assignments. 350
  
• Yanic Inghelbrecht:
  Tool support for teaching responsibility-driven design. 351
  

Poster sessions

• Shu-Ling Wang, Gwo-Haur Hwang, Ju-Chun Chu, Pei-Shan Tsai:
  The role of collective efficacy and collaborative learning behavior in learning computer science through CSCL. 352
  
• Alison Mitchell, Helen C. Purchase, John Hamer:
  Computing science: what do pupils think? 353
  
• Ulrich Kiesmüller, Torsten Brinda:
  Automatically identifying learners' problem solving strategies in-process solving algorithmic problems. 354
  
• Lillian (Boots) Cassel, Hislop Gregory, Bharath Nadella:
  Ensemble: enriching communities and collections to support education in computing. 355
  
• Mara Saeli:
  How to teach programming in secondary education: first results of a PhD project. 356
  
• Kirsten Schlüter, Torsten Brinda:
  The attributes of task difficulty in informatics in secondary education: first results of an empirical study. 357
  
• James H. Paterson, John Haddow, Ka Fai Cheng:
  Using coding patterns in a model-driven approach to teaching object oriented programming. 358
  
• Faten Mhiri, Sylvie Ratté:
  AARTIC: development of an intelligent environment for human learning. 359
  
• Rukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek, Ching-Chen Ma, Christine Price, Christopher R. Routh:
  Working across time zones in cross-cultural student teams. 360
  
• Luis de Marcos, Fernando Flores, José-Javier Martínez:
  The two states of the mind to teach UML. 361
  
• Dominic Palmer-Brown, Chrisina Draganova, Sin Wee Lee:
  Guided learning via diagnostic feedback to question responses. 362
  
• Bruria Haberman, Cecile Yehezkel:
  Long-term software projects development: the affect of students' self-appreciation and initial expectations. 363
  
• Anita Cassapu:
  Introducing the interactive whiteboard in computer science teaching: a high school experience. 364
  
• Rukiye Altin, Mustafà Bektik, Nuray Eksioglu, Can Koray, Ömer Canbek Öner, Merve Sadetas, Hilal Sener, Duygu Simsek, Ching-Chen Ma, Christine Price, Christopher R. Routh:
  Use of intuitive tools to enhance student learning and user experience. 365
  
• Lillian N. Cassel, Gordon Davies, Stephen Seidman:
  Masters degrees in computing. 366
  
• Kai Qian, Jigang Liu, Lixin Tao:
  Teach real-time embedded system online with real hands-on labs. 367
  
• Judy C. R. Tseng, Sunny Y. Y. Hsu, Gwo-Jen Hwang:
  A collaborative ubiquitous learning platform for computer science education. 368
  
• Juan-Manuel de Blas, José María Gutiérrez, Luis de Marcos, Roberto Barchino:
  Automatic E-learning contents composition by using gap analysis techniques. 369
  
• John Impagliazzo:
  Graduate attributes and performance measures: refinements in assessing programs. 370
  
• John English, Tammy Rosenthal:
  Evaluating students' programs using automated assessment: a case study. 371
  
• Higinio Mora Mora, Maria Teresa Signes Pont, Rafael Camps Jordá, Juan Manuel García Chamizo:
  Learning method based on collaborative assessment performed by the students: an application to computer science. 372
  
• Bronius Skupas, Valentina Dagiene, Miguel A. Revilla:
  Developing classification criteria for programming tasks. 373
  
• Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell, Anita M. Wright:
  Revised associate-level curricular guidelines in computer science. 374
  
• Yanic Inghelbrecht:
  Object-oriented design with trace modeler and Trace4J. 375
  
• Guido Rößling, Florian Lindner:
  Visualizing compression algorithms on-the-fly. 376
  
• Tapio Auvinen, Ville Karavirta, Tuukka Ahoniemi:
  Rubyric: an online assessment tool for effortless authoring of personalized feedback. 377
  
• Felipe Tirado, Alfonso Bustos, Alejandro Miranda, Ana Elena Del Bosque:
  Inducing student interaction in a virtual environment. 378
  
• Marco Ronchetti, Joseph Sant:
  Towards automatic syllabi matching. 379
  
• Seung-won Hwang:
  Blended learning for teaching operating systems with Windows. 380
  
• Marilyn C. Cole, Evan Korth, Adam L. Meyers, Sam Pluta:
  Musicomputation: a pilot course exploring a pre-college computer science curriculum. 381
  
• Lillian N. Cassel, Thomas Way, Sridhara Potluri:
  CPATH: distributed expertise - collaborating with other disciplines. 382
  
• Koji Kagawa:
  WAPPEN: a web-based application framework for programming and its bison/flex plug-in. 383
  
• Guido Rößling, Marius Müller:
  Social engineering: a serious underestimated problem. 384
  
• Cristóbal Costa Soria, Jennifer Pérez:
  Teaching software architectures and aspect-oriented software development using open-source projects. 385
  
• Can Kültür, Ilgim Veryeri Alaca:
  Fine arts perspective in user interface design. 386
  
• Alex Pantaleev:
  Dzver: a visual computer science learning environment. 387
  
• Günter Tusch, Paul Leidig, Greg Wolffe, David Elrod, Carl Strebel:
  Technology infrastructure in support of a medical & bioinformatics masters degree. 388
  
• Samuel P. Bryfczynski, Roy P. Pargas:
  GraphPad: a graph creation tool for CS2/CS7. 389
  
• Gregory W. Hislop:
  Replacing introductory programming courses with a broader perspective on computing. 390
  
• Antonios Saravanos, Charles K. Kinzer:
  The positive effects of explanation after CE in AVBL. 391
  
• I-Han Hsiao, Sergey A. Sosnovsky, Peter Brusilovsky:
  Extending parameterized problem-tracing questions for Java with personalized guidance. 392
  
• Ana Iglesias, Lourdes Moreno, Pablo Revuelta, Javier Jiménez:
  APEINTA: a spanish educational project aiming for inclusive education in and out of the classroom. 393
  
• Manuel Rubio-Sánchez, J. Ángel Velázquez-Iturbide:
  Tail recursion by using function generalization. 394
  
• Guido Rößling, Yavor Kolarov:
  A system for integral efficiency analysis of sustainable technologies. 395
  
• David C. Moffat, Kathryn Trinder:
  The use of MUVE technology in teaching AI algorithms. 396
  
• Claudio Mirolo:
  Mental models of recursive computations vs. recursive analysis in the problem domain. 397
  
• Can Kültür:
  Keeping the pace in CS-1 through the use of CMS. 398
  
• Chrisina Draganova:
  Use of mobile phone technologies in learning. 399
  
• Ben Stephenson:
  Visual examples of recursion. 400
  
• Stan Kurkovsky:
  Making the case for mobile game development. 401
  
• Lillian N. Cassel, Richard J. LeBlanc, Andrew D. McGettrick, Michael Wrinn:
  Concurrency and parallelism in the computing ontology. 402
  
• Bernhard Wiesner, Torsten Brinda:
  How do robots foster the learning of basic concepts in informatics? 403