1. ACSE 1996: Sydney, NSW, Australia
Alan Fekete, John Rosenberg (Eds.): Proceedings of the ACM SIGCSE 1st Australasian Conference on Computer Science Education, ACSE 1996, Sydney, NSW, Australia, July 1996. ACM 1996 ACM International Conference Proceeding Series 1 ISBN 0-89791-845-2- Narciso Cerpa, John Shepherd: A cognitive model for facilitating the teaching of computer programming skills. 1-6
- J. N. Coleman, Frank P. Burns, D. J. Kinniment, T. J. Butler, Albert Koelmans: A self-taught computer engineering course. 7-12
- Tony Greening, Judy Kay, Jeffrey H. Kingston, Kathryn Crawford: Problem-based learning of first year computer science. 13-18
- Roy Johnston, Alistair Moffat, Harald Søndergaard, Peter J. Stuckey: Low-contact learning in a first year programming course. 19-26
- Peter Bancroft, John Hynd, Philip Sinfield: Graphical visualisation support in a uniform environment. 27-31
- Herbert L. Dershem, Wendy L. Barth, Cheri J. Bowsher, Darrick P. Brown: Data structures with Ada packages, laboratories, and animations. 32-38
- William J. Rogers: Visible-C a simple visualisation system for C data structures. 39-46
- Stuart Hope, Julian E. Terry: Obtaining maximum leverage from undergraduate software engineering projects. 53-59
- K. J. Maciunas, Michael J. Oudshoorn, A. L. Brown: Process improvement of software engineering education. 66-73
- Phillip Farrands, Teresa Lynch: Using computer generated software metrics to improve the quality of students' programs. 74-80
- Kristina L. Verco, Michael J. Wise: Software for detecting suspected plagiarism: comparing structure and attribute-counting systems. 81-88
- Bill Rogers, Philip Treweek, Sally Jo Cunningham: A non-linear, criterion-referenced grading scheme for a computer literacy course. 89-94
- Christabel Rodrigues, Martin Atchison: A case-study based approach to assessment of systems design and implementation. 95-102
- Brian K. Oliver, Geoffrey C. Mitchell: Setting the PASE - the value of computer aided assessment. 103-110
- Roger Duke: The design of an experiential component for a formal methods computer science subject. 111-118
- Ken Robinson, Peter S. Ho, Martin Schwenke: To Zed and back: integrating data flow diagrams and Z. 127-134
- Juris Reinfelds: A logical foundation course for CS majors. 135-140
- G. R. Stevens, Dianne L. Smith, D. H. Stratton, Paul D. Kelly: The first Novell education academic partner (NEAP) in Australia - The University of Ballarat. 141-146
- Doan Hoang, Tony Greening, Bob Kummerfeld: A lab-based computer networking course at the University of Sydney. 147-152
- Colin Pattinson: The use of OSI as a framework for the teaching of computer communications. 153-158
- Michael W. Dixon, Tanya J. McGill, Graeme R. Cole, B. Lewis Barnett III: Integrating a networking simulation package into a data communications course to enhance student learning. 159-163
- G. Joy Teague, Valerie A. Clarke: Improving gender equity in computing programmes: some suggestions for increasing female participation and retention rates. 164-170
- Anne Greenhill, Liisa von Hellens, Susan H. Nielsen, Rosemary Pringle: Asian women in IT education, an Australian examination. 171-176
- Debbie Clayton, Mary Cranston, Teresa Lynch: Attracting and retaining females in information technology courses. 177-182
- Cristina Cifuentes, Barry Brannan: Teaching C/C++ to computer science students with pascal programming experience. 189-196
- Barry Burd: Experience teaching Java: a preliminary report. 197-201
- Liz Sonenberg: Calculating first: a better curriculum? 202-208
- Ronald J. Leach: A graduate course in software reuse. 209-215
- Wanlei Zhou: A tool for assisting the understanding of distributed programs. 223-230
- Damian Conway: The evolution of a mentoring scheme for first year computer science students. 238-243
- Piyush Maheshwari: Assessing students to diagnose difficulties in learning various programming paradigms and languages. 246-253
- Paul Bakker, Andrew Goodchild, Paul A. Strooper, David A. Carrington, Ian MacColl, Peter Creasy, Helen C. Purchase: Setting up a tutor training programme in computer science. 254-259
- Ruth Christie, Sauwan Cheah: Support structures for students in information technology at QUT. 260-266
- Lee Wittenberg: Using literate programming notation in introductory programmingcourses. 267-272
- Cameron Browne, James Hogan, John Hynd: Prediction of student performance using neurocomputing techniques. 273-279
- A. J. Hurst: Literate programming as an aid to marking student assignments. 280-286
- Tamás D. Gedeon, G. A. Mann, W. H. Wilson, R. A. Bustos: Separation of basic competency acquisition from advanced material in teaching and assessment in an undergraduate computing subject. 287-294
- Tim Bell: An authentic task based computer literacy course. 295-301
- J. Ophel, I. Robinson: Integrating group and learning skills into a first-year computer science subject. 302-308
- Ian K. Allison, Peter Halstead: Teaching computer ethics: an alternative assessment approach. 317-322
- David Channon: A graphical restricted instructional programming environment. 323-330
- Chris Scogings: Robo Wars: a software environment to enhance learning of programming and language design concepts. 331-336
- Werner Winiwarter, Osami Kagawa, Shin'ichi Konomi, Yahiko Kambayashi: Collaborative hypermedia education with the VIENA classroom system. 337-343
- Anthony M. Sloane, Curtis E. Dyreson: An interactive self-paced learning environment for the World Wide Web. 344-351
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last updated on 2013-10-16T203152 by the dblp team