3. ITiCSE 1998: Dublin, Ireland

• Jennifer Condon:
  The Irish software industry and education. 1-4
  
• Adele Goldberg:
  Building a system in virtual reality with LearningWorks. 5-9
  
• Tom O'Dwyer:
  Educational software - a European perspective. 10-13
  
• Ken Abernethy, Paula Gabbert, Kevin Treu:
  Inquiry-based computer science instruction: some initial experiences. 14-17
  
• Adel M. Abunawass, Martin Maskarinec, Kathleen Neumann:
  An integratable unit based computer science distance learning curriculum design for the ACM/IEEE curricula 1991. 18-20
  
• Owen L. Astrachan:
  Concrete teaching: hooks and props as instructional technology. 21-24
  
• Alvin Bampton:
  Teaching computer science in Papua New Guinea. 25-27
  
• Jürgen Börstler, Olof Johansson:
  The students conference - a tool for the teaching of research, writing, and presentation skills. 28-31
  
• Marie-Michèle Boulet, Faouzi Ben Jebara, Serge Boudreault:
  Teaching process modelling to undergraduate computer students: effects of using Lotus Notes and television programmes. 32-36
  
• Michael Callaghan, Heiko Hirschmüller:
  3-D visualisation of design patterns and Java programs in computer science education. 37-40
  
• Angela Carbone, Jens Kaasbøll:
  A survey of methods used to evaluate computer science teaching. 41-45
  
• Linda Carswell:
  The "Virtual University": toward an Internet paradigm? 46-50
  
• Des Casey:
  Learning "from" or "through" the Web: models of Web based education. 51-54
  
• Fintan Culwin:
  Web hosted assessment - possibilities and policy. 55-58
  
• Paul Curzon, Janet Rix:
  Why do students take programming modules? 59-63
  
• Vassilios Dagdilelis, Maria Satratzemi:
  DIDAGRAPH: software for teaching graph theory algorithms. 64-68
  
• Alex Davidovic, Elena Trichina:
  Open learning environment and instruction system (OLEIS). 69-73
  
• Pierre-Arnoul de Marneffe:
  The problem of examination questions in algorithmics. 74-76
  
• Arne Dybdahl, Erkki Sutinen, Jorma Tarhio:
  On animation features of Excel. 77-80
  
• Dave W. Farthing, Dave M. Jones, Duncan McPhee:
  Permutational multiple-choice questions: an objective and efficient alternative to essay-type examination questions. 81-85
  
• Sally Fincher, Marian Petre:
  Beyond anecdote towards real transfer: using other institutions' experience of project work. 86-89
  
• Ruben Gonzalez, Greg Cranitch:
  Multimedia education - quo vadis? 90-93
  
• John Gray, Tom Boyle, Colin Smith:
  A constructivist learning environment implemented in Java. 94-97
  
• Ralph F. Grove:
  Using the personal software process to motivate good programming practices. 98-101
  
• Bruria Haberman, Zahava Scherz, Ehud Y. Shapiro:
  Abstract data types as a project development organiser. 102-104
  
• Said Hadjerrouit:
  A constructivist framework for integrating the Java paradigm into the undergraduate curriculum. 105-107
  
• Dianne Hagan, Judy Sheard:
  The value of discussion classes for teaching introductory programming. 108-111
  
• Thorsten Hampel, Ferdinand Ferber, Reinhard Keil-Slawik, Wolfgang H. Müller:
  Hypermedia teaching of mechanics - MechANIma. 112-116
  
• Thomas B. Hilburn, Susan A. Mengel, Donald J. Bagert, Dale Oexmann:
  Software engineering across computing curricula. 117-121
  
• Gil Hoggarth, Mike A. Lockyer:
  An automated student diagram assessment system. 122-124
  
• Tony Jenkins:
  A participative approach to teaching programming. 125-129
  
• Jeremy R. Johnson, Yagati N. Lakshman, Thomas T. Hewett, Tim Souder, Tom Fitzgerald, Sara Donegan, Paul Morgovsky:
  Virtual office hours using TechTalk, a Web-based mathematical collaboration tool. 130-133
  
• Mike Joy, Michael Luck:
  Effective electronic marking for on-line assessment. 134-138
  
• Kostas Karpouzis, Stefanos D. Kollias:
  The rendering pipeline in the classroom: a diversified approach. 139-142
  
• Peter G. Kluit, Marleen Sint, Frank Wester:
  Visual programming with Java: evaluation of an introductory programming course. 143-147
  
• Paula Kotzé:
  Why the hypermedia model is inadequate for computer-based instruction. 148-152
  
• Patrick Lambrix, Mariam Kamkar:
  Computer science as an integrated part of engineering education. 153-156
  
• Stuart Lewis, Gaius Mulley:
  A comparison between novice and experienced compiler users in a learning environment. 157-161
  
• Pekka Makkonen:
  WWW-based presentations as a complementary part of conventional lectures in the basic of informatics. 162-165
  
• Fatima Z. Mansouri, Cleveland A. Gibbon, Colin A. Higgins:
  PRAM: prolog automatic marker. 166-170
  
• David Marshall:
  Using the Internet to teach the Internet. 171-174
  
• Jean Mayo, Phil Kearns:
  A secure networked laboratory for kernel programming. 175-177
  
• Mary Dee Medley:
  On-line finals for CS1 and CS2. 178-180
  
• Thomas L. Naps:
  A Java visualiser class: incorporating algorithm visualisations into students' programs. 181-184
  
• Yakov Persky, Mordechai Ben-Ari:
  Re-engineering a concurrency simulator. 185-188
  
• Chris J. Pilgrim, M. J. Creek:
  The Swinburne on-line education project. 189-192
  
• Jon A. Preston, Russell L. Shackelford:
  A system for improving distance and large-scale classes. 193-198
  
• R. Daniel Resler, Dean M. Deaver:
  VCOCO: a visualisation tool for teaching compilers. 199-202
  
• Robert Riser, Donald Gotterbarn:
  On-line journal: a tool for enchancing student journals. 203-205
  
• Mark Roantree, Tia E. Keyes:
  Automated collection of coursework using the Web. 206-208
  
• Eric Roberts:
  Strategies for using technology in the teaching of ethics. 209-212
  
• Eric Roberts, Antoine Picard:
  Designing a Java graphics library for CS 1. 213-218
  
• C. Rosen, D. Simper, J. I. Bostock:
  An augmented induction for HND computer studies students through an early integrated, inter-disciplinary assignment. 219-222
  
• Judy Sheard, Dianne Hagan:
  Our failing students: a study of a repeat group. 223-227
  
• R. Gregory Taylor:
  Motivating the Church-Turing thesis in the twenty-first century. 228-231
  
• James TenEyck, G. Sampath, Richard Goldstone:
  Specification of an algorithm design system. 232-235
  
• Ashok Tiwari, Clive Holtham:
  Learning groupware through using groupware-computer supported collaborative learning with face to face students. 236-238
  
• Frances L. Van Scoy:
  Using the BURKS 2 CD-ROM in a principles of programming languages course. 239-242
  
• Vincent P. Wade, Conor Power:
  Evaluating the design and delivery of WWW based educational environments and courseware. 243-248
  
• Robert Ward, Martin Smith:
  JavaScript as a first programming language for multimedia students. 249-253
  
• R. Alan Whitehurst, Christopher L. Powell, Jason S. Izatt:
  Utilising the student model in distance learning. 254-256
  
• Denise M. Woit, David V. Mason:
  Lessons from on-line programming examinations. 257-259
  
• Nancy R. Mead, Thomas B. Hilburn, Donald J. Bagert, Michael Ryan, Oddur Benediktsson, Frances L. Van Scoy:
  Everything you ever wanted to know about software engineering education, but were afraid to ask (panel). 260-263
  
• L. R. Neal, Alastair Irons:
  Integrating professionalism into undergraduate degree courses in computing (panel). 264-267
  
• Cathleen A. Norris, Jennifer Smolka, Elliot Soloway:
  Educational technology over 25 years (panel): understanding the conditions when it works. 268
  
• Mary Dee Medley, Rebecca H. Rutherfoord:
  Group 2 (working group): ethical issues related to Internet development and research. 269
  
• Ainslie Ellis:
  Group 1 (working group): development and use of multimedia and Internet resources for a problem based learning environment. 269
  
• Stan Thomas:
  Group 4 (working group): the impact of campus-wide portable computing on computer science education. 270
  
• Scott Grissom, Deborah Knox:
  Group 5 (working group): the on-line computer science teaching centre. 270
  
• Joseph Bergin, Thomas L. Naps:
  Group 3 (working group): curricular opportunities of Java based Internet software development. 270
  
• J. Carter, A. Fowler:
  Object oriented students? (poster). 271
  
• Lillian N. Cassel:
  A digital library for undergraduate education: goals and status of efforts at the US National Science Foundation (poster). 272
  
• Martyn Clark:
  Electronic discussions in information systems (poster). 273
  
• A. G. Clear:
  A generic collaborative database - part of a strategy to internationalise the curriculum and develop teamwork and communication capabilities (poster). 274
  
• Peter A. Cooper:
  Designing Internet instructional environments (poster). 275
  
• Charlie Daly:
  A proposed structure for a computer based learning environment - a pragmatic approach (poster). 276
  
• Gordon Davies, John Impagliazzo:
  History in the computing curriculum (poster). 277
  
• Sarah Drummond:
  Groupware for software engineering student group projects (poster). 278
  
• Ainslie Ellis:
  Use of multimedia and World Wide Web resources in a traditional lecture/tutorial environment (poster). 279
  
• Alejandro Fernández, Gustavo Rossi:
  Using visualisation to improve object-oriented thinking (poster). 280
  
• Ursula Fuller, John Slater, Gill Tardivel:
  Virtual seminars - real networked results? (poster). 281
  
• Mark A. Holliday:
  A Web-based introduction to computer networks (poster). 282
  
• Nick D. P. Hollinworth:
  The design of multimedia courseware (poster): preliminary survey results. 283
  
• Per-Gunnar Johansson:
  Programming by example (poster): an instructional approach allowing introductory students to quickly grasp the power and excitement of programming. 284
  
• C. King:
  An evaluation of strategies for teaching technical computing topics to students at different levels (poster). 285
  
• Boris Koldehofe, Marina Papatriantafilou, Philippas Tsigas:
  Building animations of distributed algorithms for educational purposes (poster). 286
  
• Yifat Ben-David Kolikant:
  "How much did you get?" (poster): the influence of algebraic knowledge of computer science students. 287
  
• Amruth N. Kumar:
  Evaluating the pedagogy of computer science courseware delivered over the Web (poster). 288
  
• Pete Lee, Chris Phillips:
  Programming versus design (poster): teaching first year students. 289
  
• Raymond M. W. Leung, Eugenia M. W. Ng:
  Does World Wide Web provide better resources than library for learning - a case study (poster). 290
  
• Doris K. Lidtke, Harry H. Zhou:
  A top-down, collaborative teaching approach of introductory courses in computer sciences (poster). 291
  
• Myles F. McNally:
  Using image processing as a laboratory theme in CS1 and CS2 (poster). 292
  
• Jeanine Meyer, Stuart A. Varden:
  A survey of first computing course students (poster): new findings and their implications for the curriculum. 293
  
• Jane Meyerowitz, Maurice Mars, Steve Knight:
  Student development of multimedia CBE (poster). 294
  
• Simon Moore, Martyn Spink:
  A multimedia C programming course that supports different learning situations (poster). 295
  
• L. E. Moses:
  ART199/CS199 the electronic medium (poster). 296
  
• Alexander Nakhimovsky:
  An intranet-based software engineering course (poster). 297
  
• Kate O'Dubhchair, Sarah Quilty:
  The changing classroom - ICTs in 21st century education (poster). 298
  
• Marta Prim, Jordi Roig:
  Self-evaluation system for digital systems subject (poster). 299
  
• Noa Ragonis, Ehud Y. Shapiro, Mordechai Ben-Ari, Zahava Scherz:
  Development, implementation and evaluation of a course in expert systems for high-school students (poster). 300
  
• A. S. Richardson:
  First year information systems papers - optimising learning - minimising administration (poster). 301
  
• Susan H. Rodger, Eric Gramond:
  JFLAP (poster): an aid to studying theorems in automata theory. 302
  
• John Rosbottom, Claude Moulin:
  Using intelligent agents to change the delivery of education (poster). 303
  
• Glenn Rowe, Gareth Thorburn:
  VINCE - an on-line tutorial tool for teaching introductory programming (poster). 304
  
• Linda Selby, Alison Young:
  The teaching of programming (poster): changing the delivery to meet all students' needs. 305
  
• Matt Smith:
  Structuring team communications with targeted use of groupware (poster). 306
  
• Pete G. Thomas:
  Observing students electronically as they learn (poster). 307
  
• John Traxler:
  How do computer science lecturers create modules? (poster). 308
  
• Claudia Wans:
  An interactive multimedia learning system for the postlingually deaf (poster). 309
  
• Adam Wojciechowski, Jerzy R. Nawrocki, Karolina Kups, Michal Kosiedowski:
  TETE: an intelligent knowledge testing engine (poster). 310
  
• James Wolfer:
  Graduate software engineering across international boundaries (poster): the first courses. 311
  
• Valery Zagursky:
  Information technology for flexible and learning and training (poster). 312
  

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