10. ITiCSE 2005: Caparica, Portugal

Keynotes

• Joseph Weizenbaum:
  Information in the information society. 1
  
• Emilio Luque:
  Is evolution or revolution the way for improving the teaching methodology in computer science? 2
  
• Maria M. Klawe:
  Changing the image of computer science: a north american perspective in conversation with Europe. 3
  

Early programming

• Will Marrero, Amber Settle:
  Testing first: emphasizing testing in early programming courses. 4-8
  
• Nghi Truong, Peter Bancroft, Paul Roe:
  Learning to program through the web. 9-13
  
• Essi Lahtinen, Kirsti Ala-Mutka, Hannu-Matti Järvinen:
  A study of the difficulties of novice programmers. 14-18
  
• Cynthia S. Hood, Dennis J. Hood:
  Teaching programming and language concepts using LEGOs. 19-23
  

Software design and communications

• Martin Dick:
  Student interviews as a tool for assessment and learning in a systems analysis and design course. 24-28
  
• Hugh C. Davis, Su White:
  A research-led curriculum in multimedia: learning about convergence. 29-33
  
• Tzu-Yi Chen, Stephen Cooper, Robert McCartney, Leslie Schwartzman:
  The (relative) importance of software design criteria. 34-38
  
• David Cox:
  A pragmatic HCI approach: engagement by reinforcing perception with functional dsesign and programming. 39-43
  

Distributed computing and operating systems

• Rainer Oechsle, Tim Gottwald:
  DisASTer (distributed algorithms simulation terrain): a platform for the implementation of distributed algorithms. 44-48
  
• Michael Goldweber, Renzo Davoli, Mauro Morsiani:
  The Kaya OS project and the muMPS hardware emulator. 49-53
  

Visualization of software behavior

• Guillermo Jiménez-Díaz, Mercedes Gómez-Albarrán, Marco Antonio Gómez-Martín, Pedro A. González-Calero:
  Software behaviour understanding Supported by dynamic visualization and role-play. 54-58
  
• Michael Kölling, Poul Henriksen:
  Game programming in introductory courses with direct state manipulation. 59-63
  

Understanding algorithms

• Jacob Perrenet, Jan Friso Groote, Eric Kaasenbrood:
  Exploring students' understanding of the concept of algorithm: levels of abstraction. 64-68
  
• Donald D. Chinn:
  Peer assessment in the algorithms course. 69-73
  
• Bruria Haberman, Haim Averbuch, David Ginat:
  Is it really an algorithm: the need for explicit discourse. 74-78
  
• Michael H. Goldwasser, David Letscher:
  Providing students universal access to a centralized, graphical computing environment. 79-83
  

Novice programmers

• Marzieh Ahmadzadeh, Dave Elliman, Colin Higgins:
  An analysis of patterns of debugging among novice computer science students. 84-88
  
• Anna Eckerdal, Michael Thuné:
  Novice Java programmers' conceptions of "object" and "class", and variation theory. 89-93
  
• Henrik Bærbak Christensen:
  Implications of perspective in teaching objects first and object design. 94-98
  
• Sally H. Moritz, Fang Wei, Shahida M. Parvez, Glenn D. Blank:
  From objects-first to design-first with multimedia and intelligent tutoring. 99-103
  

Iconic programming

• Stephen Chen, Stephen Morris:
  Iconic programming for flowcharts, java, turing, etc. 104-107
  
• Charmain Cilliers, André P. Calitz, Jéan H. Greyling:
  The effect of integrating an Iconic programming notation into CS1. 108-112
  
• Vassilios Efopoulos, Vassilios Dagdilelis, Georgios Evangelidis, Maya Satratzemi:
  WIPE: a programming environment for novices. 113-117
  
• Minoru Terada:
  ETV: a program trace player for students. 118-122
  

Software engineering design

• Kajal T. Claypool, Mark Claypool:
  Teaching software engineering through game design. 123-127
  
• Stephanie Ludi:
  Active-learning activities that introduce students to software engineering fundamentals. 128-132
  
• C. W. Liew:
  Teaching software development skills early in the Curriculum through software engineering. 133-137
  
• Elizabeth Sweedyk, Robert M. Keller:
  Fun and games: a new software engineering course. 138-142
  

Assessment

• Hasmik Gharibyan:
  Assessing students' knowledge: oral exams vs. written tests. 143-147
  
• Laurie Murphy, Josh D. Tenenberg:
  Do computer science students know what they know?: a calibration study of data structure knowledge. 148-152
  
• Timothy V. Fossum, Susan M. Haller:
  A new quantitative assessment tool for computer science programs. 153-157
  
• Pete G. Thomas, Kevin G. Waugh, Neil Smith:
  Experiments in the automatic marking of ER-diagrams. 158-162
  

Databases and artificial intelligence

• Alan Fekete:
  Teaching transaction management with SQL examples. 163-167
  
• Paul Wagner:
  Teaching data modeling: process and patterns. 168-172
  
• M. R. K. Krishna Rao:
  Infusing critical thinking skills into content of AI course. 173-177
  
• Saleema Amershi, N. Arksey, Giuseppe Carenini, Cristina Conati, Alan K. Mackworth, Heather Maclaren, David Poole:
  Designing CIspace: pedagogy and usability in a learning environment for AI. 178-182
  

CS 1-2

• Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang:
  Analyzing relationships between closed labs and course activities in CS1. 183-187
  
• Christian Holmboe:
  The linguistics of object-oriented design: implications for teaching. 188-192
  
• António José Mendes, Anabela Jesus Gomes, Micaela Esteves, Maria José Marcelino, Crescencio Bravo, Miguel A. Redondo:
  Using simulation and collaboration in CS1 and CS2. 193-197
  
• Nuno C. Marques, Francisco Azevedo, Carmen Morgado, Jorge F. Custódio:
  Using Octave to introduce programming to technical science students. 198-202
  

Operating systems, architectures, and networks

• João M. P. Cardoso:
  New challenges in computer science education. 203-207
  
• Martin Casado, Gregory Watson, Nick McKeown:
  Teaching networking hardware. 208-212
  
• Donald L. Tobin Jr., Michael S. Ware:
  Using a windows attack intRusion emulator (AWARE) to teach computer security awareness. 213-217
  
• Luiz Paulo Maia, Francis Berenger Machado, Ageu C. Pacheco Jr.:
  A constructivist framework for operating systems education: a pedagogic proposal using the SOsim. 218-222
  

E-voting, ethics, and infastructure for computing education

• Mark Jones:
  The pedagogic opportunities of touch-screen voting. 223-226
  
• Chris Armen, Ralph Morelli:
  Teaching about the risks of electronic voting technology. 227-231
  
• Annegret Goold, Jo Coldwell:
  Teaching ethics in a virtual classroom. 232-236
  
• Chad Peiper, David Warden, Ellick Chan, Boris Capitanu, Samuel N. Kamin:
  eFuzion: development of a pervasive educational system. 237-240
  

Exploring student learning

• A. T. Chamillard, Ricky E. Sward:
  Learning styles across the curriculum. 241-245
  
• Linda Stern, Selby Markham, Ria Hanewald:
  You can lead a horse to water: how students really use pedagogical software. 246-250
  
• Peter Brusilovsky, Sergey A. Sosnovsky:
  Engaging students to work with self-assessment questions: a study of two approaches. 251-255
  
• M. R. K. Krishna Rao, S. Junaidu, Talal Maghrabi, Muhammad Shafique, M. Ahmed, Kanaan A. Faisal:
  Principles of curriculum design and revision: a case study in implementing computing curricula CC2001. 256-260
  

Programming languages

• Timothy V. Fossum:
  Classes as first class objects in an environment-passing interpreter. 261-265
  
• Akim Demaille:
  Making compiler construction projects relevant to core curriculums. 266-270
  
• J. Ángel Velázquez-Iturbide:
  A programming languages course for freshmen. 271-275
  

Assessing student learning

• Lecia Jane Barker:
  When do group projects widen the student experience gap? 276-280
  
• Markus Krebs, Tobias Lauer, Thomas Ottmann, Stephan Trahasch:
  Student-built algorithm visualizations for assessment: flexible generation, feedback and grading. 281-285
  
• Denise M. Woit, K. J. Bell:
  Student communication challenges in distributed software engineering environments. 286-290
  

Group and team management

• Katherine Deibel:
  Team formation methods for increasing interaction during in-class group work. 291-295
  
• Emilia Mendes, Lubna Basil Al-Fakhri, Andrew Luxton-Reilly:
  Investigating pair-programming in a 2^nd-year software development and design computer science course. 296-300
  

Networks

• Renzo Davoli, Michael Goldweber:
  Virtual square (V²) in computer science education. 301-305
  
• Pilu Crescenzi, Giorgio Gambosi, Gaia Innocenti:
  NetPrIDE an integrated environment for developing and visualizing computer network protocols. 306-310
  

Pair programming

• Chris W. Loftus, Mark Ratcliffe:
  Extreme programming promotes extreme learning? 311-315
  
• Brian Hanks:
  Student performance in CS1 with distributed pair programming. 316-320
  
• Raymond Flood, Bob Lockhart:
  Teaching programming collaboratively. 321-324
  

Formal methods

• Rakesh M. Verma:
  A visual and interactive automata theory course emphasizing breadth of automata. 325-329
  
• Michel Wermelinger, Artur Miguel Dias:
  A prolog toolkit for formal languages and automata. 330-334
  
• Nelma Moreira, Rogério Reis:
  Interactive manipulation of regular objects with FAdo. 335-339
  

Panel session 1

• Annegret Goold, Arnold Pears, Mary Z. Last, Chris Beaumont, Swee Cheng Chew:
  Virtual student teams: opportunities and challenges. 340-341
  

Panel session 2

• Joseph Bergin, Eugene Wallingford, Michael E. Caspersen, Michael Goldweber, Michael Kölling:
  Teaching polymorphism early. 342-343
  

Panel session 3

• George R. S. Weir, Tamar Vilner, António José Mendes, Marie Nordström:
  Difficulties teaching Java in CS1 and how we aim to solve them. 344-345
  

Poster session 1

• Jacobo Carrasquel:
  Students evaluating faculty: a subjective process. 346
  
• John Impagliazzo:
  Computing curricula overview project. 347
  
• Tamar Benaya, Ela Zur:
  Advanced programming in java workshop: teaching methodology. 348
  
• James H. Paterson, John Haddow, Miriam Birch, Alex Monaghan:
  Using the BlueJ IDE in a data structures course. 349
  
• Haitham S. Hamza:
  Introducing object-oriented analysis and design in lower-level undergraduate courses: a pattern-based approach. 350
  
• Maria José Marcelino:
  Learning repetition structures in programming. 351
  
• Giovanni M. Bianco, Simonetta Tinazzi:
  Why are children left out of the CS rethinking process? 352
  
• J. C. Ernest, A. S. Bowser, S. Ghule, S. Sudireddy, J. P. Porter, D. A. Talbert, Martha J. Kosa:
  Weathering MindStorms with drizzle and DIODE in CS0. 353
  
• Ahmad Ghafarian:
  Reverse engineering technique to enhance software engineering education. 354
  
• Peter Mikulecký:
  Knowledge sharing as an innovative educational practice: educating knowledge technologies. 355
  
• Orna Muller, Bruria Haberman:
  Guidelines for a multiple-goal CS introductory course: algorithmic problem-solving woven into OOP. 356
  
• Martha L. Hause:
  Distributed team performance in software development. 357
  
• Edmond C. Prakash:
  Computer game arena: a showcase for computer game projects. 358
  

Poster session 2

• James H. Paterson, Frances McCormick, Gerry Creechan:
  Teaching XML in a web development context. 359
  
• Ilana Bass, Dvir Lanzberg:
  Teaching to analyze solutions using FGA. 360
  
• Robert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee:
  Curricular projects of the ACM two-year college education committee. 361
  
• Michal Armoni, Judith Gal-Ezer:
  Reductive thinking in undergraduate CS courses. 362
  
• Kamila Olsevicova:
  Application of topic maps in e-learning environment. 363
  
• Cecile Yehezkel, Bruria Haberman:
  "Computer science, academia, and industry" educational project. 364
  
• Rui Pais, João Paulo Barros:
  Two possible approaches for an intermediate GUI course. 365
  
• David Hemmendinger:
  Computing history: interesting times. 366
  
• David G. Kay, André van der Hoek, Debra J. Richardson:
  Extending undergraduate CS programs with informatics: emphasizing software and system design in context. 367
  
• Riccardo Massarelli:
  The difficult art of pruning in favour of creative thinking. 368
  
• Judith Gal-Ezer, Mark B. Trakhtenbrot:
  Challenges in teaching the pumping lemma in automata theory course. 369
  

Poster session 3

• Gwen Nugent, Leen-Kiat Soh, Ashok Samal, Suzette Person, Jeff Lang:
  Design, development, and validation of a learning object for CS1. 370
  
• Ioanna Stamouli, Marjahan Begum, Rebecca Mancy:
  ExploreCSEd: exploring skills and difficulties in programming education. 371
  
• Vladimír Bures, Daniela Ponce:
  Knowledge-based support of newcomers integration into an organization. 372
  
• Artur Miguel Dias:
  Moving from mailing lists to web-based discussion forums. 373
  
• Tammy Rosenthal:
  Introducing recursion by using multimedia. 374
  
• Cynthia S. Hood, Dennis J. Hood:
  Toward integrating computing concepts into the K-12 curriculum. 375
  
• Edmond C. Prakash:
  Implicit functions lab: a collaboratory for computer graphics. 376
  
• Georg Turban, Guido Rößling, Christoph Trompler:
  Bridging media breaks in presence presentations. 377
  
• Vicki L. Almstrum, Mary Z. Last:
  What attracts women to CS? 378
  
• John Impagliazzo:
  Use a little history. 379
  
• Stelios Xinogalos, Maya Satratzemi:
  Using hands-on activities for motivating students with OOP concepts before they are asked to implement them. 380
  
• Vladimir Nodelman, Bruria Haberman:
  Complex analysis in computer graphics course. 381
  
• Morten Lindholm:
  Development of object-understanding among students in the humanities. 382
  

Demonstrations

• Nghi Truong:
  The environment for learning to program. 383
  
• Stelios Xinogalos, Maya Satratzemi:
  The hands-on activities of the programming microworld objectKarel. 384
  
• Micael Gallego-Carrillo, Francisco Gortázar-Bellas, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide:
  SOTA: a visualization tool for symbol tables. 385
  
• Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide:
  Reusable collections of web-based program animations. 386
  
• Amruth N. Kumar:
  Online tutors for C++/Java programming. 387
  

Tips and techniques

• Pedro D. Medeiros, Vítor Duarte, Maria Cecilia Gomes, Rui F. Marques:
  Using a PC simulator to illustrate input-output programming techniques. 388
  
• Joseph Bergin:
  Academic jeopardy. 389
  
• Rui Pais, João Paulo Barros:
  Use of flash movies for teaching GUI programming. 390
  
• Mary J. Granger:
  Learning technical concepts with collaboration and communication skills. 391
  
• María Aránzazu Simón Hurtado, Carlos Vivaracho-Pascual:
  Learning UNIX in first year of computer engineering. 392
  
• Ilana Bass, Dvir Lanzberg:
  Iterative implementation of DFS. 393
  
• Robert A. Hovis:
  Managing the complexity in first year programming. 394
  
• Amruth N. Kumar:
  Projects in the programming languages course. 395
  
• Henrik Bærbak Christensen:
  TS-05: 150 lines of java with high architectural complexity. 396
  

Student posters

• Eric Clark:
  Hacking as a form of "self-improvement". 397
  
• Sérgio Freitas, Maria Beatriz Carmo, Ana Paula Afonso:
  A personalized visualization tool for geo-referenced information. 398
  
• Carmen Morgado, Luís Soares:
  MIG21 API: multimedia interactive groups API. 399
  
• Ricardo Pisa, Vasco Ferreira, Elisabete Jesus, Bruno Carlos:
  BRaiN research network. 400
  
• William Pohlhaus:
  Ethical engagement with data collection efforts related to fighting terrorists and terrorism in the context of recent events. 401
  
• Miguel Silvestre, Maria Pinto-Albuquerque, Maria Beatriz Carmo, Ana Paula Cláudio, João Duarte Cunha, H. Coelho:
  A platform for the generation of virtual environments inhabited by intelligent virtual humans. 402
  
• Duarte Alvim:
  Taking the bus in the information highway system. 403
  
• Miguel Boavida, João Paulo Santos, Pedro A. Amado Assunção, Luis Soares, João Luz, Ricardo Viegas:
  The MulE game engine extending online role-playing games. 404
  
• Leon Davis:
  MindMapX. 405
  
• Viktor Geller, Christelle Scharff:
  Traditional and more "exotic" .NET languages: VB .NET, J#, C# and SML .NET. 406
  
• Raquel Gomes, Ricardo Seabra, João Ventura, Nuno Guedes:
  SoundSpaces: behavior based control system for multimedia systems. 407
  
• John Gould, Matthew Schaefer:
  User interface considerations for older users. 408
  
• Thomas Larkworthy:
  Evolution lab: the flexible user friendly robot research tool. 409
  
• Richard Lawrence:
  [4]cite. 410
  
• Ilaria Liccardi, Su White:
  Understanding disciplinary differences: an insight into selecting effective e-learning approaches. 411
  
• Joana Matos Penha-Lopes:
  Why use an open source e-voting system? 412
  
• Antonio Vinha:
  Reusable learning objects: theory to practice. 413
  
• David C. Walls:
  Integrating views on ethical behavior for computer professionals in an interdisciplinary environment. 414
  

Tutorials

• Richard J. Roiger:
  Teaching an introductory course in data mining. 415
  
• Joseph Bergin, Eugene Wallingford:
  Test-first pair-programming tutorial. 416
  
• Mário Guimarães:
  Constructing database applications for PDA using the .NET framework. 417
  
• Amruth N. Kumar:
  LEGO robots and AI. 418
  

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