16. ITiCSE 2011: Darmstadt, Germany

Keynote talks

• Ulrik Schroeder:
  A bouquet of measures to promote computer science in middle & high schools. 1
  
• Mark Guzdial:
  Technology for teaching the rest of us. 2
  

Coding skills

• Blair Taylor, Siddharth Kaza:
  Security injections: modules to help students remember, understand, and apply secure coding techniques. 3-7
  
• J. Ángel Velázquez-Iturbide:
  The design and coding of greedy algorithms revisited. 8-12
  
• Dennis M. Breuker, Jan Derriks, Jacob Brunekreef:
  Measuring static quality of student code. 13-17
  

Web development

• Randy W. Connolly:
  Awakening Rip Van Winkle: modernizing the computer science web curriculum. 18-22
  
• Rebecca Grasser:
  Experiences in implementing a studio component into a course for novice web developers. 23-27
  
• Elaine Pearson, Christopher Bailey, Steve Green:
  A tool to support the web accessibility evaluation process for novices. 28-32
  

Understanding OO

• Anna Eckerdal, Mikko-Jussi Laakso, Mike Lopez, Amitrajit Sarkar:
  Relationship between text and action conceptions of programming: a phenomenographic and quantitative perspective. 33-37
  
• Michael Striewe, Michael Goedicke:
  Automated checks on UML diagrams. 38-42
  
• André L. Santos:
  AGUIA/J: a tool for interactive experimentation of objects. 43-47
  

Activities for hardware courses

• Emily A. Brand, William L. Honig, Matthew Wojtowicz:
  Intelligent systems development in a non engineering curriculum. 48-52
  
• André Schäfer, Matthias Mielke, Rainer Brück:
  Design of innovative integrated circuits in education. 53-56
  
• Daniel J. Ernst:
  Preparing students for future architectures with an exploration of multi- and many-core performance. 57-62
  

Attracting K-12 students to CS

• Jonathan Back, Paul Curzon, Chrystie Myketiak, Peter W. McOwan:
  A study in engaging female students in computer science using role models. 63-67
  
• Ursula Wolz, Michael Milazzo, Meredith Stone:
  Kinesthetic learning of computing via "off-beat" activities. 68-72
  
• Sally K. Wahba, Yvon Feaster, Jason O. Hallstrom:
  A technology-assisted scavenger hunt for introducing K-12 students to sensor networks. 73-77
  

Enhancing CS lectures

• Amber Settle, Lucia Dettori, Mary Jo Davidson:
  Does lecture capture make a difference for students in traditional classrooms. 78-82
  
• Guillaume Jourjon, Salil S. Kanhere, Jun Yao:
  Impact of an e-learning platform on CSE lectures. 83-87
  
• Kai Michael Höver, Michael Hartle, Guido Rößling, Max Mühlhäuser:
  Evaluating how students would use a collaborative linked learning space. 88-92
  

Environments for motivating students

• Matthieu Moy:
  Efficient and playful tools to teach Unix to new students. 93-97
  
• Timo Göttel, Jonas Schild:
  Creativity room 5555: evoking creativity in game design amongst CS students. 98-102
  
• Iliano Cervesato:
  Discovering logic through comics. 103-107
  

Tool support for upper-level courses

• Elena Sánchez-Nielsen, Stefan Klink:
  Integrating google technology in artificial intelligence. 108-112
  
• Dino Schweitzer, Jeff Boleng, Lauren Scharff:
  Interactive tools in the graphics classroom. 113-117
  
• Maximilian Rudolf Albrecht Wittmann, Matthew Bower, Manolya Kavakli-Thorne:
  Using the SCORE software package to analyse novice computer graphics programming. 118-122
  

Integrating web-based technologies into courses

• Till Rebenich, Andrew M. Gravell, Thanassis Tiropanis:
  Evaluating a web-based information system for managing master of science summer projects. 123-127
  
• Eric Breimer, Michelle Conway, Jami Cotler, Robert Yoder:
  A study of video-based versus text-based labs for a management information systems course. 128-132
  

Collaboration and peer instruction in CS1

• Patricia Lasserre, Carolyn Szostak:
  Effects of team-based learning on a CS1 course. 133-137
  
• Leo Porter, Cynthia Bailey Lee, Beth Simon, Quintin I. Cutts, Daniel Zingaro:
  Experience report: a multi-classroom report on the value of peer instruction. 138-142
  
• Charlie Meyer, Cinda Heeren, Eric Shaffer, Jon Tedesco:
  CoMoTo: the collaboration modeling toolkit. 143-147
  

Free-text questions and assessment

• Guy Tremblay, Paul Lessard:
  A marking language for the oto assignment marking tool. 148-152
  
• Andrew Luxton-Reilly, Paul Denny, Beryl Plimmer, Daniel J. Bertinshaw:
  Supporting student-generated free-response questions. 153-157
  
• Richard Klein, Angelo Kyrilov, Mayya Tokman:
  Automated assessment of short free-text responses in computer science using latent semantic analysis. 158-162
  

Introductory programming

• Danny Yoo, Emmanuel Schanzer, Shriram Krishnamurthi, Kathi Fisler:
  WeScheme: the browser is your programming environment. 163-167
  
• Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari:
  Habits of programming in scratch. 168-172
  
• Osvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman:
  From concrete to abstract?: problem domain in the learning of introductory programming. 173-177
  

K-12 approaches I

• Sarah Carruthers, Todd Milford, Timothy Pelton, Ulrike Stege:
  Draw a social network. 178-182
  
• Vicki E. Bennett, Kyu Han Koh, Alexander Repenning:
  CS education re-kindles creativity in public schools. 183-187
  
• Stephen Cooper, Wanda Dann, Dan Lewis, Pamela B. Lawhead, Susan H. Rodger, Madeleine Schep, RoxAnn H. Stalvey:
  A pre-college professional development program. 188-192
  

Visualization

• Duane Buck:
  GUIGraph: editing live object diagrams for GUI generation enables new pedagogy in CS1/2. 193-197
  
• Ming-Han Lee, Guido Rößling:
  Toward replicating handmade algorithm visualization behaviors in a digital environment: a pre-study. 198-202
  
• Jaime Urquiza-Fuentes, Francisco Manso, J. Ángel Velázquez-Iturbide, Manuel Rubio-Sánchez:
  Improving compilers education through symbol tables animations. 203-207
  

Facilitating programming instruction

• Paul Denny, Andrew Luxton-Reilly, Ewan D. Tempero, Jacob Hendrickx:
  Understanding the syntax barrier for novices. 208-212
  
• Shuhaida Mohamed Shuhidan, Margaret Hamilton, Daryl J. D'Souza:
  Understanding novice programmer difficulties via guided learning. 213-217
  
• Matt Bower, Annabelle McIver:
  Continual and explicit comparison to promote proactive facilitation during second computer language learning. 218-222
  

Broadening the perspective

• Chenglie Hu:
  Computational thinking: what it might mean and what we might do about it. 223-227
  
• Randy W. Connolly:
  Beyond good and evil impacts: rethinking the social issues components in our computing curricula. 228-232
  
• Judy Sheard, Martin Dick:
  Computing student practices of cheating and plagiarism: a decade of change. 233-237
  

K-12 approaches II

• Doranna Di Vano, Claudio Mirolo:
  "Computer science and nursery rhymes": a learning path for the middle school. 238-242
  
• Acey Kreisler Boyce, Antoine Campbell, Shaun Pickford, Dustin Culler, Tiffany Barnes:
  Experimental evaluation of BeadLoom game: how adding game elements to an educational tool improves motivation and learning. 243-247
  
• Yvon Feaster, Luke Segars, Sally K. Wahba, Jason O. Hallstrom:
  Teaching CS unplugged in the high school (with limited success). 248-252
  

Peer-assisted learning

• Angela Carbone, Jessica Wong, Jason Ceddia:
  A scheme for improving ICT units with critically low student satisfaction. 253-257
  
• Lori L. Pollock, Terry Harvey:
  Combining multiple pedagogies to boost learning and enthusiasm. 258-262
  
• Alexandra Martinez, Arturo Camacho:
  A cooperative learning-based strategy for teaching relational algebra. 263-267
  

Engaging students

• Robert M. Marmorstein:
  Open source contribution as an effective software engineering class project. 268-272
  
• Arto Vihavainen, Matti Paksula, Matti Luukkainen, Jaakko Kurhila:
  Extreme apprenticeship method: key practices and upward scalability. 273-277
  
• Rylan Egan, Diana Cukierman, Donna McGee Thompson:
  The academic enhancement program in introductory CS: a workshop framework description and evaluation. 278-282
  

New approaches in undergraduate instruction

• Andreas Karatsolis, Iliano Cervesato, Khaled A. Harras, Yonina Cooper, Kemal Oflazer, Nael B. Abu-Ghazaleh, Thierry Sans:
  Getting CS undergraduates to communicate effectively. 283-287
  
• Herman Koppelman, Betsy van Dijk, Gerrit van der Hoeven:
  Undergraduate research: a case study. 288-292
  
• Julián Urbano, Mónica Marrero, Diego Martín, Jorge Morato:
  Bringing undergraduate students closer to a real-world information retrieval setting: methodology and resources. 293-297
  

Automated assessment

• Guido Rößling, Mihail Mihaylov, Jerome Saltmarsh:
  AnimalSense: combining automated exercise evaluations with algorithm animations. 298-302
  
• Michael Striewe, Michael Goedicke:
  Using run time traces in automated programming tutoring. 303-307
  
• Emilio Julio Lorenzo, Javier Vélez, Anselmo Peñas:
  A proposal for automatic evaluation in a compiler construction course. 308-312
  

Attracting girls and women to CS

• Annemieke Craig, Julie Fisher, Helen Forgasz, Catherine Lang:
  Evaluation framework underpinning the digital divas programme. 313-317
  
• Mary Anne L. Egan, Timoth Lederman:
  The impact of IMPACT: assessing students' perceptions after a day of computer exploration. 318-322
  
• Reena Pau, Wendy Hall, Marcus Grace, John Woollard:
  Female students' experiences of programming: it's not all bad! 323-327
  

Tips, techniques and courseware session I: ideas and insights

• James Wolfer:
  A medical motif for teaching computer graphics in context. 328
  
• Heidi J. C. Ellis, Gregory W. Hislop:
  Courseware: student learning via FOSS field trips. 329
  
• Michael J. Hull, Daniel Powell, Ewan Klein:
  Infandango: automated grading for student programming. 330
  
• Clifford A. Shaffer, Stephen H. Edwards:
  Scheduling and student performance. 331
  
• John Impagliazzo:
  Try a little history. 332
  
• Qusay H. Mahmoud:
  Best practices in teaching mobile application development. 333
  
• Qusay H. Mahmoud:
  A mobile web-based approach to introductory programming. 334
  

Tips, techniques and courseware session II: improving computer architecture courses

• Michael Goldweber:
  Two kinesthetic learning activities: turing machines and basic computer organization. 335
  
• Michael David Black, Manoj Franklin:
  Teaching computer architecture with a graphical PC simulator. 337
  

Tips, techniques and courseware session III: tools and APIs

• Douglas E. Harms:
  A Java implementation of the myro API for using personal robots in CS1. 338
  
• Susan H. Rodger, Henry Qin, Jonathan Su:
  Changes to JFLAP to increase its use in courses. 339
  
• Raquel Hijón-Neira, J. Ángel Velázquez-Iturbide:
  Merlin-Mo, an interactions analysis system for Moodle. 340
  

Tips, techniques and courseware session IV: supporting novice programmers

• Rachel Cardell-Oliver, Patrick Doran Wu:
  UWA Java tools: harnessing software metrics to support novice programmers. 341
  
• Tamar Vilner, Ela Zur, Shay Tavor:
  Using greenfoot in teaching inheritance in CS1. 342
  
• Mirela Djordjevic:
  Animation projects in CS1 from scheme to Java. 343
  

Panel

• Catherine Lang, Annemieke Craig, Jane Prey, Mary Anne L. Egan, Reyyan Ayfer:
  Outreach programs to promote computer science and ict to high school and middle school students. 344-345
  

Posters

• Mário Guimarães, Huwida E. Said, Richard Austin:
  Using video games to teach security. 346
  
• Eva García, Luis de Marcos, Antonio García-Cabot, José Ramón Hilera:
  A system for usable unification of interfaces of learning objects in m-learning. 347
  
• Sebastian Harrach:
  Best practices for peer feedback in interdisciplinary research groups. 348
  
• Michail N. Giannakos, Spyros Doukakis, Panayiotis Vlamos, Christos Koilias:
  Programming in secondary education: benefits and perspectives. 349
  
• Tamar Vilner, Ela Zur, Shay Tavor:
  Integrating greenfoot into CS1: a case study. 350
  
• M. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Gracián Triviño:
  GLMP for automatic assessment of DFS algorithm learning. 351
  
• Rafael del Vado Vírseda, Fernando Pérez Morente:
  An innovative teaching tool based on semantic tableaux for verification and debugging of programs. 352
  
• J. Mark Pullen, Nicholas K. Clark:
  Moodle-integrated open source synchronous teaching. 353
  
• Vicki L. Almstrum, Deepa Muralidhar, Mary Z. Last, Barbara Boucher Owens:
  Teaching with CEOHP. 354
  
• Arturo Camacho, Alexandra Martinez:
  Facilitating learning dynamic programming through a previous introduction of exhaustive search. 355
  
• Feng Lu, Hui Liu, Yi Jian, Yanhong Zhou, Zhenran Jiang:
  A bioinformatics e-learning lab for undergraduate students. 356
  
• Stefanie Markham, Ying Zhu:
  A model for visualizing sentence complexity. 357
  
• Peter Chan, Girija Krishnaswamy:
  Do educational software systems provide satisfactory learning opportunities for 'multi-sensory learning' methodology? 358
  
• Antonio García-Cabot, Eva García, Luis de Marcos, José Antonio Gutiérrez:
  Adaptation of educational contents to mobile devices. 359
  
• Heidi J. C. Ellis, Gregory W. Hislop, Ralph A. Morelli:
  A comparison of software engineering knowledge gained from student participation in humanitarian foss projects. 360
  
• Mojisola Anjorin, Renato Domínguez García, Christoph Rensing:
  CROKODIL: a platform supporting the collaborative management of web resources for learning purposes. 361
  
• Claudio Mirolo:
  Is iteration really easier to master than recursion: an investigation in a functional-first CS1 context. 362
  
• Osvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman:
  Natural language in introductory programming: an experimental study. 363
  
• Raquel Hijón-Neira, J. Ángel Velázquez-Iturbide:
  A first step mapping IMS learning design and Merlin-Mo. 365
  
• Robert Law:
  Using student blogs for documentation in software development projects. 366
  
• Monika Akbar, Weiguo Fan, Lillian N. Cassel, Lois M. L. Delcambre, Clifford A. Shaffer, Edward A. Fox, Yinlin Chen:
  How educators find educational resources online. 367
  
• Ingrid Russell, Zdravko Markov, Joy Dagher:
  A contextualized project-based approach for improving student engagement and learning in AI courses. 368
  
• João Paulo Barros, Luís Biscaia, Miguel Vitória:
  Java2Sequence: a tool for the visualization of object-oriented programs in introductory programming. 369
  
• Amber Settle, Sarah Pieczynski, Liz Friedman, Mary Jo Davidson:
  An initial look at prospective student mentoring. 370
  
• Jayan Chirayath Kurian, Ashly Markose, Blooma Mohan John:
  IR2gT: a report generation tool for institutional repository. 371
  
• David K. Lange, Roger C. Ferguson, Paul M. Leidig:
  An update on the use of community-based non-profit organizations in capstone projects. 372
  
• Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell:
  Findings from an ACM strategic summit on computing education in community colleges. 373
  
• Ronit Ben-Bassat Levy, J. Ángel Velázquez-Iturbide:
  A problem solving teaching guide based on a procedure intertwined with a teaching model. 374
  
• André Schäfer, Rainer Brück, Steffen Jaschke, Sigrid E. Schubert, Dietmar Fey, Bruno Kleinert, Harald Schmidt:
  A normative competence structure model for embedded micro- and nanosystems development. 375
  
• Michail N. Giannakos, Panayiotis Vlamos:
  Identifying the predictors of educational webcasts' adoption. 376
  
• Peter Hubwieser, Andreas Mühling:
  Investigating cognitive structures of object oriented programming. 377
  
• Bruria Haberman, Avi Cohen, Valentina Dagiene:
  The beaver contest: attracting youngsters to study computing. 378
  
• Michael Goldweber:
  Computing for the social good: a service learning project. 379
  
• Kai Michael Höver, Michael Hartle, Guido Rößling:
  A collaborative linked learning space. 380
  
• Katherine Ross, Yvon Feaster:
  STEM and ICT instructional worlds: the 3d experience. 381
  
• Stefanie Markham, Saeid Belkasim:
  Collaborating across international boundaries: using twitter as a tool in the classroom. 382
  
• Girija Krishnaswamy, V. Sasi Kumar:
  Enhancing learner capability: success of it@school project, Kerala, region of India. 383
  
• Salvador Ros, Agustín C. Caminero, Antonio Robles-Gomez, Roberto Hernández, Rafael Pastor, Timothy Read, Alberto Pesquera, Raul Muñoz:
  Deconstructing VLEs to create customized PLEs. 384
  
• Ana Paula Ambrosio, Scheila W. Martins:
  What matters most when teaching CS1. 385
  
• Hans-Georg Eßer:
  Combining memory management and filesystems in an operating systems course. 386
  
• Andreas Leon Aagaard Moth, Jørgen Villadsen, Mordechai Ben-Ari:
  SyntaxTrain: relieving the pain of learning syntax. 387
  
• Leonard James Mselle, Raphael Mmasy:
  The impact of memory transfer language (MTL) in reducing misconceptions in teaching programming to novices. 388
  
• Sebastian Harrach, Mojisola Anjorin:
  Optimizing collaborative learning processes by using recommendation systems. 389
  
• Orry M. Messer, Angelo Kyrilov:
  The use of mediating artifacts in embedding problem solving processes in an e-learning environment. 390
  
• Tim Bell, Paul Curzon, Quintin I. Cutts, Valentina Dagiene, Bruria Haberman:
  Introducing students to computer science with programmes that don't emphasise programming. 391
  
• Bee Bee Chua, Danilo Valeros Bernardo:
  Integrating scholarly articles within e-learning courses: a framework. 392
  
• Johannes Konert, Kristina Richter, Stefan Göbel, Ralf Steinmetz, Regina Bruder:
  Supporting peer learning with ad-hoc communities. 393
  
• Mark Zarb, Janet Hughes:
  Exploring flow in novice programming environments. 394
  
• Jessica Blevins, Andy Kearney, Eric Mullen, Emily Myers-Stanhope, Elizabeth Sweedyk:
  Muddy hill games. 395
  

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