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ORCID1. ACSE 1996: Sydney, NSW, Australia
- Alan D. Fekete, John Rosenberg:
Proceedings of the ACM SIGCSE 1st Australasian Conference on Computer Science Education, ACSE 1996, Sydney, NSW, Australia, July 1996. ACM International Conference Proceeding Series 1, ACM 1996, 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 - Dean Sanders, Elaine H. Shung:
An interactive tutorial for UNIX. 47-52 - Stuart Hope, Julian E. Terry:
Obtaining maximum leverage from undergraduate software engineering projects. 53-59 - Annegret Goold, Peter Horan:
A new approach to introducing software engineering. 60-65 - 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 - Krysia Broda, Susan Eisenbach, Lloyd Daniel Kamara:
Tool support for informal deduction. 119-126 - 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 Jane 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, Sue 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 - J. W. L. Millar, M. Mohammadian:
Why Ada? 183-188 - 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 - Ron Chernich, Bruce Jamieson, David Jones:
RCOS: yet another teaching operating system. 216-222 - Wanlei Zhou:
A tool for assisting the understanding of distributed programs. 223-230 - Robert E. Buckley, Jan B. Hext:
Jocula - an instructive compiler. 231-237 - 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. John 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 - John W. Lamp, Chris D. Keen, Cathy Urquhart:
Integrating professional skills into the curriculum. 309-316 - 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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