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17th ITiCSE 2012: Haifa, Israel
- Tami Lapidot, Judith Gal-Ezer, Michael E. Caspersen, Orit Hazzan:
Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE '12, Haifa, Israel, July 3-5, 2012. ACM 2012, ISBN 978-1-4503-1246-2
Keynote address
- Michael O. Rabin:
Never too early to begin: computer science for high-school students. 1 - Lenore Blum:
Alan turing and the other theory of computation. 2 - David Harel:
Standing on the shoulders of a giant: one person's experience of turing's impact. 3
Active learning
- Andrew Luxton-Reilly
, Paul Denny, Beryl Plimmer, Robert J. Sheehan
Activities, affordances and attitude: how student-generated questions assist learning. 4-9 - Acey Kreisler Boyce, Antoine Campbell, Shaun Pickford, Dustin Culler, Tiffany Barnes:
Maximizing learning and guiding behavior in free play user generated content environments. 10-15 - Henrik Bærbak Christensen, Aino Vonge Corry:
Lectures abandoned: active learning by active seminars. 16-21
K-12 I
- Amber Settle, Baker Franke, Ruth Hansen, Frances Spaltro, Cynthia Jurisson, Colin Rennert-May, Brian Wildeman:
Infusing computational thinking into the middle- and high-school curriculum. 22-27 - David Ginat, Ronnie Alankry:
Pseudo abstract composition: the case of language concatenation. 28-33 - J. Paul Gibson
Teaching graph algorithms to children of all ages. 34-39
Algorithms
- Dinesh P. Mehta
Forming project groups while learning about matching and network flows in algorithms. 40-45 - J. Ángel Velázquez-Iturbide
Refinement of an experimental approach tocomputer-based, active learning of greedy algorithms. 46-51 - Anany Levitin:
Digging for algorithmic nuggets in the land of polyominoes. 52-56
Systems
- André Schäfer, Rainer Brück, Steffen Büchner, Steffen Jaschke, Sigrid E. Schubert, Dietmar Fey, Bruno Kleinert, Harald Schmidt:
The empirically refined competence structure model for embedded micro- and nanosystems. 57-62 - Michael Goldweber, Renzo Davoli
Supporting operating systems projects using the μMPS2 hardware simulator. 63-68 - Atanas Radenski:
Integrating data-intensive cloud computing with multicores and clusters in an HPC course. 69-74
CS1/2 I
- Paul Denny, Andrew Luxton-Reilly
All syntax errors are not equal. 75-80 - Leigh Ann Sudol-DeLyser
Code comprehension problems as learning events. 81-86 - André L. Santos
An open-ended environment for teaching Java in context. 87-92
Testing
- Michael Hilton
On teaching arrays with test-driven learning in WebIDE. 93-98 - Christopher Brown, Robert Pastel, Bill Siever, John Earnest:
JUG: a JUnit generation, time complexity analysis and reporting tool to streamline grading. 99-104 - Kevin Buffardi
Exploring influences on student adherence to test-driven development. 105-110
Assessment I
- Osvaldo Luiz Oliveira:
Statistical evidence of the correlation between mental ability to compute and student performance in undergraduate courses. 111-115 - Taly Sharon, Paul Kingsley:
Grade inflation, what students value, and the necessity of suffering. 116-121 - Jonathan Y. H. Poon, Kazunari Sugiyama
Instructor-centric source code plagiarism detection and plagiarism corpus. 122-127
CS1/2 II
- Yana Kortsarts, Yulia Kempner
Enriching introductory programming courses with non-intuitive probability experiments component. 128-131 - Anabela Jesus Gomes
A study on students' behaviours and attitudes towards learning to program. 132-137 - Stephen Cooper, Yoon Jae Nam, Luo Si:
Initial results of using an intelligent tutoring system with Alice. 138-143
Technologies in CSE
- Paul E. Dickson, David I. Warshow, Alec C. Goebel, Colin C. Roache, W. Richards Adrion:
Student reactions to classroom lecture capture. 144-149 - Bradley N. Miller
Beyond PDF and ePub: toward an interactive textbook. 150-155 - Nikolai Tillmann, Michal Moskal
The future of teaching programming is on mobile devices. 156-161
Assessment II
- Luis Miguel Serrano Cámara, Maximiliano Paredes-Velasco
Evaluation of a collaborative instructional framework for programming learning. 162-167 - Vivienne Farrell, Gilbert Ravalli, Graham Farrell, Paul Kindler, David Hall:
Capstone project: fair, just and accountable assessment. 168-173 - Jaime Urquiza-Fuentes
Comparing the effectiveness of different educational uses of program animations. 174-179
Classroom management
- John Mark Pullen:
Pros and cons for teaching courses in the classroom and online simultaneously. 180-185 - Chris Johnson:
SpecCheck: automated generation of tests for interface conformance. 186-191 - Ricardo Alexandre Peixoto de Queirós
PETCHA: a programming exercises teaching assistant. 192-197
K-12 II
- Michal Gordon, Assaf Marron, Orni Meerbaum-Salant:
Spaghetti for the main course?: observations on the naturalness of scenario-based programming. 198-203 - Iris Zur Bargury:
A new curriculum for junior-high in computer science. 204-208 - Katelyn Doran, Acey Kreisler Boyce, Samantha L. Finkelstein, Tiffany Barnes:
Outreach for improved student performance: a game design and development curriculum. 209-214
Short presentations I
- Benny Chor, Rani Hod
CS1001.py: a topic-based introduction to computer science. 215-220 - Khaled Asad, Moshe Barak
Are children capable of learning image processing concepts?: cognitive and affective aspects. 227-231 - Carlos García Sánchez
OpenIRS-UCM: an open-source multi-platform for interactive response systems. 232-237 - Jagadish M., Sridhar Iyer:
A method to construct counterexamples for greedy algorithms. 238-243 - Ahuva Sperling, Dorit Lickerman:
Integrating AI and machine learning in software engineering course for high school students. 244-249
Pedagogical tools
- Alex Gerdes, Johan Jeuring, Bastiaan Heeren:
An interactive functional programming tutor. 250-255 - Le Xu, Dijiang Huang
V-lab: a cloud-based virtual laboratory platform for hands-on networking courses. 256-261 - Yvon Feaster, Farha Ali, Jason O. Hallstrom:
Serious toys: teaching the binary number system. 262-267
Computers and society
- Zachary Dodds, Ran Libeskind-Hadas, Eliot C. Bush:
Bio1 as CS1: evaluating a crossdisciplinary CS context. 268-272 - Amruth N. Kumar
A study of stereotype threat in computer science. 273-278 - Hannah Fidoten, Jaime Spacco
What do computer scientists do?: a survey of CS and non-CS liberal arts faculty. 279-284
Short presentations II
- Mercy Maleko, Margaret Hamilton
Novices' perceptions and experiences of a mobile social learning environment for learning of programming. 285-290 - Mikko Myllymäki
Choosing a study mode in blended learning. 291-296 - Chrystie Myketiak
cs4fn: a flexible model for computer science outreach. 297-302 - Christopher W. Brown, Frederick Crabbe, Rita Doerr, Raymond Greenlaw, Chris Hoffmeister, Justin Monroe, Donald Needham, Andrew Phillips, Anthony G. Pollman, Stephen Schall, John Schultz, Steven Simon, David Stahl, Sarah Standard:
Anatomy, dissection, and mechanics of an introductory cyber-security course's curriculum at the United States naval academy. 303-308 - Ronit Shmallo
Fuzzy OOP: expanded and reduced term interpretations. 309-314 - Julie Krause, Irene Polycarpou, Cyndi Rader:
Formal learning groups in an introductory CS course: a qualitative exploration. 315-320
Interface-related tools
- Manuel Palomo-Duarte
Competitive evaluation in a video game development course. 321-326 - Dennis J. Bouvier
User interface evaluation by novices. 327-332 - Barry Fagin, Dino Schweitzer:
MyTuringTable: a teaching tool to accompany Turing's original paper on computability. 333-338
Curriculum issues
- Noa Ragonis
Integrating the teaching of algorithmic patterns into computer science teacher preparation programs. 339-344 - John Aycock:
μPython: non-majors programming from the very first lecture. 345-350 - Debra Goldberg, Dirk Grunwald, Clayton H. Lewis, Jessica A. Feld, Sarah Hug
Engaging computer science in traditional education: the ECSITE project. 351-356 - Charles T. Cook, Svetlana Drachova-Strang, Jason O. Hallstrom, Joseph E. Hollingsworth, David Pokrass Jacobs, Joan Krone, Murali Sitaraman:
A systematic approach to teaching abstraction and mathematical modeling. 357-362
Panels
- Chris Stephenson, Steve Cooper, Barbara Boucher Owens, Judith Gal-Ezer:
The new CSTA K-12 computer science standards. 363-364 - Assaf Zaritsky
Computer science as a community involvement activity. 365-366 - Paul M. Leidig, Michael Goldweber, Barbara Boucher Owens:
Assessing the benefits of integrating social issues components in the computing curriculum. 367-368
Tips, techniques and courseware I
- Charlie Meyer, Michael Woodley:
Programming studio: advances and lessons learned. 369 - Rikki Fletcher, Rocio Guillén:
Sample courseware for introductory OO programming. 370 - Petr Jarusek, Radek Pelánek
A web-based problem solving tool for introductory computer science. 371 - Jesse M. Heines, Gena R. Greher, S. Alex Ruthmann
Techniques at the intersection of computing and music. 372 - Edurne Larraza-Mendiluze
Nintendo® DS projects to learn computer input-output. 373 - John Impagliazzo:
Using professional and ethical themes. 374 - Arnold Rosenbloom:
Breadth first search (animation and obstacle avoidance). 375
Tips, techniques and courseware II
- Elizabeth Ann Patitsas:
Teaching labs on pseudorandom number generation. 376 - André Schäfer, Matthias Mielke, Rainer Brück:
Best practices for time-management of student groups with heterogeneous effort. 377 - André L. Santos
Developing contexts for teaching Java using AGUIA/J. 378 - Zachary Kurmas:
The presenter first design approach. 379 - Michael D. Black:
A hardware simulator for teaching CPU design. 380 - Karina Vashta Assiter:
Introvert educators: techniques to be effective in the traditional face-to-face CS classroom. 381
Posters
- Tali Dror, Dafna Levi Rashti:
The effect of mathematical vs. verbal formulation for finite automata. 382 - Neomi Liberman, Yifat Ben-David Kolikant, Catriel Beeri:
A model of CS teachers' knowledge growth. 383 - Yonatan Chen, Eran London, Moshe Munk:
Cryptography for the million. 384 - Hanania T. Salzer, Bruria Haberman, Cecile Yehezkel:
The scientific method and software testing integrated into the same lesson. 385 - Yael Mussai, Neomi Liberman:
An animation as an illustrate tool for learning concepts in oop. 386 - Eti Hershkovich, Bruria Haberman:
How innovative technology tools can be used to create new methodology for teaching knowledge. 387 - Stan Kurkovsky:
Mobile game development projects in CS 1. 388 - Muna Baghdadi, Khaled Asad, Jamal Raiyn:
Applying advanced technology tools in distance learning: case study: traffic data and road safety. 389 - Khaled Asad:
Junior high school students performing image smoothening and noise filtering by applying mathematical operations. 390 - Waleed Khalifa:
Intuitive thinking while dealing with abstract data types. 391 - Galit Shriki, Bracha Daum-Reiter:
Similarities in CSE and Gemara education. 392 - Lavy Bunimovich:
Teachers' perception of teaching problem-solving strategies to novices. 393 - Desmond Wesley Govender, Irene Govender:
Are students learning object oriented programming in an object oriented programming course?: student voices. 395 - Carmen Morgado, Fernanda Barbosa:
Problem presentation in CS1 courses. 396 - Mohamed Hamada
A learning tool for MP3 audio compression. 397 - María del Carmen Calatrava Moreno
A qualitative framework for comparison and evaluation of computer science doctoral programs. 398 - Carmen Morgado, Fernanda Barbosa:
A structured approach to problem solving in CS1. 399 - Vsevolod Kuzmitskiy, Boris Davydov:
DSS for the group estimating of the graduation papers. 400 - Robert Law:
Using quick response codes for student interaction during lectures. 401 - Zachary Kurmas:
Zawilinski: helping beginning programmers conduct mediawiki-based research. 402 - Zachary Kurmas:
Kielce: configurable HTML course documents. 403 - Nikolai Tillmann, Judith Bishop:
Teaching programming on a mobile device. 404 - Arkady Retik:
Visual search with deep zoom to explore curriculum resources interactively. 405
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