13. ITiCSE 2008: Madrid, Spain

• Wendy Hall:
  What is web science and why is it important to CSE. 1-2
  
• Philip D. Long:
  Scalable apprenticeships: reconnecting students through technology. 3-4
  
• Roger D. Boyle:
  Neither rocket science nor washing machine science, but computer science. 5-6
  

Learning environments

• Andrew Meneely, Laurie Williams, Edward F. Gehringer:
  ROSE: a repository of education-friendly open-source projects. 7-11
  
• Paul E. Dickson, W. Richards Adrion, Allen R. Hanson:
  Automatic creation of indexed presentations from classroom lectures. 12-16
  
• Stephan Repp, Serge Linckels, Christoph Meinel:
  Question answering from lecture videos based on an automatic semantic annotation. 17-21
  

Databases

• Peter Brusilovsky, Sergey A. Sosnovsky, Danielle H. Lee, Michael Yudelson, Vladimir Zadorozhny, Xin Zhou:
  An open integrated exploratorium for database courses. 22-26
  
• Don Goelman:
  Databases, non-majors and collaborative learning: a ternary relationships. 27-31
  
• Lourdes Moreno, Ana Iglesias, Elena Castro, Paloma Martínez:
  Using accessible digital resources for teaching database design: towards an inclusive distance learning proposal. 32-36
  

Beginning programming

• Cindy Norris, E. Frank Barry, James B. Fenwick Jr., Kathryn Reid, Josh Rountree:
  ClockIt: collecting quantitative data on how beginning software developers really work. 37-41
  
• Michael H. Goldwasser, David Letscher:
  Teaching an object-oriented CS1 -: with Python. 42-46
  
• Jürgen Börstler, Henrik Bærbak Christensen, Jens Bennedsen, Marie Nordström, Lena Kallin Westin, Jan Erik Moström, Michael E. Caspersen:
  Evaluating OO example programs for CS1. 47-52
  

Advanced courses

• Michal Armoni:
  Reductive thinking in a quantitative perspective: the case of the algorithm course. 53-57
  
• Martin van Tonder, Kevin Naude, Charmain Cilliers:
  Jenuity: a lightweight development environment for intermediate level programming courses. 58-62
  
• Marcelo Jenkins:
  Teaching computer aided software engineering at the graduate level. 63-67
  
• Akim Demaille, Roland Levillain, Benoît Perrot:
  A set of tools to teach compiler construction. 68-72
  

Assessment

• Paul Denny, Andrew Luxton-Reilly, John Hamer:
  Student use of the PeerWise system. 73-77
  
• Dragutin Petkovic, Gary D. Thompson, Rainer Todtenhoefer:
  Assessment and comparison of local and global SW engineering practices in a classroom setting. 78-82
  
• Aaron Bloomfield, James F. Groves:
  A tablet-based paper exam grading system. 83-87
  
• Ursula Fuller, Bob Keim:
  Assessing students' practice of professional values. 88-92
  

Human factors

• Margarita Esponda:
  Electronic voting on-the-fly with mobile devices. 93-97
  
• Belén Díaz-Agudo, Guillermo Jiménez-Díaz, Juan A. Recio-García:
  How to teach semantic web?: a project-based approach. 98-102
  
• James H. Cross II, T. Dean Hendrix, David A. Umphress, Larry A. Barowski:
  Exploring accessibility and visibility relationships in java. 103-108
  

Advanced programming

• Sarah Matzko, Timothy A. Davis:
  A graphics-based approach to data structures. 109-113
  
• Matthew Thornton, Stephen H. Edwards:
  A data type to exploit online data sources. 114-118
  
• Alan David Fekete:
  Teaching students to develop thread-safe java classes. 119-123
  

Learning environments

• Sami Kollanus, Ville Isomöttönen:
  Test-driven development in education: experiences with critical viewpoints. 124-127
  
• José Luis Sierra, Ana M. Fernández-Pampillón Cesteros, Alfredo Fernández-Valmayor:
  An environment for supporting active learning in courses on language processing. 128-132
  
• Rockford J. Ross:
  Hypertextbooks and a Hypertextbook authoring environment. 133-137
  

Educational tools

• Michael Goldweber, Renzo Davoli:
  VDE: an emulation environment for supporting computer networking courses. 138-142
  
• John Aycock, Heather Crawford, Rennie deGraaf:
  Spamulator: the Internet on a laptop. 142-147
  
• Joel C. Adams, Joshua Hotrop:
  Building an economical VR system for CS education. 148-152
  

Groupwork

• Adrian Albin-Clark:
  Virtual chat in an enquiry-based team project. 153-157
  
• Kristy Elizabeth Boyer, August A. Dwight, R. Taylor Fondren, Mladen A. Vouk, James C. Lester:
  A development environment for distributed synchronous collaborative programming. 158-162
  
• Kasper Fisker, David McCall, Michael Kölling, Bruce Quig:
  Group work support for the BlueJ IDE. 163-168
  

Visualisation

• Ronit Ben-Bassat Levy, Mordechai Ben-Ari:
  Perceived behavior control and its influence on the adoption of software tools. 169-173
  
• David Furcy, Thomas L. Naps, Jason Wentworth:
  Sorting out sorting: the sequel. 174-178
  
• Paul Curzon, Peter W. McOwan:
  Engaging with computer science through magic shows. 179-183
  
• Chris J. Martin, Janet M. Hughes:
  Cognitive dimensions questionnaire applied to exploratory algorithm design. 184-188
  

Distance and online education

• Matt Bower:
  The "instructed-teacher": a computer science online learning pedagogical pattern. 189-193
  
• Herman Koppelman, Harald P. E. Vranken:
  Experiences with a synchronous virtual classroom in distance education. 194-198
  
• Christian Murphy, Dan B. Phung, Gail E. Kaiser:
  A distance learning approach to teaching eXtreme programming. 199-203
  
• J. Mark Pullen, Jim X. Chen:
  Distributed application launching for high quality graphics in synchronous distance education. 204-208
  

Assessment

• Judy Sheard, Angela Carbone, Raymond Lister, Beth Simon, Errol Thompson, Jacqueline L. Whalley:
  Going SOLO to assess novice programmers. 209-213
  
• Olly Gotel, Christelle Scharff, Andrew Wildenberg:
  Teaching software quality assurance by encouraging student contributions to an open source web-based system for the assessment of programming assignments. 214-218
  
• Mario Amelung, Peter Forbrig, Dietmar Rösner:
  Towards generic and flexible web services for e-assessment. 219-224
  

Recursion and parallel programming

• J. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco, Jaime Urquiza-Fuentes:
  SRec: an animation system of recursion for algorithm courses. 225-229
  
• Daniel J. Ernst, Daniel E. Stevenson:
  Concurrent CS: preparing students for a multicore world. 230-234
  
• Manuel Rubio-Sánchez, Jaime Urquiza-Fuentes, Cristóbal Pareja-Flores:
  A gentle introduction to mutual recursion. 235-239
  

Games as a motivational tool

• Luigi Catuogno, Alfredo De Santis:
  An internet role-game for the laboratory of network security course. 240-244
  
• Michael Eagle, Tiffany Barnes:
  Wu's castle: teaching arrays and loops in a game. 245-249
  
• Joe Linhoff, Amber Settle:
  Teaching game programming using XNA. 250-254
  

Improving student learning

• Cristina L. Abad:
  Learning through creating learning objects: experiences with a class project in a distributed systems course. 255-259
  
• Michela Pedroni, Manuel Oriol, Bertrand Meyer, Enrico Albonico, Lukas Angerer:
  Course management with TrucStudio. 260-264
  
• Zachary Kurmas:
  Improving student performance using automated testing of simulated digital logic circuits. 265-270
  

CS education

• Laurie Murphy, Lynda Thomas:
  Dangers of a fixed mindset: implications of self-theories research for computer science education. 271-275
  
• Noa Ragonis, Orit Hazzan:
  Tutoring model for promoting teaching skills of computer science prospective teachers. 276-280
  
• Matt Bower:
  A taxonomy of task types in computing. 281-285
  
• Maria Knobelsdorf, Ralf Romeike:
  Creativity as a pathway to computer science. 286-290
  

Social dimensions

• Yifat Ben-David Kolikant:
  Computer-science education as a cultural encounter: a socio-cultural framework for articulating learning difficulties. 291-295
  
• Christina Dörge, Carsten Schulte:
  What are information technology's key qualifications? 296-300
  
• Paolo Giangrandi, Claudio Mirolo:
  Enhancing the general background of CS students through a computing history course. 301-305
  
• Jandelyn D. Plane, Isabella Venter:
  Comparing capacity building frameworks for computer science education in underdeveloped countries: an Asian and African perspective. 306-310
  

Tips and techniques/demonstrations I

• Jakki Sheridan-Ross, Andrea Gorra, Janet Finlay:
  Practical tips for creating podcasts in higher education. 311
  
• Guido Rößling:
  Providing a Seminar++: innovation seminars. 312
  
• Manuel Rubio-Sánchez:
  An introduction to problem equivalence with combinatorics. 313
  
• David A. Poplawski, Zachary Kurmas:
  JLS: a pedagogically targeted logic design and simulation tool. 314
  
• Richard M. Salter, John L. Donaldson:
  Using DLSim 3: a scalable, extensible, multi-level logic simulator. 315
  
• Cesar García-Osorio, Iñigo Mediavilla-Sáiz, Javier Jimeno-Visitación, Nicolás García-Pedrajas:
  Teaching push-down automata and turing machines. 316
  
• Cesar García-Osorio, Carlos Gómez-Palacios, Nicolás García-Pedrajas:
  A tool for teaching LL and LR parsing algorithms. 317
  
• Dwight Deugo:
  Eclipse as a teaching tool. 318
  
• Stéphane Norte, Fernando G. Lobo:
  A sudoku game for people with motor impairments. 319
  

Tips and techniques/demonstrations II

• Mirela Djordjevic:
  Java projects motivated by student interests. 321
  
• Dwight Deugo:
  Using eclipse in the classroom. 322
  
• Jorge E. Pérez, Javier García Martín, Isabel Muñoz Fernández:
  Cooperative learning in operating systems laboratory. 323
  
• Francesco Di Cerbo, Gabriella Dodero, Giancarlo Succi:
  Extending moodle for collaborative learning. 324
  
• Atanas Radenski:
  Digital CS1 study pack based on Moodle and Python. 325
  
• Michael H. Goldwasser, David Letscher:
  A python graphics package for the first day and beyond. 326
  
• Michael Kölling:
  Greenfoot: a highly graphical ide for learning object-oriented programming. 327
  
• Stephen H. Edwards, Manuel A. Pérez-Quiñones:
  Web-CAT: automatically grading programming assignments. 328
  
• Carmen Escribano, Antonio Giraldo, María Asunción Sastre, Mario Trotta:
  Digital topology java applet. 329
  

Special sessions

• Lillian (Boots) Cassel:
  The future of ITiCSE. 331-332
  
• Alison Young, Arnold Pears, Pedro de Miguel Anasagasti, Ralf Romeike, Michael Goldweber, Michael Goldwasser, Vicki L. Almstrum:
  Scrambling for students: our graduates are sexier than yours. 333-334
  

Poster session

• Adrian Albin-Clark, Thumatty R. Vishnu Arun Kumar:
  The use of role play to simulate a tethered swarm of robots for urban search and rescue (USAR). 335
  
• Erwin Aitenbichler, Guido Rößling:
  Webreg: an online system for registration and grade distribution. 336
  
• Anne Gates Applin, Hilary J. Holz:
  Computing research methods multi-perspective digital library: a call for participation. 337
  
• Sook Kyoung Choi, Tim Bell, Soo Jin Jun, Won-Gyu Lee:
  Designing offline computer science activities for the korean elementary school curriculum. 338
  
• Christopher J. Burrell:
  Learning object oriented programming: unique visualizations of individuals learning styles, activities and the programs produced. 339
  
• Carlos Pampulim Caldeira:
  Teaching SQL: a case study. 340
  
• Michael E. Caspersen, Lillian Cassell, Gordon Davies, Arnold Pears, Stephen Seidman, Heikki Topi:
  What is masters level education in informatics? 341
  
• Terence Charlton, Lindsay Marshall, Marie Devlin:
  Evaluating the extent to which sociability and social presence affects learning performance. 342
  
• Archana Chidanandan, Shannon Sexton:
  Adopting pen-based technology to facilitate active learning in the classroom: is it right for you? 343
  
• Donald Chinn, Tammy VanDeGrift:
  What students say about gender in hiring software professionals. 344
  
• Randy W. Connolly:
  Complecto mutatio: teaching software design best practices using multi-platform development. 345
  
• John F. Dooley:
  A software development course for CC2001: the third time is charming. 346
  
• John Gray, Gill Harrison, Andrea Gorra, Jakki Sheridan-Ross, Janet Finlay:
  A computer-based test to raise awareness of disability issues. 347
  
• Ananda Gunawardena, John Barr, Andrew Owens:
  A method for analyzing reading comprehension in computer science courses. 348
  
• Francisco Corbera, Eladio Gutiérrez, Julián Ramos, Sergio Romero, María A. Trenas:
  Development of a new MOODLE module for a basic course on computer architecture. 349
  
• Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell, Anita M. Wright:
  Computer science and information technology associate-level curricular guidelines. 350
  
• Joseph E. Hollingsworth:
  Teaching query writing: an informed instruction approach. 351
  
• Jana Jacková:
  Learning for mastery in an introductory programming course. 352
  
• Ulrich Kiesmüller, Torsten Brinda:
  How do 7th graders solve algorithmic problems?: a tool-based analysis. 353
  
• Stan Kurkovsky:
  Four roles of instructor in software engineering projects. 354
  
• Tobias Lauer:
  Reevaluating and refining the engagement taxonomy. 355
  
• Ronald J. Leach:
  Analysis of ABET accreditation as a software process. 356
  
• Roberto Barchino, Luis de Marcos, José María Gutiérrez:
  An interoperable assessment language proposal. 357
  
• Luis de Marcos, Roberto Barchino, José Antonio Gutiérrez, Juan-Manuel de Blas, José Ramón Hilera, Salvador Otón:
  A multidisciplinary computer science master program. 358
  
• Miguel Reyes, Agueda Mata:
  Games developed in Java for teaching "Combinatorial Game Theory". 359
  
• José Carlos Metrôlho, Mónica Isabel Teixeira Costa:
  Branches of professional organizations a way to enrich student's scientific and personal skills. 360
  
• Andrés Moreno:
  Program animation activities in Moodle. 361
  
• James H. Paterson, John Haddow, Ka Fai Cheng:
  Drawing the line: teaching the semantics of binary class associations. 362
  
• Guido Rößling, Sebastian Hartte:
  WebTasks: online programming exercises made easy. 363
  
• Miguel Romero, Aurora Vizcaíno, Mario Piattini:
  Toward a definition of the competences for global requirements elicitation. 364
  
• Ian Douglas Sanders, Sasha Langford:
  Students' perceptions of python as a first programming language at wits. 365
  
• Carmen Escribano, Antonio Giraldo, Águeda Mata, María Asunción Sastre:
  Multidisciplinary projects for first year engineering courses. 366
  
• Kirsten Schlüter, Torsten Brinda:
  Characteristics and dimensions of a competence model of theoretical computer science in secondary education. 367
  
• Stephan Repp, Christoph Meinel, Sevil Yakhyayeva:
  Motivation of the students in game development projects. 368
  
• Jeong-Hoon Ji, Gyun Woo, Hwan-Gue Cho:
  An experience of detecting plagiarized source codes in competitive programming contests. 369
  

Student posters session

• Ezequiel Denegri, Guillermo Frontera, Antonio Gavilanes, Pedro J. Martín:
  A tool for teaching interactions between design patterns. 371
  
• Jason T. Soo Hoo:
  Self-organized maps in scientific data analysis. 372
  
• Luis de Marcos, Roberto Barchino, José-Javier Martínez:
  Evolutionary approaches for curriculum sequencing. 373
  
• Antonios Saravanos:
  Potential benefits of corrected-errors in AVBL. 374
  
• Arash Shaban-Nejad, Volker Haarslev:
  Web-based dynamic learning through lexical chaining: a step forward towards knowledge-driven education. 375