ICER 2006: day one |
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09.30-10.30 |
A conversation with Thomas Green |
Coffee |
|
11.00-12.00 |
Affective effects of program visualization
An experiment on short-term effects of animated versus static visualization of operations on program perception
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12.00-12.30 |
Approaches to the assessment of Program Visualisation : discussion |
Lunch |
|
13.30-14.30 |
What do teachers teach in introductory programming?
Commonsense computing: what students know before we teach (Episode 1: Sorting)
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14.30-15.00 |
Teachers & learners: which to study? : discussion |
Tea |
|
15.30-16.30 |
On models of and for teaching: Toward theory-based computing education
Imagineering inauthentic legitimate peripheral participation: An instructional design approach for motivating computing education
|
16.30-17.00 |
Relationship of theories to research in CS Education : discussion |
Tour of Canterbury Cathedral & conference dinner. |
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ICER 2006: day two |
|
09.30-10.30 |
A methodology for analysing the temporal evolution of novice programs based on semantic components
Methods and tools for exploring novice compilation behaviour
|
10.30-11.00 |
Studying novices’ processes : discussion |
Coffee |
|
11.30-12.30 |
A roles-based analysis model for the evaluation of novices’ programming knowledge development
Getting Funding from the NSF: Harriet Taylor |
Lunch |
|
13.30-14.30 |
Why students drop out CS1 course
Object-oriented programming and program correctness: the student’s perspective
|
14.30-15.00 |
The value of revisiting research topics : discussion |
Tea |
|
15.30-16.30 |
Improving learning in CS1 with Tablet-PC-based in-class assessment
Graphic Designers who program as informal CS learners
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16.30-17.00 |
Studying non-standard learning opportunities : discussion |
17.00-17.30 |
Closing session |