| About ITiCSE 2001 | Host
1: 10.45-12.15 Monday 25th June
HCI & Hypermedia
- Event-driven Programming can be Simple Enough
for CS 1
Thomas Murtagh. Williams College, US
We have recently designed a CS 1 course that integrates event-driven
programming from the very start. Our experience teaching this course
runs counter to the prevailing sense that these techniques would
add complexity to the content of CS 1. Instead, we found that they
were simple to present and that they also simplified the presentation
of other material in the course. In this paper, we explain the approach
we used to introduce event-driven methods and discuss the factors
underlying our success.
- Applying Software Engineering Methods for Hypermedia
Paloma Diaz. Universidad Carlos III de Madrid, Spain
Despite the existence of software engineering methods for hypermedia,
this process is not as systematic as it could be expected and, in
fact, the "hypermedia software crisis" still remains. This situation
can be attributed to the scarce dissemination of existing methods
for hypermedia. In this context, we present our experience teaching
a software engineering method for hypermedia, called Ariadne, which
is used to develop hypermedia applications following a user-centered
- Teaching HCI with Scenario-Based Design: The
Constructivist's Synthesis Kam Vat. University of Macau,
This paper describes the application of scenario-based design in
the teaching of Human-Computer Interaction (HCI), in an undergraduate
Software Engineering program. Specifically, we describe how the
ideas of constructivism can be synthesized with the team-based efforts
in managing software requirements. The paper serves as an experience
report of an ongoing action research the author has been executing
to revise the curriculum and pedagogy of a junior core course entitled
Software Psychology. In particular, we depict some problem scenarios,
helping the evolution of the course content, and developing our
students as self-directed work teams of software professionals.
The paper concludes with the author's lessons learned with this
course enactment plus the necessary reflective evaluations therein.
- A Student Project in Software Evaluation
Thomas Hewett, Drexel University, US
Properly educating computer scientists involves teaching effective
means to properly engineer a system. While many systems out there
today are difficult to use, performing usability engineering on
a system has been shown to be an effective way to make a system
more usable. This paper discusses a case example of how a team of
undergraduate students learned to take a software system during
its developing stages and perform effective usability engineering
following the "think aloud" methodology.
Teaching & Learning
- Use of Collaborative Multimedia in Computer
Mark Guzdial. Georgia Institute of Technology, US
While there is a lot of speculation about the benefits of multimedia
exploration, research on learning and technology suggests that the
creation of media by students has even greater benefit for learning.
Students learn through articulating their knowledge in their multimedia
documents, reviewing their own work, and receiving comments and
critiques on their work. In the research of the Collaborative Software
Lab (http://coweb.cc.gatech.edu/csl), we are particularly interested
in exploring the creation of media through collaborative technology.
By having students work together in creating diverse media, we encourage
review and critique, and create opportunities for joint learning.
We have been using an environment for collaborative multimedia in
several computer science classes, and in this paper, we describe
some of the activities that teachers have invented for using the
- The Cognitive Flexibility Theory an Approach
for Teaching Hypermedia Engineering
Emilia Mendes. University of Auckland, New Zealand
Hypermedia engineering constitutes the employment of an engineering
approach to the development of hypermedia applications. Its main
teaching objectives are for students to learn what an engineering
approach means and how measurement can be applied. This paper presents
the application of the Cognitive Flexibility Theory as an instructional
theory to teach Hypermedia Engineering principles. Early results
have shown that students presented a greater learning variability
(suggested by their exam marks) when exposed to the CFT as a teaching
practice, compared to conventional methods.
- Problems in Comprehending Recursion and Suggested
Raja Sooriamurthi. University of West Florida, US
Recursion is a very powerful and useful problem solving strategy.
But along with pointers and dynamic data structures many beginning
programmers consider recursion to be a difficult concept to master.
This paper reports on a study of upper-division undergraduate students
on their difficulty in comprehending the ideas behind recursion.
Three issues emerged as the points of difficulty for the students:
(1) insufficient exposure to declarative thinking in a programming
context (2) inadequate appreciation of the concept of functional
abstraction (3) lack of a proper methodoloy to express a recursive
solution. The paper concludes with a discussion of our approach
to teaching recursion which addresses these issues. Class room experience
indicates this approach effectively aids students' comprehension
- Flexible Delivery of Information Systems as
a Core MBA Subject
Rod Learmonth. Griffith University, Australia
In terms of prior education, culture and life experience, a diverse
student profile is evident in the intake into the Master of Business
Administration (MBA) degree. Students may be experiencing tertiary
education for the first time (industry experience entry) or adapting
to a different education process (international students). In redeveloping
the core MBA subject, Information Systems, materials were constructed
to support student-driven "just in time" learning which argues for
an information age pedagogical model in which learning can occur
with efficiency, at the student's own pace, anytime and at a location
of their choosing. This paper outlines the teaching and learning
context, delivery infrastructure and activities developed in response
to this model.
2: 13.30-15.00 Monday 25th June
- Guidelines for Teaching Object Orientation with
Michael Kölling. Monash University, Australia
How to best teach object orientation to first year students is currently
a topic of much debate. One of the tools suggested to aid in this
task is BlueJ, an integrated development environment specifically
designed for teaching. BlueJ supports a unique style of introduction
of OO concepts. In this paper we discuss a set of problems with
OO teaching, present some guidelines for better course design and
show how BlueJ can be used to make significant improvements to introductory
OO courses. We end by presenting a description of a possible project
sequence using this teaching approach.
- Teaching Breadth-first Depth-first
Thomas Murtagh, Williams College, US
This paper argues that current approaches to teaching the introductory
course for the CS major fail to provide students with an accurate
sense of the nature of our field. We propose that an introductory
course focused on a single sub-field of our discipline could better
prepare potential majors by using that sub-field as a vehicle to
present an overview of the techniques and principles fundamental
to computer science. We discuss our experience with such a course
based on the field of computer networks.
- Activating "black boxes" instead of opening
"zippers" - a method of teaching novices
Bruria Haberman, Weizmann Institute of Science, Israel
In this paper we implement and evaluate of a unique instructional
method for teaching basic concepts in computer science. This method
is based on introducing a new concept through activating "black
boxes" that demonstrate the properties of the concept and its role
in the computing process. We used the "black box"-based instructional
method to teach basic concepts of computation to novice high-school
students. Later we conducted research aimed at assessing the effectiveness
of this method on novice students' perceptions of basic concepts
in computation. Research results indicated that students who learned
according to the "black box"-based approach gained a better understanding
of the basic computational model, compared to students who learned
according to the traditional "zipper" approach.
- Learning the Interaction between Pointers and
Scope in C++
Amruth Kumar, Ramapo College of New Jersey, US
Traditionally, pointers, and their interaction with scope in C++
have been a source of frustration and confusion for students in
our Computer Science II course. Since problem-solving is known to
improve learning , we set out to develop software that would
help our students better understand these concepts by repeatedly
solving problems based on them. In this paper, we will first describe
the design and features of this software. We conducted tests in
two sections of our Computer Science II course this fall to evaluate
the effectiveness of using this software. The results have been
very encouraging: the class average in both the sections increased
by 100% from the pretest to the post-test. We will also present
the design and results of these tests.
Session 3: 15.45-17.15 Monday 25th June
- The Effect of Student Attributes on Success
Pat Byrne. National University of Ireland Galway
This paper examines the relationship between students in a first
year programming course and predisposition factors of gender, prior
computing experience, learning style and academic performance to
date. While the results do not suggest that any dominant attributes
are related to success in programming, there are some interesting
outcomes which will have implications for teaching and learning.
- The Motivation of Students of Programming
Tony Jenkins. University of Leeds, UK
Students approach the study of computing in Higher Education in
increasing numbers from an increasingly wide variety of backgrounds.
In most degree level courses one of the first modules they will
encounter is intended to teach them to program. As the students
become more diverse, so do their motivations for taking their degree.
Anecdotal evidence from many institutions is that students are becoming
more tactical, and will engage only in those activities which they
see as contributing towards securing an eventual highly-paid job.
This paper describes an investigation into the motivations of students
for taking a degree in computing, and for studying programming in
particular. The results raise a number of issues for the teaching
- Towards an Error Free Plagiarism Detection Process
Thomas Lancaster South Bank University, UK
For decades many computing departments have deployed systems for
the detection of plagiarised student source code submissions. Automated
systems to detect free-text student plagiarism are just becoming
available and the experiences of computing educators is valuable
for their successful deployment. This paper describes a Four-Stage
Plagiarism Detection Process that attempts to ensure no suspicious
similarity is missed and that no student is unfairly accused of
plagiarism. Required characteristics of an effective similarity
detection engine are proposed and an investigation of a simple engine
is described. An innovative prototype tool designed to decrease
the workload of tutors investigating undue similarity is also presented.
- Is It Okay To Cheat? - The Views of Postgraduate
Martin Dick. Monash University, Australia
This paper examines the attitudes of students in the Masters of
Information Technology, Honours Degree in the Bachelor of Computing
and Graduate Diploma of Computing at Monash University. Students
were surveyed on the acceptability of a variety of scenarios involving
cheating and on their knowledge of the occurrence of these scenarios.
The survey found a strong consensus amongst the students as to what
was acceptable or unacceptable practice. The paper then examines
the significance of these results for educators aiming to prevent
cheating amongst their students. The study reported is part of a
larger study currently being undertaken in the School of Computer
Science and Software Engineering (CSSE) at Monash University.
- Requirements for an Educational Software Development Process
Paula Filho Wilson. Federal University of Minas Gerais, Brazil
Software engineering education must provide the students with knowledge
and practice of software development processes. These must be used in
course projects, to confront the students with realistic software engineering
issues. A requirements set for educational software development processes
is proposed here. It includes requirements about process architecture,
team orientation, project life cycle, standards and practices, student
support and instructor support. Some published real-life processes were
evaluated against these requirements, and a new process was designed
to meet them.
- Interaction Factors in Software Development Performance in Distributed
Martha Hause. The Open University, UK
This paper compares the characteristics of high and low performance
distributed student teams doing software development in Computer Science.
The distributed student teams were involved in a software development
project that was part of a Computer Science course at two universities
located in different countries. We developed a set of categories to
examine the email communication of distributed student teams. This paper
tracks the progression and changes in the categories coded for each
team's communication throughout the project's timeline, particularly
during key decision periods in the software development cycle.
- Using Personality Inventories to Help Form Teams for Software Engineering
Rebecca Rutherfoord. Southern Polytechnic State University, US
As faculty create their teams for software engineering class projects
various techniques may be used to create these teams. Random selection
as well as structured assignments all have varied strengths and weaknesses.
One method for selecting students for teams involves using personality
inventories to assess the various personality types of the students.
This paper will discuss how the author used the Keirsey Temperament
Sorter to select teams for a software engineering class and some of
the results of this experiment.
- Experiences Teaching Software Engineering for the First Time
Todd Stevens. University of Mississippi, US
This paper presents an approach to teaching a Software Engineering course,
as well as significant feedback from the students who were enrolled
in the first offering of the course using this approach. The course
provided students with conceptual material as well as experience with
a large project. Just teaching concepts or major topics, while important,
is not sufficient; students need hands-on exposure to doing a large
project in order to comprehend the complexity of building real systems.
On the other hand a course cannot "teach" only a project because students
need a conceptual framework, approaches, and techniques upon which to
base the complexities of software engineering. The feedback from the
students who took the first offering of the course provides useful information
to anyone who teaches Software Engineering in addition to instructors
about to teach the subject for the first time.
4: 10.45-12.15 Tuesday 26th June
Learning & Teaching
- Metacognitive Awareness Utilized for Learning Control Difficulties
in Algorithmic Problem
David Ginat. Tel-Aviv University, Israel
Students who demonstrate high self-explanation ability show advanced
metacognitive awareness of their own problem solving process. This awareness
can be utilized to reveal control difficulties that these students experience
in attempting challenging algorithmic problems. In this paper we present
a study of student awareness of their own control difficulties during
problem solving. Capitalizing on the revelation of their difficulties,
the students experienced improved problem solving ability in later challenges.
- Scaffolding learning in virtual environments
Peter Chalk. University of North London, UK
As the use of on-line teaching environments increases, tutors need to
identify the tasks, procedures and interventions that enhance the quality
of student learning. One theory of instruction in problem solving is
scaffolding and this is used as a guide to analysis of actual interventions
by the author in a software engineering assignment. Stored models of
the students' solutions show various misconceptions and the tutor's
comments in each case are shown to belong to one of the six categories
listed in the original definition of scaffolding. One possible outcome
could be the outline of a possible new instructional design pattern
for this method of tutoring.
- Hybrid learning - a safe route into web-based open and distance
learning for the Computer Science teacher
John Rosbottom. University of Portsmouth, UK
The hybrid learner is located on a continuum between the traditional
student attending face to face classes in a University and the distance
learner who may never visit the institution, except perhaps to graduate.
Modern methods of web-based open and distance learning make hybrid learning
attractive and accessible to students. Computer Science students in
particular make very good hybrid students because the content of the
Computer Science curriculum has a strong practical element that is conducive
to independent learning methods, and because they have a familiarity
with the tools used in hybrid learning. Suggestions are given on how
a teacher may develop web-based open and distance learning (WEB-ODL)
for hybrid learners.
- Characteristics of programming exercises that lead to poor learning
tendencies: Part II
Angela Carbone. Monash University, Australia
In most introductory programming courses tasks are given to students
to complete as a crucial part of their study. The tasks are considered
important because they require students to apply their knowledge to
new situations. However, often the tasks have not been considered as
a vehicle that can direct learning behaviours in students. In this paper
attention is paid to features of programming tasks that led to the following
three poor learning behaviours: non-retrieval, lack of internal reflective
thinking and lack of external reflective thinking. The data gathered
for this study is provided by students and tutors, and describes the
students' engagement in the tasks. The paper concludes with a list of
generic improvements that should be considered when formulating programming
exercises to minimise poor learning behaviours in students.
Visualisation & Animation
- Using Animation of State Space Search to Overcome Student Learning
Vic Ciesielski. RMIT University, Australia
We describe an algorithm animation system for artificial intelligence
search algorithms. We have identified a number learning difficulties
experienced by students studying search algorithms and designed the
animation system to help students to overcome these difficulties. As
well as the usual single step single step mode for assistance in learning
the individual steps of an algorithm, the system supports an innovative
burst mode for visualizing qualitative behaviour and facilitating comparisons
between different algorithms and heuristic functions. The system has
successfully been used in the classroom for 4 years and survey results
indicate use of the system improves understanding. An empirical study
comparing a group of 15 students using the animation system and 15 students
who wrote programs for the algorithms revealed a generally similar level
of understanding, however the animation group was better at dealing
with questions about qualitative behaviour.
- EVEGA An educational visualization environment for graph algorithms
Sami Khuri. San Jose State University, US
This paper describes the package EVEGA (Educational Visualization Environment
for Graph Algorithms) and possible ways of incorporating it into the
teaching of algorithms. The tool is freely available, platform- and
network-independent, and highly interactive. The tool is designed for
three different groups of users: students, instructors, and developers.
Interaction with EVEGA can be achieved through the exploration of existing
default visualizations, through the direct manipulation of graphical
objects or through the implementation and visualization of new algorithms
using existing classes. EVEGA provides extensive help files to assist
each category of users in the interaction process.
- Versatile Concept Map Viewing on the Web
Erkki Rautama. University of Joensuu, Finland
We present a new applet-based system viewing concept maps on the Web.
The input consists of a concept map written in a description language
with optional style and layout definitions. The system has numerous
applications, because many kinds of graphs, trees, and flowcharts written
by humans or generated by other software can be shown in addition to
traditional concept maps.
- Using Visualization To Teach Novices Recursion
Wanda Dann. Ithaca College, US
This paper describes an approach for introducing recursion, as part
of a course for novice programmers. The course is designed to make use
of a 3-D animation world-builder as a visualization tool that allows
students to see their own programs in action. One of the pedagogical
goals of the course is to enable the student to gain an intuitive sense
of and mathematical insight into the recursive process. The software,
examples of animation using recursion, and some experiences in using
this approach are discussed.
5: 10.45-12.15 Wednesday 27th June
Distance Learning & Collaboration
- Accreditation and Student Assessment in Distance Education Why
We All Need to Pay Attention
Lisa Kaczmarczyk. University of Texas at Austin, US
Why should a Computer Scientist take a particular interest in Distance
Education? Historically, this author hasn't been particularly interested
… truth be told, I still prefer to meet students in the flesh as opposed
to over the ether. However, I now realize that ignoring this medium
is ill-advised. Distance Education is on a meteoric rise - the US Department
of Education put the growth of Distance Education in institutions of
higher education at well over 70% between 1997 and 1998 . These
statistics also indicated that departments of Computer Science have
not been on the forefront of this movement. Only 26% of 2-year and 4-year
institutions offering Distance Education courses for credit included
Computer Science in these offerings . Perhaps some of us have ignored
Distance Education because we viewed it as revolving around "technology"
as opposed to "computer science". Perhaps because our field changes
so much faster than others we have been reluctant to let go of our "content"
long enough to fully grapple with this new creature. Perhaps we have
been resistant to change (yes, it could be true). Whatever the reason,
Distance Education is altering the ground rules as to what entails a
quality education. Standards-forming committees within and without the
federal government have begun to take these changes into account [12,21].
Effects on Computer Science are inevitable and we educators should not
be caught off guard.
- Observational Studies of Student Errors in a Distance Learning
Environment Using a Remote Recording and Replay Tool
Kit Logan. The Open University, UK
AESOP is An Electronic Student Observatory Project consisting of a set
of tools written in Smalltalk allowing student's activities and progress
through an on-line distance education course to be remotely recorded,
replayed and analysed. The following paper outlines some initial findings
from observations made on a cross-sectional group of 368 volunteers
taking the course in 2000. Students observed using low resolution 640
x 480 screens were noted to take significantly longer to complete on-line
course work (p=0.018). Differences between genders were also found with
females reporting less comfort at using computers and males using a
greater variety of central processing units. Some evidence indicates
that female students were also more likely to be using lower specification
machines than males although the differences noted were found to be
just outside significance levels.
- A Cybericebreaker for an Effective Virtual Group?
Tony Clear. Auckland University of Technology, New Zealand
This paper reports selected results from the most recent of a series
of international collaborative trials between students at Auckland University
of Technology and Uppsala University. The trials require students to
work together in virtual groups, comprising students from each institution,
to perform a common task. The topic of this paper is how to form and
sustain more effective virtual groups. In this trial a cyber-icebreaker
task has been introduced and its contribution to group effectiveness
is explored. Some conclusions are drawn pinpointing the strengths and
weaknesses of this trial design, and some insights into effective design
of electronic collaborative learning groups are gained.
- An International Common Project Implementation Phase
Shiva Azadegan. Towson University, US
To better prepare students to work in globally distributed organizations,
to develop effective communication skills to deal with the communication
barriers that are inherent in such settings and to provide students
with the opportunity to be involved in a complete software development
cycle of a "real-world" project, from design to integration and testing,
we have developed a course based on an "International Common Project"
(ICP) model  of the US-EC (European Community) Consortium "Towards
a Common Computer Science Curriculum and Mutual Degree Recognition"
. The course is scheduled for the Spring Semester, 2001, and Towson
University, Maryland, USA and Evry University, France, will participate
in this project.
6: 13.30-15.00 Wednesday 27th June
- Identifying Topics for Instructional Improvement Through On-line
Tracking of Programming
Dorota Huizinga. California State University - Fullerton US
This paper stresses the need for identifying specific learning objectives
for student programming projects and describes the use of an on-line
project submission system for assessment of those objectives. Specifically,
the emphasis of the article is on on-line tracking of student progress
in order to identify topics that need particular instructional attention.
The examples and data collected are drawn from a junior level operating
- Fully Automatic Assessment of Programming Exercises
Riku Saikkonen. Helsinki University of Technology, Finland
Automatic assessment of programming exercises has become an important
method for grading students' exercises and giving feedback for them
in mass courses. We describe a system called Scheme-robo, which has
been designed for assessing programs written in the functional programming
language Scheme. In addition to checking the correctness of students'
solutions the system provides many different tools for analysing other
things in the program like its structure and running time, and possible
plagiarism. The system has been in production use on our introductory
programming course with some 300 students for two years with good results.
- A System for Program Visualization and Problem-Solving Path Assessment
Maria Satratzemi. University of Macedonia, Greece
This paper describes an educational programming environment, called
AnimPascal. AnimPascal is a program animator that incorporates the ability
to record problem-solving paths followed by students. The aim of AnimPascal
is to help students understand the phases of developing, verifying,
debugging, and executing a program. Also, by recording the different
versions of student programs, it can help teachers discover student
conceptions about programming. In this paper we describe how our system
works and present some empirical results concerning student conceptions
when trying to solve a problem of algorithmic or programming nature.
Finally, we present our plans for further extensions to our software.
- Using Qualitative Research Software for CS Education Research
M. Dee Medley. Augusta State University, US
Research in Computer Science education has become more and more important
in recent years. Both quantitative and qualitative research methods
yield interesting results, but most researchers in our field rely on
software for only the quantitative methods. This paper describes one
of several packages on the market that support qualitative research
methods. These packages make qualitative research less unwieldy and
provide the researcher with excellent tools for doing far more detailed
analysis of the data than is possible by hand. The data for such analysis
may come from on-line or written tests, programming assignments, or
exit interviews for assessment purposes. The results of qualitative
research can produce a better understanding of the larger picture in
the environment under study.
Systems & Networks
- An Open Source Laboratory for Operating Systems Projects
Mark Claypool. Worcester Polytechnic Institute, US
Typical undergraduate operating systems projects use services provided
by an operating system via system calls or develop code in a simulated
operating system. However, with the increasing popularity of operating
systems with open source code such as Linux, there are untapped possibilities
for operating systems projects to modify real operating system code.
We present the hardware and software configuration of an open source
laboratory that promises to provide students that use it with a better
understanding of operating system internals than is typically gained
in a traditional operating systems course. Our preliminary projects
and evaluation suggest that thus far the lab has achieved its primary
goal in that students that used the lab feel more knowledgeable in operating
system and more confident in their ability to write and modify operating
- Using Actors for an Interactive Animation in a Graduate Distributed
Boris Koldehofe. Chalmers University of Technology, Sweden
We describe and evaluate an experiment where actors were simulating
the behaviour of processes in a distributed system in order to explain
the concept of self-stabilisation. A self-stabilising system is one
that ensures that the system behaviour eventually stabilises to a safe
subset of states regardless of the initial state. Protocols satisfying
this elegant property, which enables a system to recover from transient
failures that can alter the state of the system, are often hard to understand,
especially for students with small background in distributed computing.
The experiment was part of an introductory course on distributed computing
and systems for graduates in October 2000. The purpose of this interactive
animation was to introduce to the students the basic concepts behind
self-stabilisation (eligible states, different kinds of faults, convergence)
before showing them formal representations and proving algorithmic properties.
All of the students had a degree either in mathematics or computing
science and had a course on algorithms before. However, most of the
students did not have a background in distributed systems or distributed
algorithms. The latter was not only the motivation for preparing this
method of presentation but also what made this a challenging effort.
Our feedback from the class was that the concept and this work method
were very well received. We could observe that their understanding evolved
to the point that they were able to successfully come up with ideas
for solutions and argue for/prove their correctness. As suggested in
, dramatisation of executions can help the students to understand
new issues and complications. Our experience shows that this is true
even for graduate level courses. In our experiment we could conclude
that dramatisation can be almost as powerful as a programming exercise
in the teaching process; sometimes even more efficient, especially when
we need to teach new concepts to an audience with different backgrounds.
In analysing the results of our method we make a combination of the
qualitative and quantitative approaches .
- The Netwire Emulator a Tool for Teaching and Understanding
Renzo Davoli. University of Bologna, Italy
The evolution of the parallel computing theory has shown over years
the need for complex and reliable emulation tools for teaching, learning
and developing new distributed algorithms in a realistic network environment.
NetWireEmu is a distributed architecture designed for educational and
research purposes which provides a synthetic but realistic network environment:
it may be used to teach and learn parallel algorithms (or operating
systems) as well as for research and developing of new distributed algorithms.
Given the client/server architecture of NetWire, each client can interact
with one server (or many servers) of a single network (or several sub-networks)
by using the language TCL/NOEL (TCL Network Oriented Emulation Language),
which is an extension of TCL designed for NetWire. The user can control
by TCL/NOEL all the physical parameters of each network device or part,
from the communication channels, through the hubs, to the network adapters.
It is simple to design a network topology and interface the emulated
network to real software applications by using the NetWire API library.
Moreover, NetWire already provides a fully featured Xwindows interface,
and because of the integrated TCL language and the interactions between
XNOEL and TK, it is possible to fastly build up new and powerful GUI
based applications. Thus, the field of application of NetWire is twofold:
on a side, it may be used as a tool for teaching distributed algorithms
on parallel and distributed operating systems, and on the other one
it is a tool for the research and development of new distributed algorithms.
- Enhancing the Computer Networking Curriculum
Jon Rickman. Northwest Missouri State University, US
An increasing number of students in computer science are requesting
advanced study and active learning experiences in computer networking.
Employers need graduates who not only understand the fundamentals of
networking but those who can quickly be involved in network administration.
Meeting these demands in the curriculum suggests that new and well-planned
laboratory and internship experiences should be incorporated into the
computer science curriculum. However, there are some major challenges
in providing these experiences; it is much more complex than just adding
another compiler or server to a laboratory. This paper describes several
efforts the authors are making to meet these challenges.
7: 15.45-16.45 Wednesday 27th June
- EXercita Automatic Publishing of Programming Exercises
Cristobal Pareja-Flores. Universidad Complutense de Madrid, Spain
EXercita is a system designed to archive and publish programming exercises.
It consists of a repository of structured documents, each describing
an exercise, and several tools to manage it. Documents are marked-up
with an extension of LaTeX we have designed, called eXercita, and can
be automatically published as PostScript files or Web pages. In addition,
such Web pages can be grouped automatically in a hierarchically structured
Web site by means of indices. The collection can also include links
to external Web references.
- Using a Familiar Package to Demonstrate a Difficult Concept Using
an Excel Spreadsheet Model to Explain the Concepts of Neural Networks
William Fone. Staffordshire University, UK
In the first presentation of a course designed to introduce the topic
of neural networks to undergraduates with mixed disciplinary backgrounds,
it became apparent that a flexible tool was needed to help them visualise
a network. Several models were available and many were tried, without
realising success. Many of the models available allowed experimentation
but they all needed a quantity of prior knowledge to understand the
principles they demonstrated. The first presentation relied heavily
upon packages and web based resources to deliver background knowledge.
A model of a neural network was produced using a familiar spreadsheet
- Teaching Theory of Computation Using Pen-Based Computers and an
David Berque. DePauw University, US
This paper describes a Theory of Computation course that was taught
in an electronic classroom equipped with a network of pen-based computers,
a touch-sensitive electronic whiteboard, and locally written groupware
that was designed to enhance the ability of teachers and students to
share written information during class. We first describe the technology
that was used to support the course, and then provide an overview of
the instructor's use of this technology to engage students during class.
Finally, we present the students' reaction to the approach.
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